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Purpose of the Current Program Identify students who need additional work in English/Math Advise these students to improve their skills via ERWC in senior year Avoid students spending time & money on college remediation Provide an entry exam exemption to those students who are ready as juniors
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Twelfth Grade Expository Twelfth Grade Expository Reading and Writing Reading and Writing
CourseCourse
November 3, 2010Dr. Mary Adler
CSU Channel [email protected]
805-437-8486
First, some background…First, some background…1995: CSU focuses on remediation 1996: Trustees set 10% goal2001: CSU faculty develop CST items 2003: 186,000 pilot the augmented CST 2004-07: Develop, pilot, refine & build
modules2007-current: Train & implement program2012: Require remediation, pre-enrollment
Purpose of the Current Purpose of the Current ProgramProgramIdentify students who need
additional work in English/MathAdvise these students to improve
their skills via ERWC in senior yearAvoid students spending time &
money on college remediationProvide an entry exam exemption
to those students who are ready as juniors
Who stands to benefit from Who stands to benefit from EAP?EAP?
State Board of
Education Universities
High School Students and Teachers
Review of DataReview of DataEAP Results
◦State of California 2009: Ready for College—16% 2010: Ready for College—21%
◦Ventura County 2009: Ready for College—22% 2010: Ready for College—28%
http://eap2010.ets.org
Goals for this trainingGoals for this trainingDay 1, November 3
◦Develop context & rationale◦Explore template & modules, vol. 1
Day 2, November 5◦Connect concepts to teaching &
template◦Resources: vocabulary, writing, web
Day 3, March 4◦Reflect on teaching & analyze student
work◦Explore modules, vol. 2
The Great Divide…or is it?The Great Divide…or is it?Considering differences between
high school & college
A textbook surveyA textbook surveyWhat are the major differences
between the high school and college texts?
In what ways do the texts encourage a particular way of teaching the material?
What are the assumptions about reading and writing suggested by these texts?
Your ObservationsYour ObservationsHigh SchoolFront-loading,
connections, author backgrounds
Scaffolding and support (margins, reading check, etc.)
Connections explicitly made—historical, authors’ biography
Provide motivation Can’t write in it! “Not
yours”
CollegeSmaller font, assumes
reading staminaAssume reading
strategies & abilities, notetaking, text marking, annotation skills
Begins with analysis questions
No color, pictures, standards, G.O., etc.
Requires connections to broader, philosophical issues and literary periods
““Academic Literacy”Academic Literacy”Make a list of skills that you emphasize with high school students to ensure academic success in college
Top 10 list of important or essential Top 10 list of important or essential literacy skills in college:literacy skills in college: Exhibit curiosity (80%) Experiment with new ideas (79%) See other points of view (77%) Challenge their own beliefs (77%) Engage in intellectual discussions (74%) Ask provocative questions (73%) Generate hypotheses (72%) Exhibit respect for other viewpoints
(71%) Read with awareness of self and others
(68%)
From Academic Literacy (2002), pg. 13.
ERWC as a Bridge Between HS and ERWC as a Bridge Between HS and CollegeCollegeUse of high interest, expository
textsMultiple texts examined in tandemExplicit discussion of rhetorical
choicesRereading and annotation practicesConsistent literacy strategies for
reading, writing, and speakingCommon framework for all modules
(“The Template”)
Time for a break!
