A Study of the Relationship between Freshman Composition and Student Performance in Intensive Writing Courses

Thomas K. Martin (Collin County Community College District, USA)
Copyright: © 2012 |Pages: 396
EISBN13: 9781466610095|DOI: 10.4018/978-1-60960-857-6.ch026
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Abstract

The latter finding, while complicating the interpretation of the analysis, contributed most significantly to answering the question of whether or not ENGL1301 should be required as a prerequisite to other intensive writing courses. If ENGL1301 were germane to performance in intensive writing courses, then taking ENGL1301 before taking the intensive writing courses should consistently reduce the odds of negative outcomes in the subsequent courses. Since the sequencing of ENGL1301 did not predict the likelihood of adverse outcomes in intensive writing courses, and since college readiness and having effective writing skills were both predictors of the likelihood of adverse outcomes in intensive writing courses, the evidence suggests that ENGL1301 should not be required as a prerequisite to intensive writing courses. The data do underscore the importance of ensuring that students are college-ready and have some degree of writing proficiency, whether or not that proficiency comes from ENGL1301, before attempting intensive writing courses.
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