Abstract
Despite mixed reviews about the efficacy of developmental writing courses, they are a mainstay on most college campuses. In fact, a recent Hechinger Report noted that a significant number of students who enroll in college each year (more than half at some institutions) aren’t prepared for college-level work (Butrymowicz, 2017). Based on test scores, GPA, and students’ self-perceptions, they are placed in developmental courses intended to help them “catch up” on conceptual knowledge and study skills that will help them succeed in their courses and persist to graduation. Basic composition is no exception. At-risk students are placed in remedial composition courses that offer more class time (4 credit hours compared to 3), smaller class sizes, and more individualized attention. The problem is that many students in these courses aren’t thriving. While some students do benefit from the additional support, studies show that these courses have minimal—and in some cases a detrimental—effect on other students’ success (e.g., Boatman & Long, 2018; Scott-Clayton & Rodriguez, 2015). Using a mix of recent studies as well as student data from Anderson University, this paper examines the efficacy of developmental writing courses and the reasons some students fail. It also explores alternative support options for at-risk students.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Developmental Writing, Remedial Education, Composition, Writing Studies, Higher Education
