Understanding College Readiness through the Framework for Success in Postsecondary Writing: An Analysis of Algebra Writing in High School

Author

Gabriel Cerda, The University of Texas Rio Grande Valley

Date of Award

12-2019

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Rhetoric and Composition

First Advisor

Dr. Alyssa Cavazos

Second Advisor

Dr. Pamela Anderson-Mejias

Third Advisor

Dr. Randall Monty

Abstract

The topic of college readiness in the United States has become increasingly important as the number of students entering post-secondary institutions has continued to increase. Along with efforts to increase college readiness for students in K-12, calls have been made to better define what it means to be college ready and understand what factors play a role in preparing students for a postsecondary education. This study uses the Framework for Success in Postsecondary Writing as a critical lens and method of analysis to understand how the Framework can broaden our understanding of college readiness. This is a mixed methods study that analyzed Math writing prompts and writing samples responding to those prompts using the eight habits of mind at one school site. The findings of this study may have implications in broadening our understanding of college readiness and what factors may play a role in preparing our students.

Comments

Copyright 2019 Gabriel Cerda. All Rights Reserved.

https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/dissertations-theses/understanding-college-readiness-through-framework/docview/2370545351/se-2?accountid=7119

Recommended Citation

Cerda, Gabriel, "Understanding College Readiness through the Framework for Success in Postsecondary Writing: An Analysis of Algebra Writing in High School" (2019). Theses and Dissertations. 435.
https://scholarworks.utrgv.edu/etd/435