This article explores how institutional representations of college readiness (e.g. teacher talk and standardized assessment) and writing expectations influence high school students' perceptions of their preparedness to write at the college level. Findings presented are from an IRB-approved research study. This work offers important implications for how educators and educational institutions represent college-level writing to students and the ways in which those representations influence students’ perceived preparedness and expectations for college-level writing through peer comparison, teacher talk, curriculum, and assessment.
"What Does it Mean to Be Prepared for College-Level Writing?: Examining how college-bound students are influenced by institutional representations of preparedness and college-level writing,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 7:
1, Article 6.
Available at: https://scholarworks.wmich.edu/wte/vol7/iss1/6