Fumbling Toward Co-Territorialized Spaces: Composition Pedagogy and Dual Enrollment.

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Bibliographic Details
Title:	Fumbling Toward Co-Territorialized Spaces: Composition Pedagogy and Dual Enrollment.
Authors:	Courchesne, Joe¹, DiGrazia, Jennifer², Hermansen, Wyatt³
Source:	Composition Studies. Fall2025, Vol. 53 Issue 2, p89-103. 15p.
Subject Terms:	Dual school enrollment, Curriculum alignment, Writing education, Teacher development, Teaching teams, Teaching methods
Abstract:	This article explores the pedagogical possibilities and institutional tensions of co-taught dual enrollment (DE) first-year writing courses. Drawing on their teaching experiences in an early college program, the authors examine how DE fosters collaboration between secondary and postsecondary instructors. They argue that, with adequate professional development and institutional support, DE can promote curricular alignment and enrich writing instruction for future college students. Through classroom narratives and student reflections, the authors show how co-teaching challenges traditional hierarchies and illuminates the increasingly porous boundary between high school and college writing cultures. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article explores the pedagogical possibilities and institutional tensions of co-taught dual enrollment (DE) first-year writing courses. Drawing on their teaching experiences in an early college program, the authors examine how DE fosters collaboration between secondary and postsecondary instructors. They argue that, with adequate professional development and institutional support, DE can promote curricular alignment and enrich writing instruction for future college students. Through classroom narratives and student reflections, the authors show how co-teaching challenges traditional hierarchies and illuminates the increasingly porous boundary between high school and college writing cultures. [ABSTRACT FROM AUTHOR]
ISSN:	15349322