Fumbling Toward Co-Territorialized Spaces: Composition Pedagogy and Dual Enrollment.
Saved in:
| 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] |
| Copyright of Composition Studies is the property of Composition Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 191962688 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Fumbling Toward Co-Territorialized Spaces: Composition Pedagogy and Dual Enrollment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Courchesne%2C+Joe%22">Courchesne, Joe</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22DiGrazia%2C+Jennifer%22">DiGrazia, Jennifer</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Hermansen%2C+Wyatt%22">Hermansen, Wyatt</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Composition+Studies%22">Composition Studies</searchLink>. Fall2025, Vol. 53 Issue 2, p89-103. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Dual+school+enrollment%22">Dual school enrollment</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+alignment%22">Curriculum alignment</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Composition Studies is the property of Composition Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191962688 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 89 Subjects: – SubjectFull: Dual school enrollment Type: general – SubjectFull: Curriculum alignment Type: general – SubjectFull: Writing education Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Teaching teams Type: general – SubjectFull: Teaching methods Type: general Titles: – TitleFull: Fumbling Toward Co-Territorialized Spaces: Composition Pedagogy and Dual Enrollment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Courchesne, Joe – PersonEntity: Name: NameFull: DiGrazia, Jennifer – PersonEntity: Name: NameFull: Hermansen, Wyatt IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15349322 Numbering: – Type: volume Value: 53 – Type: issue Value: 2 Titles: – TitleFull: Composition Studies Type: main |
| ResultId | 1 |
