Fumbling toward Co-Territorialized Spaces: Composition Pedagogy and Dual Enrollment
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| Title: | Fumbling toward Co-Territorialized Spaces: Composition Pedagogy and Dual Enrollment |
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| Language: | English |
| Authors: | Joe Courchesne, Jennifer DiGrazia, Wyatt Hermansen |
| Source: | Composition Studies. 2025 53(2):89-103. |
| Availability: | Composition Studies. Available from: English Department, UMass Boston. 100 William T. Morrissey Blvd, Boston, MA 02125; e-mail: compstudiesjournal@gmail.com; Web site: https://compstudiesjournal.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Dual Enrollment, College Bound Students, College Preparation, Acceleration (Education), Freshman Composition, College School Cooperation, Teacher Collaboration, Team Teaching |
| ISSN: | 1534-9322 1542-5894 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500205 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1534-9322 1542-5894 |
