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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Pedagogical Framework for Integrating Developmental Writing and English Composition Through the Accelerated Learning Program Corequisite Model
Author(s): Tina M. Shanahan
Citation: Tina M. Shanahan, (2020) "Pedagogical Framework for Integrating Developmental Writing and English Composition Through the Accelerated Learning Program Corequisite Model," Journal of Higher Education Theory and Practice, Vol. 20, ss. 10, pp. 159-172
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Corequisite writing classes are becoming commonplace in developmental education for the model’s promise to increase student access to college while providing necessary support for writing fundamentals, applying writing skills in a meaningful context, and developing student success skills. The Accelerated Learning Program (ALP) corequisite model is ideally structured to accommodate research-based best practices that are often difficult to implement in traditional college classrooms. This paper presents an overview of the corequisite approach to developmental writing with an emphasis on the ALP model, proposes a framework for corequisite pedagogy, and discusses how the framework can be applied in context.
