• Pushing Boundaries: Teaching First-Year Composition at the High School Level

    Author(s):
    Michelle Szetela (see profile)
    Date:
    2016
    Subject(s):
    Language and languages--Study and teaching
    Item Type:
    Thesis
    Institution:
    Long Island University
    Tag(s):
    concurrent enrollment, dual enrollment, first-year composiition, FYC, writing, Teaching of language
    Permanent URL:
    http://dx.doi.org/10.17613/M64K7W
    Abstract:
    This thesis critically evaluates the essence of First Year Composition (FYC) and establishes the benefits a composition course would offer high school students. The intended purpose is to assess the feasibility of teaching FYC in the high school classroom and to consider views from the perspectives of students, teachers, and scholars in order to formulate a comprehensive conclusion. One key dispute in composition studies is whether students who write compositions as critical thinking assignments actually become better critical writers and thinkers. Proponents argue that this method establishes better writing and thinking skills among college and university students, while critics argue that since these skills do not necessarily transfer to other courses and/or disciplines, FYC should either be abolished or largely revised. This thesis suggests that the benefits of FYC clearly outweigh the problems many have cited and that key mitigation measures can be used to improve FYC courses.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    7 years ago
    License:
    All Rights Reserved
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