Writing for Postsecondary Transitions: COABE Discussion, Thursday April 12


What writing do adult students need to do for successful post-secondary transition?

How can teachers prepare them to do it?

Writing content expert Peggy McGuire will lead participants at the National COABE Conference in exploring these questions during a double session Thursday, April 12 from 10:45 am – noon and 1:45 – 3 pm.

During her session, Peggy plans to lead a discussion of:

  • the writing process
  • writing purposes/audiences/tasks relevant to post-secondary education
  • what it means to write effectively for post-secondary transition (skills and experiences needed)

Her session will also include discussions of ‘how to teach’ writing for post-secondary purposes/audiences/tasks, and will engage participants in activities designed to support  adult students’ development as writers who write effectively for post-secondary transition.

In preparation for her session, and for those of us NOT able to attend, we ask you to reflect on the following questions and then please  post a comment in response:

What kinds of writing have *you* needed to do to get into college/university or for any postsecondary courses you have taken? What writing skills did *you* need to be successful in classes?

We look forward to reading about your college-level writing experiences!

Again, Peggy’s session is Thursday, April 12 from 10:45 am – noon and 1:45 – 3 pm, and is currently scheduled for the Marriott III.  Be on the look out for a follow up post on her COABE session here on EFFTIPS!

 


COABE VAACE logo

The Commission on Adult Basic Education (COABE) is hosting their Annual Conference in Norfolk, Virginia April 9th – 13, 2012.  For more information visit: http://www.coabeinvirginia2012.org/
You can also check out this link to the full conference program book  [pdf format].

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Posted on April 5, 2012, in Writing and tagged , , . Bookmark the permalink. 1 Comment.

  1. English classes – essay writing, literary critiques/comparisons, Critical Analyses/technical research report writing (what is this controversial issue/idea/opinion and what are the various points of view out there?); reviews of plays, books, readings.

    Science – simple lab reports, essay and short answer questions on tests – one “research report” per class

    Business classes, Philosophy classes, other humanities; essay and short answer questions on tests – one “research report” per class (I did have one business letter-writing class, that was interesting)

    NOTES – I had to take notes in many (almost all) of my classes – and how they were organized was all up to me.

    In my education classes I had to write lesson plans using the ‘sections’ – format given. Actually, that was common throughout college for significant papers – I had to write to given large sections/headers given by professors. Later, when I wasn’t given these, I automatically created them for myself, to help organize the larger writing tasks.

    My education classes had me doing some of the most interesting writing – write a children’s story at three different reading levels, critique a teen novel or children’s illustrator’s work, etc. I did very little creative writing in college.

    At the Master’s level, formal ‘research article’ format – review of the resaearch, research question, methods, analyses, results, findings, etc.

    Interestingly, at the higher levels, I had to do more collaborative writing – work with a group of peers to create a larger research paper or project. Who did what sections and then ‘smoothing’ the resulting many different voices/approaches into a single document happened several times as both an undergrad and grad student.

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