Initially placed in noncredit-bearing remediation courses, many of these students eventually drop out of college. Most course materials are available online to certified ERWC educators those who have completed the four-day high school professional learning workshop series.
Each module takes between one and three weeks to teach depending on students' needs and previous academic literacy experience and is composed of a sequence of integrated reading and writing experiences, beginning with pre-reading activities, moving into reading and post-reading activities, and continuing through informal and formal writing assignments.
The cornerstone of the course—the ERWC Assignment Template—presents a scaffolded process for helping students read, comprehend, and respond to nonfiction and literary texts. The original task force included faculty from a range of CSU campuses as well as a high school principal, teachers, and literacy specialists.
Students in this yearlong, rhetoric-based course develop advanced proficiency in expository, analytical, and argumentative reading and writing. The CSU Expository Reading and Writing Task Force has developed a curriculum and professional development materials for an expository reading and writing course to be offered to high school students in their junior or senior year.
Critical literacy skills such as reading for understanding and related strategies such as annotating and questioning the text are embedded within assignments.
Anybody who used the [ERWC] materials saw that the kids were so engaged and excited, which was a change from teaching Beowulf.
Student readings have been analyzed for text complexity in keeping with the California standards. Through the modules, students are encouraged to examine and discuss the social, political, and philosophical assumptions underlying the texts and then write for a variety of purposes and audiences.
Collaboratively developed by a group of CSU faculty, high school teachers, and high school administrators, the ERWC's rich and detailed yet adaptable resources help students develop the academic literacy skills necessary for success in college, career and community.
The course is designed to prepare students for college-level English and it is aligned with the California English-Language Arts Content Standards. That collaboration contributed to identifying and addressing literacy skills that students most need in order to be successful in college, and it helped ensure that the course attended to standards that high school teachers were expected to teach and students were expected to learn.
Classroom activities designed to model and foster successful practices of fluent readers and writers 5.