Preparing students for college‐level reading and writing: Implementing a rhetoric and writing class in the senior year

Abstract

Abstract This study investigated the instructional practices of three high school teachers perceived as successful in implementing a new rhetoric and writing course in an ethnically diverse high school district in the Southwest United States. Using qualitative research methods over a three‐month period, researchers examined teacher practices related to the yearlong course, teachers’ perceptions of the successes and challenges in applying the curriculum, and the impact of the curriculum on teachers and students. Through an analysis of field notes, structured interviews, a pilot survey, and course‐related documents, researchers found that the class provided important bridging opportunities aimed at preparing students for college‐level reading and writing. The curriculum also emphasized direct, explicit instruction, which several scholars contend benefits linguistically and culturally diverse students. In addition, course creators offered weekly staff‐development sessions that supported teachers in implementing the new curriculum. Areas of challenge that emerged included the course pacing, reading selections, and the focus on writing and revising.