Robin,+12,+HALR+ch.+17,+Literacy+Demands+of+Entering+University

Robin 12, ch. 17, Literacy Demands of Entering the University

The college application essay students typically write that is a personal essay that is well-edited and coherent, entails both risk and relaxation. Paley (260) calls this situation a rhetorical paradox, and note the differences between successful and unsuccessful writers are screened using a read-aloud protocol when essays are reviewed, are based less on stated criteria, and more on an “emotional literacy”. With the admonition to “relax” framing the essay task, students could believe formal properties do not matter – when in fact, correctness and formality are both expected and rewarded by admissions officers. I must confess I did not know this subterfuge, I simply did not believe they would really expect (or desire) for me to “relax” and write incorrectly; though, a student, when relaxing, would still not be expected to write purposely incorrectly.

The next notable issue (pg 261) involves the placement essay, judged by criteria both stated and hidden. The stated includes clear topics, critical understanding, insightful response, explores in depth, coherent, supported with apt reasons and well-chosen examples, effect, fluent, syntactic variety, and clear command, free from errors. However, what the hidden criteria conceal is probably the weightier factors when Admissions makes their determination. Higher scores contain canonical literary references, dates of important historical events and authors of famous quotations. What is being evaluated are the social identities constructed in student texts. I think also it is the level of dispositions utilized by students and their literacy identity that is spoken of in chapter 7, Fostering Engaged Academic Literacy.

The third identifying marker for student literacy when entering college is the directed self-placement, when students decide for themselves which first-year composition course is appropriate, indicates intrapersonal composing knowledge. The more self-aware a student is of their strengths and weaknesses, and their ability to gauge what will be most effective to their development suggest other dimensions required for success. Other literacy proficiencies students will need are writing to unarticulated demands and assessing accurately their writing strengths in the institution’s context. The authors move forward to examining five postsecondary literacy themes: Processes and novice-ship, Sources and evaluation of information, Critical thinking, Reflective practice, and New texts, new discourses. The more the high school teacher can incorporate these scholarly practices the better prepared college-bound students will be. I find it interesting this was all unknown to me until after completing a BA and an MAE. However, now that I do, I feel it my responsibility as a high school teacher to promote these self-directed awareness and literacy dispositions/identities.