Resisting Definition: The Transitional Space of Dual-Credit College Composition

Resisting Definition: The Transitional Space of Dual-Credit College Composition

Mable Paquin
Marlen Elliot Harrison

Abstract

Although Dual-Credit Composition (DCC) courses offered at two and four-year colleges increased by 75% between 2005 and 2016 across the USA, and although DCC is expected to be equivalent to college Composition classes in meeting “Course Quality” and promoting NACEP 2013 objectives, research in DCC includes data that offers often conflicting accounts of the curriculum, the students and even the instructors of such courses. By providing an overview of recent research on DCC, teacher development, and learner development, and juxtaposing this with the first researcher’s autoethnography as a DCC instructor, we seek to illustrate the indefinable, liminal and transitional space of DCC; to bridge the gap in academic discussion of trends in DCC development with the reality of the high school classroom; to raise a number of questions about student and instructor preparedness; and to identify directions for further inquiry.

Submitted to College Composition & Communication, 11/16

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