| dc.identifier.uri | http://hdl.handle.net/11401/77585 | |
| dc.description.sponsorship | This work is sponsored by the Stony Brook University Graduate School in compliance with the requirements for completion of degree. | en_US |
| dc.format | Monograph | |
| dc.format.medium | Electronic Resource | en_US |
| dc.language.iso | en_US | |
| dc.publisher | The Graduate School, Stony Brook University: Stony Brook, NY. | |
| dc.type | Thesis | |
| dcterms.abstract | In times of daunting new standards for high school learning outcomes, high stakes assessments often result in teaching to the test. This, in turn, tends to deny high school students sufficient training in academic writing for authentic audiences and real contexts. This thesis will examine the New York State Regents Exam to present evidence that unfortunately, authentic writing experiences hardly ever appear on state assessment tests. Although the Common Core State Standards (CCSS) claim college and career readiness can be evaluated by way of assessments, examples of the Regents Exam will support the theory that valued habits like curiosity creativity, and openness are not present in students written work and therefore, do not truly prepare students for writing in college and career. Noteworthy theory and research will be presented to acknowledge that due to high stakes assessments, writing gaps can emerge between high school and college-level writing. Furthermore, reflection of the valued habits college-level writing entails will reveal authenticity in writing is a fundamental disparity between the two institutions. This will provide an opportunity to advocate for the importance for authentic writing as well as tangible solutions to help bridge the gap. First, a clearer understanding of what facets contribute to dividing high school and college writing will be described. Then, suggestions for how to approach high school writing more authentically will be identified as part of a strategic solution to help bridge the divide. | |
| dcterms.available | 2017-09-20T16:52:56Z | |
| dcterms.contributor | Khost, Peter | en_US |
| dcterms.contributor | Dunn, Patricia A | en_US |
| dcterms.creator | Streibel, Kelly Ann | |
| dcterms.dateAccepted | 2017-09-20T16:52:56Z | |
| dcterms.dateSubmitted | 2017-09-20T16:52:56Z | |
| dcterms.description | Department of English. | en_US |
| dcterms.extent | 56 pg. | en_US |
| dcterms.format | Monograph | |
| dcterms.format | Application/PDF | en_US |
| dcterms.identifier | http://hdl.handle.net/11401/77585 | |
| dcterms.issued | 2014-12-01 | |
| dcterms.language | en_US | |
| dcterms.provenance | Made available in DSpace on 2017-09-20T16:52:56Z (GMT). No. of bitstreams: 1
Streibel_grad.sunysb_0771M_11834.pdf: 1262478 bytes, checksum: 374986326d527d6a731322b47ee0d1a3 (MD5)
Previous issue date: 1 | en |
| dcterms.publisher | The Graduate School, Stony Brook University: Stony Brook, NY. | |
| dcterms.subject | Education | |
| dcterms.subject | College Readiness, Common Core State Standards, Postsecondary, Writing | |
| dcterms.title | The Secondary/Postsecondary Writing Gap: Obeying Standards, Striving for Authenticity | |
| dcterms.type | Thesis | |
