Undergraduate Literacy Programs at Arizona Universities.

Autor/in	Church, Kathleen
Institution	Arizona Board of Regents, Phoenix.
Titel	Undergraduate Literacy Programs at Arizona Universities.
Quelle	(1988), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Basic Skills; College Freshmen; Competition; Educational Quality; Efficiency; Excellence in Education; Higher Education; Literacy; Minority Groups; Public Colleges; State Universities; Undergraduate Study; Writing Across the Curriculum; Writing Processes; Writing Skills; Arizona + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Studienanfänger; Wettkampf; Quality of education; Bildungsqualität; Effectiveness; Effektivität; Wirkungsgrad; Lernerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Alphabetisierung; Schreib- und Lesefähigkeit; Ethnische Minderheit; Staatliche Universität; Grundstudium; Writing skill; Schreibfertigkeit
Abstract	One of the papers in the final report by the the Arizona Board of Regents' Task Force on Excellence, Efficiency and Competitiveness, this report looks at the state's undergraduate literacy programs. It has been acknowledged that literacy is the central problem of undergraduate education in America. Six theoretical principles for excellent literacy programs are presented; among these are: developing the ability to write is critical to the development of higher order thinking, and an excellent writing program recognizes that writing instructors should be trained to teach writing. Composition programs at Arizona's universities are noted, with general observations made about the freshman composition programs. Also discussed are developmental programs and educationally disadvantaged minorities, upper division composition programs, and the upper division writing proficiency examination. Four conclusions are made; among these are: the level of resources devoted to the University of Arizona literacy programs is envied by rhetoric and composition faculties at the other universities, and all three universities are in the process of developing rigorous upper division writing requirements for all students. Seven recommendations stress the importance of finding methods of funding literacy education that reflect its cross-disciplinary nature, reducing the size of college composition classes, and developing incentives to encourage more faculty to participate in coherent writing across the curriculum programs. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC