Date of Award

7-29-2011

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

English

First Advisor

Bennett A. Rafoth, Ed. D.

Second Advisor

Kathleen Blake Yancey, Ph. D.

Third Advisor

Gian S. Pagnucci, Ph. D.

Abstract

This study examines the extent to which high school students from an affluent, college preparatory high school were able to transfer their knowledge about reading and writing from high school to college. The participants’ perceptions of the transition from high school reading and writing to college reading and writing revealed that they did not perceive college work to be harder, but faster paced. They generally perceived similarities between high school writing and college writing; those similarities were both literal and conceptual. The participants were able to transfer content knowledge and procedural knowledge about reading and writing from high school to college. The participants who were most successful in their knowledge transfer demonstrated transfer enabling dispositions. This study raises questions about the nature of preparation for college. Implications are discussed for high school students and faculty, for college students and faculty, and for those interested in educational reform.

Share

COinS