Postsecondary Transition Programs for Underprepared Writers

Abstract

There is a large population of students who enter postsecondary institutions underprepared in the area of writing,
which can negatively affect their academic success in various disciplines. Lack of alignment between secondary and
postsecondary education writing curricula is a common cause of why students are underprepared in writing.
Identifying gaps in writing when transitioning from secondary to postsecondary institutions is critical in creating
appropriate writing support programs which better prepare students for academic success. Moreover, in order to
facilitate successful postsecondary writing outcomes, proactive writing interventions (transition programs) between
secondary and postsecondary institutions can be implemented to generate a positive impact on students’ ability to
write, thereby leading to greater academic success.