Literacy demands of the undergraduate curriculum

Abstract

Abstract Academic preparation programs need curricula based on actual university requirements since research has shown that students are better able to transfer skills that correspond to reading and wr iting assignments they encounter in university coursework. This study reports the results of a literacy analysis of History 113, a high‐demand, high‐attrition course at a major urban university. Results of faculty interviews, student surveys, and an analysis of written materials, texts, and examinations show that the key literacy requirement of this course is integration — of writing with reading and of in‐class with out‐of‐class learning.