Teaching Writing Corequisites
Posted by anne.grey
Presented by: Danica Feirman (Reading & Writing Instructor, Southeast Campus), Calin Anderson (Department Chair, Rock Creek Campus), and Nick Hengen Fox (English, Reading, & Writing Instructor, Cascade Campus)
This presentation provides an overview of the corequisite model for writing at Portland Community College (PCC). Grounded in the Accelerated Learning Program (ALP) framework, the corequisite approach pairs a college-level transfer course (Writing 121Z) with a dedicated support lab (Writing 121Q). Designed for up to 10 students, the support lab gives students extra time, small-group instruction, and one-on-one help with reading, writing, and technology without adding extra homework. The presentation covers the logistics of implementation, current success rates and student data, institutional challenges such as scheduling and room availability, and plans to refine placement procedures by Fall 2027.
Presentation Outcomes
- Understand the structural design and purpose of the corequisite writing model at PCC.
- Identify which students benefit most from taking a writing corequisite support lab.
- Analyze initial pass rate data and demographic trends for corequisite enrolled students.
- Recognize institutional and logistical challenges, including scheduling, FTE limits, and room requirements.
- Learn about upcoming changes to PCC’s reading and writing placement process leading into Fall 2027.
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