ABSTRACT
The transition from high school to college-level writing has become a topic of special interest among literacy educators in the US, as evidenced by the publication of several recent books designed to help secondary school teachers better prepare their students for post-secondary work (Weinstein, 2001; Dombek and Herndon, 2004; Sullivan and Tinberg, 2006). Much has been made of the difficulties that students experience with this transition, though the jury is still out on whether these difficulties are the fault of secondary-school instructors who are not sufficiently attuned to the demands of college-level work to prepare their students for it, or whether they are caused by the idiosyncractic nature of writing practices across the various disciplines that students encounter in college (Thompson, 2002).
