Hatley, Kelsey, authorCoke, Pamela, advisorDoe, Sue, committee memberFrederiksen, Heidi, committee member2016-07-132018-07-112016http://hdl.handle.net/10217/173488The transition from high school to college signals a significant change in what students are expected to know and be able to do in an educational context, especially with reading and writing. Many researchers, teachers, and professors have sought to illuminate the complexities of the transition. This thesis sought to bring in students’ voices to this conversation as they are the ones most affected by educational practices and policies. The research questions investigated in this study included: From the perspective of first year college students enrolled in a composition course, how do they describe: 1) their experiences with reading and writing in high school? 2) their perceptions of what they’ll need to know and be able to do in college and their degree of preparation for college-level reading and writing? 3) what teachers could do to help make this transition smoother for students? The research revealed that not only are teachers and professors feeling the tension, but the students are as well. The types of reading and writing done in high school do not necessarily align with the types of reading and writing that students are expected to know and do in college. This disconnect makes it more difficult for students to navigate the transition between the two. The participant in this study offered insightful thoughts about the complexities involved in the shift as well as some ideas for addressing the misalignment between high school and college expectations and requirements for reading and writing.born digitalmasters thesesengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.readingteachingwritingsecondary educationhigher educationtransitionText