Correction to “Educational progress-time and the proliferation of dual enrollment”

Nordquist, B, Lueck, A. Journal of Adolescent and Adult Literacy. 2020; 64.3: 251–257. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1097

This article should include an attribution to the work of Bethany Monea, whose language was used without proper attribution by Nordquist in the third paragraph on page 251. This paragraph should have quoted Monea's dissertation proposal in addition to citing her published dissertation for further context. We sincerely apologize to Dr. Monea. A corrected version of the paragraph should read: “As Bethany Monea (2023) demonstrates in her dissertation, Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing, differences between secondary and tertiary literacy instruction have been widely researched across fields of literacy education and writing studies (Addison & McGee, 2010; Brockman, Taylor, Crawford, & Kreth 2010; Denecker, 2013; Hannah & Saidy, 2014; Patterson & Duer, 2006; Reiff & Bawarshi, 2011; Wilder & Yagelski, 2018). Monea (2019) asserts that ‘These differences range from the types of writing students are asked to do (DeStigter, 2015), to the syntactic features students will be expected to use (Brown & Aull, 2017), to the terms teachers use to assign and talk about writing (Hannah & Saidy, 2014)’” (p. 15–16).

Monea, B. (2023). Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing. Doctoral Dissertation, University of Pennsylvania. Scholarly Commons.

Monea, B. (2019). The Digital Composing Practices of First-Generation-to-College Students Across and Beyond the High School and College Curriculum. Unpublished Dissertation Proposal. University of Pennsylvania.

We apologize for this error.