Teaching Students to Write across a Border: A Writing Curriculum for Inner-City College Access Programs

Abstract

This article explores the development of the Summer Tools, Information, Motivation, and Education (SummerTIME) Writing Program, the only program of its kind in Los Angeles that conducts self-assessment. The author describes the geographical and political boundaries separating inner-city Los Angeles high school graduates from higher education, contextualizes the pedagogy that informed the founding of this programs curriculum, and analyzes the programs strengths and weaknesses as a potential model for inner-city college access.