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This qualitative study examines how writing instructors and program administrators at three public universities in the Buenos Aires conurbation navigate the challenge. Findings reveal two core tensions and emphasize rethinking early-stage writing instruction and strengthening cross-level university partnerships.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beyond-remediation-rethinking-writing-education-in-argentine-public-universities-602293/602293/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beyond-remediation-rethinking-writing-education-in-argentine-public-universities-602293/602293.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What dilemma do Argentine public universities face regarding writing education?","Question",{"text":112,"@type":113},"They must uphold open access while ensuring traditional literacy standards do not exclude the most disadvantaged students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the study find about “college readiness”?",{"text":117,"@type":113},"It reveals competing notions: readiness as an individual condition for academic success versus an institutional responsibility to guarantee inclusion.",{"name":119,"@type":110,"acceptedAnswer":120},"How do writing program administrators influence program and pedagogy?",{"text":121,"@type":113},"Their activism is crucial for moving beyond a remedial paradigm toward inclusion-centered programs and teaching approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602293,1792192619,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 33 Number 31 May 6 , 2025 ISSN 1068-2341 |  |\n\nBeyond Remediation: Rethinking Writing Education in Argentine Public Universities  \nAntonella Pappolla  \nUniversity of Wisconsin-Madison  \nUnited States  \nCitation: Pappolla, A. (2025). Beyond remediation: Rethinking writing education in Argentine  \npublic universities. Education Policy Analysis Archives, 33(31). [https://doi.org/10.14507/epaa.33.8741](https://doi.org/10.14507/epaa.33.8741)  \n[Abstract:](Abstract: The massification of higher education in Argentina has created a central dilemma for)[ The massification of higher education in Argentina has created a central dilemma for](Abstract: The massification of higher education in Argentina has created a central dilemma for)[ ](Abstract: The massification of higher education in Argentina has created a central dilemma for)[public universities: how to uphold open access while ensuring that traditional literacy standards do](public universities: how to uphold open access while ensuring that traditional literacy standards do)[ ](public universities: how to uphold open access while ensuring that traditional literacy standards do)[not exclude the most disadvantaged students. This qualitative study examines how writing](not exclude the most disadvantaged students. This qualitative study examines how writing)[ ](not exclude the most disadvantaged students. This qualitative study examines how writing)instructors and program administrators at three public universities in the Buenos Aires conurbation navigate this challenge. Findings reveal two core tensions. First, competing notions of college readiness emerged, viewed either as an individual condition for academic success or an institutional responsibility to guarantee inclusion. Second, the activism of writing program administrators proved crucial in advancing programs and pedagogies that moved beyond a remedial paradigm toward one centered on inclusion. The study underscores the need to reexamine the structure and purpose of early-stage writing instruction and to strengthen partnerships across educational levels and within universities to broaden and sustain writing education opportunities.  \nKeywords: writing education; academic literacies; college access; higher education; Argentina  \nRepensando la enseñanza de la escritura en universidades públicas argentinas: Hacia un abordaje inclusivo  \nResumen: La masificación de la educación superior en Argentina enfrenta a las universidadespúblicas con un dilema político: ¿cómo sostener el compromiso con el ingreso irrestricto sindesconocer los efectos excluyentes de la cultura lingüística dominante sobre los sectores  \nmenos privilegiados? Esta investigación cualitativa indaga en las perspectivas de coordinadores y docentes de cursos de escritura en el tramo de acceso a tres universidades públicas del conurbano bonaerense. Se destacan dos hallazgos principales: en primer lugar, visiones contrapuestas con respecto a la prontitud de los estudiantes para la escritura académica, por un lado vista como un atributo individual necesario para el éxito universitario y, por el otro, como una responsabilidad institucional para garantizar inclusión. En segundo lugar, el activismo delos docentes-investigadores de escritura surge como una condición necesaria para transcenderun abordaje remedial de la enseñanza escritura y desarrollar programas y pedagogías inclusivos. Esta investigación subraya la importancia de reexaminar requisitos de lecto-escritura para el grado universitario, fortalecer la articulación secundaria-universidad y promover colaboraciones intra-universitarias para expandir el apoyo a la escritura.  \nPalabras-clave: alfabetización académica; acceso universitario; inclusión; literacidad; Argentina  \n“A gente não parte de uma perspectiva remediativa”: Reimaginar o ensino da escrita","cbCaikEYAodQSqX7","https://ap.wps.com/l/cbCaikEYAodQSqX7","pdf",415881,22,"English","# Education Policy Analysis Archives\n## Beyond Remediation: Rethinking Writing Education in Argentine Public Universities\n## Abstract\n## Keywords","[{\"question\":\"What dilemma do Argentine public universities face regarding writing education?\",\"answer\":\"They must uphold open access while ensuring traditional literacy standards do not exclude the most disadvantaged students.\"},{\"question\":\"What does the study find about “college readiness”?\",\"answer\":\"It reveals competing notions: readiness as an individual condition for academic success versus an institutional responsibility to guarantee inclusion.\"},{\"question\":\"How do writing program administrators influence program and pedagogy?\",\"answer\":\"Their activism is crucial for moving beyond a remedial paradigm toward inclusion-centered programs and teaching approaches.\"}]","Beyond Remediation - Rethinking Writing Education in Argentine Public Universities | PDF",1792094417,55]