In recent years, college instructors, particularly at elite institutions, have noticed that students lack preparedness for rigorous reading demands. Nicholas Dames, who teaches Literature Humanities at Columbia, encountered a first-year student who revealed that she had never completed a full book in high school. Instead, her assignments consisted of excerpts and articles, which has left students bewildered by the expectations of reading multiple dense texts per semester. This shift reflects a broader trend in educational practices that may hinder students' readiness for advanced study.
Dames found that a first-year student expressed that she had never been required to read a whole book in high school. This shocked him.
Dames's observations reveal that many students arrive at college unprepared for the reading demands, owing largely to their high school experiences.
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