A publication of the Association of College and Research Libraries
A division of the American Library Association
Editorial Offices: 575 Main Street, Suite 300, Middletown, CT 06457-3445
Phone: (860) 347-6933
Fax: (860) 704-0465


Please do not link to this page.

August 2015 Vol. 52 No. 12

Utah State University Press

The following review appeared in the August 2015 issue of CHOICE. The review is for your internal use only. Please review our Permission and Reprints Guidelines or email

Social & Behavioral Sciences

2014-7955 CIP
Ruecker, Todd. Transiciones: pathways of Latinas and Latinos writing in high school and college. Utah State, 2015. 219p bibl index afp ISBN 9780874219753 pbk, $24.95; ISBN 9780874219760 ebook, $19.95.

This book by Ruecker (English, Univ. of New Mexico) explores the academic writing journey of seven native Spanish-speaking students as they transition from high school to college.  Ruecker’s research is multi-faceted, conducted through classroom observations, interviews, and a series of questionnaires over the time he spent following the students.  He examines the support for and academic abilities of each student prior to attending college, the length of time attending a US school, students' social economic backgrounds, and the transition and writing support services provided at the college each student attended.  With the El Paso, Texas–Juarez, Mexico, border as the focal region for his research, Ruecker notes that US public schools along the US-Mexican border have English language learner services in place, allowing public school teachers to monitor a student’s level of language growth to provide a learning structure that fits the student's style.  On the contrary, first-year college writing courses tend to be one size fits all in nature.  Ruecker’s research goal is to create a dialogue that will close the gap between high school and college and get conversations started to better service English language learners.  His research provides a solid foundation that encourages positive and proactive discussion.

--J. M. Stiles, SUNY Potsdam

Summing Up: Recommended. Upper-division undergraduates and above.