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 Unpublished Dissertation Proposal.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.

Nordquist, B, Lueck, A.青少年和成人扫盲杂志。2020; 64.3：251-257。https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1097

这篇文章应该包括对 Bethany Monea 作品的归属，Nordquist 在第 251 页的第三段中使用了 Bethany Monea 的语言，但没有适当的归属。除了引用她发表的论文作为进一步的背景之外，这一段还应该引用 Monea 的论文提案。我们真诚地向 Monea 博士道歉。该段的更正版本应为：“正如 Bethany Monea (2023) 在她的论文《无主之地作曲：第一代拉丁裔青年过渡到大学写作的生活和文学》中所展示的那样, 中等和高等教育扫盲教学之间的差异已在扫盲教育和写作研究领域得到广泛研究（Addison & McGee, 2010; Brockman, Taylor, Crawford, & Kreth 2010; Denecker, 2013; Hannah & Saidy, 2014; Patterson & Duer ，2006 年；Reiff & Bawarshi，2011 年；Wilder & Yagelski，2018 年）。Monea (2019) 断言“这些差异的范围从要求学生完成的写作类型（DeStigter，2015）到学生将要使用的句法特征（Brown & Aull，2017），再到教师使用的术语分配和讨论写作（Hannah & Saidy，2014）'”（第 15-16 页）。

B. 莫尼亚 (2023)。创作无主之地：第一代拉丁裔青年过渡到大学写作的生活和文学。宾夕法尼亚大学博士论文。学术共享。

B. 莫尼亚 (2019)。跨高中和大学课程的第一代大学生的数字作曲实践。未发表的论文提案。宾夕法尼亚大学。

对于这个错误，我们深表歉意。