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ERIC Number: ED359558
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 9
Abstractor: N/A
Reference Count: N/A
Defining a Developmental Curriculum for a Pluralistic Society: The Administrative Challenges.
Williams, James D.
College composition instructors have the opportunity to take a step toward meeting the needs of a pluralistic society by defining a developmental writing curriculum that incorporates the same strategies that characterize the mainstream writing classroom. The "cognitive deficiency model" that characterizes most instruction in developmental writing classrooms arose out of the experience of high attrition rates following the influx of unprepared minority students and working class students in the 1960s. Ironically, the model emerged not only as higher education was becoming more pluralistic but also as scholars were advocating a shift from a product-oriented, bottom-up model of composition instruction to a process-oriented, top-down model. Beginning in earnest in the mid 1970s, a wave of non-European immigration has increased markedly the number of nonnative English-speaking students in composition classes. Although their language skills are not equal to those of native speakers, most of these English-as-a-Second-Language (ESL) students cannot be classified as limited English proficient. Once in developmental writing classes, they face obstacles related to the cognitive deficiency model and a pedagogy that focuses on subskills rather than writing. Directors of composition programs must provide the stimulus to modify existing curricula and methods. Teachers need to devise and implement a standardized curriculum that is congruent with the theoretical approach the director sets for the program, a standardized curriculum that emphasizes the fundamental similarities among students striving to become better writers. (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A