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Comeau-Kirschner, Cheryl; Shahar, Jed – Journal of Basic Writing, 2019
This collaborative writing intervention in one CUNY community college examined the effectiveness of mixing English language learners (ELLs) and native English speakers (NES) in advanced-level developmental writing courses. We describe the translingual approach to curriculum and intervention along with promising developmental education practices.…
Descriptors: Basic Writing, Collaborative Writing, Instructional Effectiveness, Two Year College Students
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Peele, Thomas; Stoll, Vivian; Stella, Andréa – Journal of Basic Writing, 2018
The authors of this essay discuss the impact of corpus collection and analysis on the writing program at The City College of New York, CUNY, the digital literacies encouraged by the corpus collection process, and how corpus studies can be used to support genre awareness and build communities of practice in basic writing classrooms and among…
Descriptors: Writing (Composition), Writing Instruction, Graduate Students, Discourse Communities
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Parisi, Hope – Journal of Basic Writing, 2018
The question of who is the basic writer threads the history of Basic Writing, characterizing many disciplinary tensions and concerns. When traced to Basic Writing's beginnings as part of open admissions at CUNY, the question often links to Shaughnessy's "Errors and Expectations" as a telling of basic writers' language deficiencies. This…
Descriptors: Basic Writing, Student Characteristics, History, Open Enrollment
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Corcoran, Lucas – Journal of Basic Writing, 2017
This article uses the translingual turn in composition/rhetoric studies as a springboard to argue for the development of students' meta-linguistic and meta-rhetorical awareness as it took place for first-year college writers in the local context of a SEEK classroom at a branch college of the City University of New York. I theorize and describe a…
Descriptors: Metalinguistics, Metacognition, College Freshmen, Case Studies
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Smith, Cheryl Hogue – Journal of Basic Writing, 2017
This article proposes to extend the revised transactional theory of reading that I introduced to JBW readers in 2012. That revised theory, building on Rosenblatt's distinction between efferent and aesthetic reading, described a third reading stance I named "deferent" to designate the tendency of struggling student readers to defer their…
Descriptors: Reading Instruction, Reading Difficulties, Emotional Response, Student Attitudes
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Parmegiani, Andrea – Journal of Basic Writing, 2014
This article reports on my attempt to use storytelling as an entry point into academic discourse in a learning community designed to meet the learning needs of ESL students who recently emigrated from the Dominican Republic. Based on research suggesting a correlation between academic success in a second language and first language literacy skills,…
Descriptors: Story Telling, Ethnography, Case Studies, Community Colleges
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Bandi-Rao, Shoba; Sepp, Mary – Journal of Basic Writing, 2014
The process of digital storytelling allows basic writers to take a personal narrative and translate it into a multimodal and multidimensional experience, motivating a diverse group of writers with different learning styles to engage more creatively and meaningfully in the writing process. Digital storytelling has the capacity to contextualize…
Descriptors: Story Telling, Electronic Learning, Personal Narratives, Basic Skills