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Kenkel, James; Yates, Robert – Journal of Basic Writing, 2003
Presents a developmental perspective on text construction, understood as managing information within and across sentence boundaries. Claims that the systematicity in non-standard constructions in basic writer's texts reflects student awareness of three obligatory areas of information management in texts: topic management, reference tracking, and…
Descriptors: Basic Writing, English Instruction, Grammar, Higher Education
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McCrary, Donald – Journal of Basic Writing, 2001
Explores how womanist sermons can be used in the writing classroom with other-literate students to help them produce hybrid discourse that problematizes and expands what is acceptable and progressive rhetoric within the academy. Demonstrates how exploring womanist sermons can help non-traditional students create provocative and analytical essays…
Descriptors: Discourse Analysis, Females, Higher Education, Instructional Effectiveness
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DeGenaro, William; White, Edward M. – Journal of Basic Writing, 2000
Analyzes methodologies used by those embroiled in the "mainstreaming debate" (whether a basic writing curriculum is the best way to help entering college students). Finds methodological confusion leading to monologues going in circles rather than constructive dialectic. Argues that researchers ought to consider the evidence and arguments of those…
Descriptors: Basic Writing, Higher Education, Instructional Effectiveness, Mainstreaming
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Troyka, Lynn Quitman – Journal of Basic Writing, 2000
Outlines four ways the basic writing enterprise has failed: by giving insufficient attention to public relations; by allowing itself to be co-opted by traditional academic politics; by not unraveling the confusion of legitimate differences of dialect with "bad grammar"; and by not taking a more critical and enterprising approach to research. (SR)
Descriptors: Basic Writing, Dialects, Grammar, Higher Education
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White, Edward M. – Journal of Basic Writing, 1995
Suggests that a new elitism seeks to abandon the required freshman composition course and placement tests. Argues, based on two studies, for placement into the course. Argues that the effect of a placement program, followed by a careful instructional program, is to allow many students who would otherwise leave school to continue successfully in…
Descriptors: Freshman Composition, Grouping (Instructional Purposes), Higher Education, Instructional Effectiveness
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Adams, Peter Dow – Journal of Basic Writing, 1993
Questions whether the benefits of separating basic writers into homogeneous classes continue to outweigh the disadvantages. Proposes that teachers gather data about success rates of current basic writing courses (using "mainstreamed" volunteer basic writers) and revise first-year composition courses to ensure they will respond to a wider range of…
Descriptors: Basic Writing, Freshman Composition, Higher Education, Homogeneous Grouping
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Scott, Jerrie Cobb – Journal of Basic Writing, 1993
Identifies two factors that contribute to the recycling of deficit pedagogy in programs targeted for marginalized students: traditional, technocratic definitions of literacy; and "uncritical dysconsciousness" (the acceptance of culturally sanctioned beliefs that, regardless of good intentions, defend the advantages of insiders and the…
Descriptors: Basic Writing, Definitions, Elementary Secondary Education, Higher Education
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Neuleib, Janice; Brosnahan, Irene – Journal of Basic Writing, 1987
Argues against the dismissal of grammar teaching, citing research studies which illustrate how grammar instruction improves writing skills. Asserts that teacher training is the crucial issue in effectively teaching traditional grammar. (MM)
Descriptors: Higher Education, Instructional Effectiveness, Secondary Education, Teacher Attitudes
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Villanueva, Victor, Jr. – Journal of Basic Writing, 1997
Details, in a personal narrative, some techniques which have proved effective for enabling student success in the basic writing classroom. (PA)
Descriptors: Basic Writing, Classroom Communication, Higher Education, Instructional Effectiveness
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Kirch, Ann – Journal of Basic Writing, 1996
Describes the problems some basic writing students have had generating ideas for writing in response to timed essay tests. Proposes a technique based on the classical notion of the "topoi," which enables students to generate ideas and equips them for participation in the social and political dialogs they encounter in higher education.…
Descriptors: Academic Discourse, Basic Writing, Essay Tests, Higher Education
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Soliday, Mary – Journal of Basic Writing, 1997
Describes a language pedagogy which can help basic writers to understand language's potential to shape, not just to convey information about, social experience. States that students from diverse backgrounds can then more effectively critique the relationships of language's uses in a variety of social contexts. (PA)
Descriptors: Basic Writing, Cultural Differences, Higher Education, Instructional Effectiveness
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Counihan, Beth – Journal of Basic Writing, 1999
Considers a semester-long ethnographic case study of three freshmen and looks at the very difficult situation unprepared students encounter. Suggests that teachers can help students relax and learn by exercising flexibility in their pedagogies. (SC)
Descriptors: Case Studies, College Freshmen, Cultural Background, Ethnography
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Rodby, Judith; Fox, Tom – Journal of Basic Writing, 2000
Discusses principles about writing instruction that emerged from mainstreaming basic writers in first-year composition at California State University, Chico: (1) students learn college writing by being in the context of college writing, not some other context; and (2) literacy learning does not come in discreet levels. Describes how writers in…
Descriptors: Access to Education, Basic Writing, Freshman Composition, Higher Education
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Sheridan-Rabideau, Mary P.; Brossell, Gordon – Journal of Basic Writing, 1995
Posits that basic writing serves a vital function by providing writing support for at-risk students and serves the needs of a growing student population that universities accept yet feel needs additional writing instruction. Concludes that the basic writing classroom is the most effective educational support for at-risk students and their writing.…
Descriptors: Basic Writing, College Programs, High Risk Students, Higher Education