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Dean, Ann C. – Journal of Basic Writing, 2019
After eliminating a developmental writing course and creating an accelerated "Studio" composition course for basic writers, I investigated these students' needs (uninterrupted time, quiet spaces, social support, and academic help) and the resources that met those needs. Qualitative analysis of interviews with forty-nine students…
Descriptors: Basic Writing, Student Needs, Freshman Composition, College Freshmen
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Lin, Ching Ching – Journal of Basic Writing, 2014
Bakhtin's dialogism provides a sociocultural approach that views language as a social practice informed by the complex interaction between discourse and meaning. Drawing on this theoretical framework, I argue that a dialogized version of storytelling can be helpful in creating a reflective form of academic discourse that bridges the gap between…
Descriptors: Story Telling, Academic Discourse, English Language Learners, Student Needs
Warnick, Chris; Cooney, Emily; Lackey, Samuel – Journal of Basic Writing (CUNY), 2010
This essay discusses our failed attempts at the College of Charleston to sustain a Writing Studio course. Specifically, we explain how the failure of our Studio course revealed underlying problems in the department concerning the formation of writing program policy, the role of adjunct faculty, the oversight of our first-year writing curriculum,…
Descriptors: Freshman Composition, Adjunct Faculty, Writing Instruction, Writing (Composition)
Webb-Sunderhaus, Sara – Journal of Basic Writing (CUNY), 2010
The author describes the challenges of a four-year, open-admission institution where equality of access has not equaled equality of success for basic writers. While there is a good deal of scholarship on student departure by compositions and experts in student retention and persistence, some models of student departure and success offered by these…
Descriptors: Basic Writing, Academic Persistence, School Holding Power, Success
Glau, Gregory R. – Journal of Basic Writing (CUNY), 2007
Arizona State University's basic writing "Stretch Program" has now been in existence for more than ten years. Statistical data for nearly 8,000 "Stretch Program" students continues to indicate that the program helps a range of at-risk students succeed. This is true, also, for students from under-represented groups, who comprise…
Descriptors: Basic Writing, High Risk Students, Disproportionate Representation, Student Needs
Zamel, Vivian; Spack, Ruth – Journal of Basic Writing (CUNY), 2006
Language and literacy are situated in specific classroom contexts and are acquired as students engage with the subject matter and tasks of these courses. Therefore, all faculty--not just those who teach courses devoted to teaching English to speakers of other languages (ESOL)--are responsible for contributing to multilingual students' acquisition…
Descriptors: Multilingualism, Qualitative Research, Second Language Learning, English (Second Language)
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Stenberg, Shari – Journal of Basic Writing, 2002
Examines issues of student and teacher development and identity. Considers how metaphors for basic writers often constrain possibilities for teacher learning. Notes that as long as educators position themselves as problem-solvers, they foreclose the possibility for changing themselves in relation to students. Argues for the importance of attending…
Descriptors: Basic Writing, Classroom Environment, Educational Objectives, Higher Education
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Goto, Stanford T. – Journal of Basic Writing, 2002
Explores some of the differences between faculty and policy advocates by analyzing spatial/directional metaphors used by individuals in each professional domain to describe notions of access and standards. Notes that advocates in the policy-oriented discourse tend to use vertical metaphors, while educators engaged in pedagogical discourse tend to…
Descriptors: Academic Standards, Admission Criteria, Basic Writing, Educational Policy
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Biser, Eileen; Rubel, Linda; Toscano, Rose Marie – Journal of Basic Writing, 1998
Discusses use of "mediated texts" as a classroom practice which meets requirements of "accommodation" for alternative demonstrations of competency in academic writing. Defines mediated texts, describes case studies which use these texts with deaf students who are basic writers; and shows connection between this heuristic and…
Descriptors: Basic Writing, Case Studies, Deafness, English (Second Language)
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Bruna, Liza; Marshall, Ian; McCormack, Tim; Parascondola, Leo; Ryden, Wendy; Whithaus, Carl – Journal of Basic Writing, 1998
Transcribes a colloquium among doctoral candidates in rhetoric and composition at the CUNY (City University of New York) Graduate School--participants are also teachers advocating for their students. Discusses current and proposed assessment practices at CUNY. (PA)
Descriptors: English Instruction, Evaluation Criteria, Evaluation Methods, Graduate Students
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Wiener, Harvey S. – Journal of Basic Writing, 1998
Discusses the increase in attacks on collegiate basic writing. Questions what the future holds for basic writing. Suggests that despite wrenching changes in basic writing instruction, moral obligation insists that basic-writing teachers continue their work to surmount the now commonplace challenges and assaults. (PA)
Descriptors: Basic Writing, Educational Trends, Higher Education, Student Needs
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Mlynarczyk, Rebecca Williams – Journal of Basic Writing, 1996
Reviews research on revising as it relates to the case study of the revising processes of a basic writing student. Shares insights into the complexities of revising and suggests possibilities for more productive teacher response to student writing. (TB)
Descriptors: Basic Writing, Case Studies, Higher Education, Literature Reviews
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McNenny, Gerri; Gunner, Jeanne – Journal of Basic Writing, 1997
Presents two brief articles. Discusses the Conference on Basic Writing's (CBW) workshop, "Race, Class, and Culture in the Basic Writing Classroom" and how it came about. States that the theory and practice of mainstreaming was the center around which issues coalesced. Discusses the invisibility of class as a site of struggle and a place…
Descriptors: Basic Writing, Classroom Communication, Higher Education, Mainstreaming
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Tate, Gary; McMillan, John; Woodworth, Elizabeth – Journal of Basic Writing, 1997
Relates experiences of three colleagues who organized the panel "Confronting Class in and out of the Classroom" at a Conference on Basic Writing workshop. Suggests social class has been ignored in composition studies; neglect appears to be ending; neglect must end; and instructors' own class histories must be understood and accepted…
Descriptors: Basic Writing, Classroom Communication, Higher Education, Social Class
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Soliday, Mary; Gleason, Barbara – Journal of Basic Writing, 1997
Describes a videotape containing interviews with students, faculty, and external evaluators shown at the Conference on Basic Writers workshop; participants then experienced assessment techniques used to evaluate the project's success. Gives an account of the project, a detailed description of the means of assessing it, and suggestions for how and…
Descriptors: Basic Writing, Evaluation Methods, Higher Education, Mainstreaming
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