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Athon, Amanda – Journal of Basic Writing, 2019
Scholars such as Diane Kelly-Riley and Patricia Bizzell have argued that the student writing feature most likely to place a student into a basic writing course is the presence of dialect other than standard academic English. This essay examines how assessment practices can foster students' diverse languages rather than inhibit them. I conducted a…
Descriptors: Scoring Rubrics, Writing Instruction, Writing Evaluation, College Students
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MacDonald, Michael T.; DeGenaro, William – Journal of Basic Writing, 2017
This essay describes the process of reassessing our BW program at the University of Michigan-Dearborn in order to cultivate a more deliberate, transparent negotiation among stakeholders toward a "transcultural ethos." Informed by Bruce Horner's argument that leading-edge work on language and language difference can take place in BW, we…
Descriptors: Student Characteristics, Basic Writing, Writing Instruction, Language Usage
Schreyer, Jessica – Journal of Basic Writing, 2012
An adjunct turned writing program administrator reflects on her professional journey and describes efforts to improve the teaching environment amongst composition faculty--primarily part-time--within her department. Based on a local program review, a pilot faculty relations plan was implemented that addressed two major areas: offering more…
Descriptors: Adjunct Faculty, Writing Teachers, Writing Instruction, Basic Writing
VanHaitsma, Pamela – Journal of Basic Writing (CUNY), 2010
This article recuperates the notion of "strategic value," but to new ends: rather than arguing whether or not basic writing should continue, this case study looks to one institution where it does, asking what value the category "basic writer" holds for teachers at this site. On the one hand, they confirm the existing…
Descriptors: Social Justice, Basic Writing, Case Studies, Universities
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)
Becket, Diana – Journal of Basic Writing (CUNY), 2005
The goal of the study reported in this article is to analyze ways students in the first course of a three-quarter college preparatory sequence in reading and writing write about their experiences in their essays. The student participants were three native speakers of English and three native speakers of Punjabi, who had lived and studied in the…
Descriptors: Native Speakers, Educational Experience, English (Second Language), Second Language Learning
Del Principe, Ann – Journal of Basic Writing, 2004
Although basic writing has become a strong independent field with professionally sanctioned ways of making knowledge, what Stephen North refers to as "lore" still maintains a strong foundation in the field. This lore is often grounded in the belief in a linear paradigm of learning, and is to some degree fostered by traditional conceptions of basic…
Descriptors: Models, Writing Teachers, Basic Writing, Writing Instruction
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Fitzgerald, Sallyanne H. – Journal of Basic Writing, 2003
Discusses how various factors combined to move Chabot College, a California community college, towards creating a mission statement for all their English courses and within that context, one for their basic writing courses. Notes that the context for the creation of the mission statement includes a commitment to basic writing as a legal mandate,…
Descriptors: Basic Writing, Community Colleges, Curriculum Development, English Instruction
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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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Fletcher, David C. – Journal of Basic Writing, 2001
Presents a case study of two college tutors that demonstrates the importance for writing instructors and tutors to engage in collaborative reflection to identify and examine their frame of reference, including their assumptions, beliefs, values and practices. Finds that the tutors' interpretation of writing instructors' authority influenced…
Descriptors: Basic Writing, Case Studies, Cooperation, Higher Education
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Wiley, Mark – Journal of Basic Writing, 2001
Presents a response to Joseph Harris's article in this issue. Acknowledges that differences in opinion were less in principle and more in what they emphasized in their respective essays. Suggests that communities have possibilities for opening different sorts of spaces on university campuses. (SG)
Descriptors: Basic Writing, Freshman Composition, Higher Education, Teacher Attitudes
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Shaughnessy, Mina – Journal of Basic Writing, 1980
Presents Mina Shaughnessy's thoughts on why English professors dislike the teaching of writing, what is needed in writing research, the disadvantages of being a writing teacher at an open admissions school, what open admissions policies have revealed about education in general and basic writing instruction in particular, and writing evaluation…
Descriptors: Basic Skills, Compensatory Education, Disadvantaged, Educational Attitudes
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Reagan, Sally Barr – Journal of Basic Writing, 1991
Uses a case study to illustrate the multitude of cultural and idiosyncratic factors which may influence the feelings and behaviors of basic writers at risk of failure. Suggests that rather than continually defining the basic writer, educators should begin to redefine and reexamine their roles and attitudes as teachers of basic writers. (MG)
Descriptors: Basic Writing, Case Studies, High Risk Students, Higher Education
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Brannon, Lil; Pradl, Gordon – Journal of Basic Writing, 1984
Describes efforts of the faculty writing workshop at New York University to help teachers redefine themselves as writing teachers based on being a writer rather than a teacher. Describes the activities and rationale for each workshop. (HTH)
Descriptors: Attitude Change, Higher Education, Inservice Teacher Education, Program Descriptions
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