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Gray-Rosendale, Laura – Journal of Basic Writing, 2018
This essay extends arguments made by Gray-Rosendale in two earlier essays published within the Journal of Basic Writing (1999 and 2006), ones that focused on how basic writers' identities were being constructed in our scholarship. She traced developments in various approaches--developmentalist and grammar-based models (1970s), academic discourse…
Descriptors: Basic Writing, Identification, Teaching Methods, Assignments
Roozen, Kevin – Journal of Basic Writing (CUNY), 2008
In an effort to live up to Elaine Richardson's dictum that educators and researchers must address "the total linguistic, cultural, and historical background of the learner" (19), basic writing scholarship has addressed a wealth of competencies that basic writers bring with them to the university. The literate lives they lead beyond the…
Descriptors: Basic Writing, Undergraduate Students, Writing (Composition), Case Studies
Ray, Brian – Journal of Basic Writing (CUNY), 2008
This article discusses exchanges between a number of scholars during the 1990s centering on Min-Zhan Lu's controversial essay "Conflict and Struggle: The Enemies or Preconditions of Basic Writing?" In some ways, "Conflict and Struggle" blazed a trail for later work in "hybrid" or "mixed" forms of academic writing while at the same time igniting…
Descriptors: Standard Spoken Usage, Basic Writing, Writing (Composition), Writing Research
Mlynarczyk, Rebecca Williams – Journal of Basic Writing (CUNY), 2006
More than ten years have passed since the widely publicized debate about personal and academic writing that played out in the 1990s between Peter Elbow and David Bartholomae. But the question of the relative merits of these two different types of writing for student writers continues to be an issue of concern for teachers of composition,…
Descriptors: Expressive Language, Basic Writing, Academic Discourse, Personal Narratives
Peer reviewed
Liebman, Joanne – Journal of Basic Writing, 1988
Describes a student ethnography project designed to explore contrastive rhetoric, and help ESL and native language speakers become more conscious, proficient participants in academic discourse. The project was designed to let the teacher and the students play the roles of participants and observers. (RS)
Descriptors: Academic Discourse, College English, Contrastive Linguistics, Cross Cultural Studies
Peer reviewed
Hays, Janice N. – Journal of Basic Writing, 1988
Draws on a research project involving argumentative writing to contend that some student writing problems result not from a lack of familiarity with the academic discourse community but from certain audience postures that were positively correlated with the levels of socio-cognitive development as assessed by the Perry scheme. (RS)
Descriptors: Academic Discourse, Audience Awareness, High Schools, Higher Education
Peer reviewed
Kirsch, Gesa – Journal of Basic Writing, 1988
Argues that successful interpretation of writing tasks demands writers' authority, confidence, and knowledge of rhetorical choices, allowing them to take charge of their own writing rather than catering to the imagined demands of a teacher. (RS)
Descriptors: Case Studies, Freshman Composition, Higher Education, Journal Writing
Peer reviewed
Hunter, Paul; And Others – Journal of Basic Writing, 1988
Describes research on how female language characteristics affect the writing processes and written products of female basic writers. (SR)
Descriptors: Basic Skills, Discourse Analysis, Epistemology, Females
Peer reviewed
Hirsch, E. D., Jr. – Journal of Basic Writing, 1980
Examines research on cultural literacy (knowledge of what others know) and relates this research to writing skills and the teaching of writing. (RL)
Descriptors: Basic Skills, Communication Research, Course Content, Cultural Context
Peer reviewed
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
Peer reviewed
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
Peer reviewed
Gray-Rosendale, Laura – Journal of Basic Writing, 1996
Traces scholarly constructions of basic writers' identities. Asks what those students who are labeled basic writers are accomplishing in their speech and writing. Offers a speculative model for analyzing basic writing student discourse. Uses that model to examine the language used in a basic writing classroom. Reviews the implications of such work…
Descriptors: Basic Writing, Classroom Communication, Discourse Analysis, Discourse Communities
Peer reviewed
Meeker, Linda Hanson – Journal of Basic Writing, 1990
Discusses how examination of the assessment criteria in a basic writing program prompted fruitful, continuing program evaluation and change. Reports that the assessment study validated efforts to deemphasize grammar and spelling instruction in basic writing courses. (MM)
Descriptors: Basic Writing, Curriculum Development, Evaluation Criteria, Higher Education
Peer reviewed
McAndrew, Donald A. – Journal of Basic Writing, 1990
Examines the relationship between handwriting speed and the syntactic complexity of the finished piece of writing. Reports that findings support previous research that describes differences in syntax of basic and traditional writers. Concludes that writing teachers should encourage college students to write rapidly as they draft their pieces. (MM)
Descriptors: Basic Writing, Handwriting, Higher Education, Writing Processes
Peer reviewed
Perkins, Kyle; Brutten, Sheila R. – Journal of Basic Writing, 1990
Examines whether prerequisite relationships exist between five analytical components of English-as-a-Second-Language (ESL) composition: content, organization, vocabulary, language use, and mechanics. Finds the need for an approach to writing which recognizes that "separate skills" are actually highly interrelated. (MM)
Descriptors: Basic Writing, English (Second Language), Higher Education, Holistic Approach