Through the regular use of what Donald Schon has termed reflection-in-action and reflection-on-action, students can learn to improve their "reflection-in-presentation," in Kathleen Blake Yancey's term. Students are often asked to do this type of reflection-in-presentation as a capstone to first-year or basic writing courses. However, a number of…

How many times do teachers assign writing in science class only to be exasperated by their students' lack of writing skills? They often have difficulty making claims and using evidence; instead of explaining their reasoning, they state, "Just because." But teaching writing isn't just for English/language arts (ELA) class. Over the past two years,…

How do institutions and their writing faculties see basic writers? What assumptions about these writers drive writing curricula, pedagogies and assessments? How do writing programs enable or frustrate these writers? How might course design facilitate the outcomes we envision? This article argues that, in order to teach basic writers to enter…

Describes how a course in expressionistic writing helped a Chicana basic writer examine the roles of gender, ethnicity, class, and language in her life. Discusses aspects of the course including gender role, economic and ethnic explorations, reflections on language, and connections to expository writing. (PRA)

This study examined student perspectives about writing by interviewing both typically developing and struggling writers in Grades 2 through 8. The findings revealed a progressive developmental pattern of writing knowledge in which novice writers place more emphasis on the physical product and local meaning, while more experienced writers focus on…

The emotional transitions basic writers have to make when they enter the academic setting can be overwhelming. Basic writers tend to have a host of problems and obstacles to overcome, not the least of which are their own anxieties. One way to alleviate some of the anxieties and insecurities is through a studio or workshop course staffed with…

Describes the effects on the teacher and students of a collaborative teaching/research project in which the basic-writing students researched their own writing with the teacher. Notes that the basic writers became more interested in their own writing and learning. (RS)

Describes a method by which teachers can introduce students to meaning and text through application of Mikhail Bakhtin's discourse theories. Explains that students are encouraged to reject common understandings of good writing. Identifies "daffy" definition exercises, newspaper editorial comparisons, and other activities that help…

Despite multiple and persuasive arguments against the validity of doing so, many basic writers continue to be identified by what Brian V. Street calls the "autonomous model of literacy," a model that research tells us is as artificial and inappropriate as it is ubiquitous. This article describes a curricular response to the political,…

Describes an approach to teaching standard English to basic students that puts them at ease. Discusses "linguistic drift," the changes that take place in language over time. Describes a daily one-minute-drill listening exercise in standard English that is effective and leaves most of classtime to explore rich verbal experiences. (PRA)

The author's therapeutic experience of writing a book about a personal tragedy led her to investigate the fledgling interdisciplinary field of Writing and Healing to see if it holds implications for the teaching of basic writing and also to revisit the debate about personal versus academic writing in the introductory composition class. The result…

I conducted teacher research in a basic writing computer classroom to discover what two basic writers brought to the computer classroom that could complicate their interactions with technology and their ability to write with computers during our class. My discussion is twofold: First, I explore the writers' differing attitudes towards computers,…

A basic writing course instructor attempted to facilitate her students' survival in the academy by demystifying writing conventions while teaching them how to analyze discourses about literacy, especially in relation to cultural and economic forces. Students were asked to design an ideal basic writing course as a final journal assignment.…

Describes the rationale for and outcomes of La Guardia Community College's Critical Thinking Program. Considers the relationship of critical thinking to writing and reading. Evaluates the program's impact on students' reading, writing, and speaking skills; higher-order reasoning/problem-solving abilities; and critical attitudes toward their lives…

Monroe County Community College (MCCC), in Monroe, Michigan, developed a "Writing Across the Curriculum" program in response to perceived deficiencies in the writing and critical thinking skills of its students. Major features of the program include a Writing Center located in the Learning Assistance Laboratory and Writing Fellows…