Despite the push for all institutions of higher learning to embrace a corequisite model for writing instruction, there is limited evidence that suggests this model is desirable for all students. This study seeks to expand our understanding of the characteristics of students enrolled in Basic Writing at a 4-year comprehensive university, and the…

At a four-year public comprehensive university in 2017, a mandated attempt to implement a corequisite model for Basic Writing education challenged assumptions about the types of students enrolled in the existing program. Students, who by institutional placement measures (ACT scores) would be placed in First-Year Writing, were voluntarily enrolling…

Presents a questionnaire that helps gather valuable information about students' attitudes toward mandatory placement in basic writing courses. Concludes that with the kind of information gleaned from responses to questionnaires similar to this one, educators can better understand the strengths and weaknesses of basic writing programs and revise…