Research has indicated that students experience negative reactions to their placement in a basic writing course. Despite negative disposition toward basic writing, self-placement practices have become commonplace in higher education for advancing equity. Using the concept of "Possible Academic Selves," this article examines student…

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…