This article draws on a qualitative study of Chinese international undergraduates at the University of Illinois at Urbana-Champaign. Throughout, I argue that these students' FYW experiences compel BW instructors and WPAs to reevaluate pedagogies long thought to empower underrepresented students, ones rooted in our encounters since Open Admissions…

This article discusses a method of grammar feedback in Basic Writing that asks students to determine the extent of grammar feedback the instructor provides on their writing. Student-directed grammar feedback acknowledges students' agency and ownership of their own languaging and aligns with translingual writing pedagogy. Drawing on students'…

This article presents a pedagogical practice for noticing and negotiating error in a multilingual classroom. Two examples from a classroom are compared to demonstrate the importance of "noticing" in the context of translingual pedagogy. The author's first example offers an attempt to negotiate an error with a multilingual writer without…

Uses student essays to illustrate the linguistic variations that many basic writing students bring to the academy and then offers some insights from second language acquisition and literacy studies that may help writing specialists enhance pedagogical practice to better serve these students. (SG)