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Dixon, Kathleen G. – Journal of Basic Writing, 1989
Examines the concept of intellectual development, focusing on how differences in writing reflect different developmental models, such as those developed by Piaget and Vygotsky. Discusses the consequences of developmental models on theories of composition and the function of narrative. (MM)
Descriptors: Freshman Composition, Higher Education, Intellectual Development, Models
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Keithley, Zoe – Journal of Basic Writing, 1992
Presents the results of a questionnaire which asked students to distinguish the most helpful instructional factors and activities aiding their writing progress. Concludes that the student's voice is his/her most accessible tool for progress, that acceptance of the student's voice is crucial, and that the speaking-writing connection is the most…
Descriptors: Basic Writing, Higher Education, Student Attitudes, Teaching Methods
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Tinberg, Howard – Journal of Basic Writing, 1998
Presents the voices of basic writers, telling the importance of education in their lives and their struggles with it. Argues that basic writing merits support and should be regarded as college-level in its objectives and methods. Rejects the move to transform the mission of two-year colleges into one of narrowly defined developmental endeavors.…
Descriptors: Basic Writing, Student Attitudes, Two Year Colleges, Writing Apprehension
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Eves-Bowden, Anmarie – Journal of Basic Writing, 2001
Explores basic writing students' current writing processes, their thoughts on their writing, and their introduction to a structured writing process model. Suggests that educators can assist basic writers in becoming successful college writers by introducing them to a structured writing process model while also helping them to become reflective…
Descriptors: Basic Writing, Critical Thinking, Higher Education, Metacognition
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Zamel, Vivian – Journal of Basic Writing, 1990
Examines three English-as-a-Second-Language (ESL) student writers and their experiences in two different classrooms to better understand the relationship between writing development and writing instruction. Suggests the need to examine constraints that shape instructional decisions and underlines the importance of investigating contexts in which…
Descriptors: Case Studies, Classroom Research, English (Second Language), Student Attitudes