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…

This study investigated the impact of an Internet based program designed to improve basic writing skills on grammar and punctuation scores on an English Competency Test. Three groups in a small Midwestern university's freshmen composition class were tested: a control group (Test Group 1), which did not use the program; and two treatment groups:…

This investigation was a case study to measure the retention and persistence effects of a learning community in developmental English at an urban community college. The study used student demographic and course outcome data to quantify the extent to which learning community participation could contribute toward remedying the historically low…

The Learning Communities Demonstration is a national research project that is testing the effectiveness of learning communities in six community colleges across the United States: Merced College in California; The Community College of Baltimore County (CCBC) in Baltimore, Maryland; Hillsborough Community College in Tampa, Florida; Houston…

The Learning Communities Demonstration is a national research project that is testing the effectiveness of learning communities in six community colleges across the United States: Merced College in California; The Community College of Baltimore County (CCBC) in Baltimore, Maryland; Hillsborough Community College in Tampa, Florida; Houston…

Addresses the problem of oversimplification among basic writers. Investigates the strategies and assumptions of basic writers in moving to oversimplify their writing. Presents case studies involving basic writers and analyzes them to determine the causes of oversimplification. (HB)

Finds that students who become part of an active, student-centered learning community have a greater change of succeeding in college than those who do not. Explores the nature and structure of learning community programs and what makes them so effective in contributing to the success of entering college students, English-as-a-second-language (ESL)…

Analyzes the metaphors and theories used by instructors to conceive of their work with students labeled as "basic writers." Posits alternative metaphors for these students. Discusses theoretical and pedagogical approaches to written "error." Argues for a redefinition of the "territory of basic writing" as…

Presents research that validates and refines a computerized system for grading placement exams. Compares computerized ratings to holistic scores, grades earned in courses, and other measures. Calls for additional research on larger populations and greater numbers of textual traits. (HB)

A study examined the growth in basic writing and grammar skills of 14 developmental English students. The study determined whether a traditional rule-based, form-centered mode of instruction, combined with a limited writing-process approach, had any significant impact on overall writing quality and grammar skills. It used a quantitative,…

Presents a longitudinal study of six basic reading and writing students at the University of Florida that traces student progress. Demonstrates that several students experienced progress over a more than three-year span, although improvement was neither linear nor extensive. Identifies growth of metacognitive awareness among students. (HB)

Describes a study comparing English course-level placement based on writing samples and standardized placement scores, as well as two different methods of grading writing samples. Results support the use of writing samples to supplement standardized placement scores as well as the use of a group holistic method of grading writing samples. Includes…

Research has found evidence for the validity of remedial and developmental English courses in preparing students to pass freshman-level English courses. To determine whether similar validity could be demonstrated for remedial and developmental English courses at Tennessee's Walters State Community College, the percentage of former remedial and…

In spring 1992, a mid-term assessment of English 10 students was conducted at Golden West College, in California, in order to compare four course placement methods. English 10, "Writing Essentials," is a nontransferrable course which focuses on paragraph writing and grammar review in order to prepare students for entry into English 100.…