Questions whether the benefits of separating basic writers into homogeneous classes continue to outweigh the disadvantages. Proposes that teachers gather data about success rates of current basic writing courses (using "mainstreamed" volunteer basic writers) and revise first-year composition courses to ensure they will respond to a wider range of…

Describes two different experiments at De Anza College which illustrate coordinated teaching, a concept in which a group of faculty volunteer to work together for better instruction within the context of an existing program, maintaining their usual approaches to teaching a course, but allowing for collegial effort, some common work, and…

Currently the overall philosophy of many basic writing programs is one of inclusion rather than exclusion. First-year students are seen as part of the writing community, instead of continuing the mindset where students were sent off to "take this remedial class and then you'll be ready for English 101." At Arizona State University (ASU)…

Discusses principles about writing instruction that emerged from mainstreaming basic writers in first-year composition at California State University, Chico: (1) students learn college writing by being in the context of college writing, not some other context; and (2) literacy learning does not come in discreet levels. Describes how writers in…