Author describes tutorial program she established at American River College in her Basic Writing Skills class. The specific approach, the course description, and the grading system are discussed. (DR)

An experimental, non-credit program of composition was introduced at Marist College in 1964. A description is given of this one-semester program in which the student writes six papers on topics assigned not by his composition advisor but by his course instructors in the six subjects he is studying that semester. The reasons for adopting this…

Argues that while the writing laboratory cannot solve all problems inherent in teaching writing, it is a rich resource for both student and instructor. (MM)

Twenty at-risk first graders received 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks. Subjects outperformed the control group on all reading, decoding, spelling and segmenting, and writing measures. Tutors who implemented the program with a high degree of fidelity achieved significant effect sizes in…

When students do not write well in stressful situations, traditional instruction such as grammar exercises, sentence combining, and imitation of sentences will not be especially useful. Students are not often aware of their linguistic insecurity or of how insecurity affects language usage. The writing lab, however, creates an ideal setting for…

THE RESULTS OF AN EXPERIMENT CONDUCTED AT THE CENTRAL MISSOURI STATE COLLEGE INDICATE THAT IN COMPARISON TO THE CLASSROOM LECTURE APPROACH TO COMPOSITION, THE LECTURE-TUTORIAL METHOD SAVES TIME AND RESULTS IN A SHARPER FOCUS OF SUBJECT MATTER AND A MORE INTENSE COMMUNICATION BETWEEN PUPIL AND TEACHER. A CLASS OF 25 STUDENTS WAS GIVEN ONE HOUR PER…