Argues that basic writing students need incremental assignment sequences to experience success in writing and to develop their abilities to write about abstract concepts. Describes a four-part sequence of writing assignments moving from observing to narrowing to generalizing to theorizing. (RS)

Considers why basic writers write in "phrases patched upon phrases." Examines how language is patterned and acquired to clarify a framework for teaching basic writers. States that speaking and writing, two different ways of organizing and presenting information, have different structures. Explores what cognitive psychology can say about…

Argues that, especially in culturally diverse classrooms, students' stories can be a rich source of information about their worlds, values, and linguistic styles. (RS)

This report describes the developmental education program at Jefferson Davis Community College (JDCC) (Alabama). Approximately 59% of JDCC's student population must take pre-college, or developmental, courses in math, reading, English, and study skills. JDCC's developmental program includes computer-assisted instruction (CAI) in reading, math, and…

In order to become empowered and autonomous writers, students need to learn self-evaluation techniques to help them revise their writing instead of simply editing it. Basic writers and English-as-a-Second-Language (ESL) writers especially need concrete aids that can guide them, at least in the initial stages of learning, to write in a mode in…

Argues that few new techniques for teaching remedial writing courses work. Suggests that learning styles, a research-based teaching approach, has demonstrated statistically significant results. Explains that learning styles aims to provide learning strategies that are compatible with individual learners. Reports on two experiments conducted at an…

Students from the ages of 13 or 14 onward need to know the "colours of words" which can let them live fully in the rainbow of life, thus eliminating student fears associated with written language and of being pawns of those who have the power of words, especially written words. Colour coding the eight basic types of work that words can…

Using cooperative learning techniques in writing classes requires the instructor to plan carefully and respond spontaneously to the assignment as students work through it. Steps using the techniques successfully include: (1) developing academic objectives for each step in the writing process (i.e., prewriting, drafting, revising, and proofreading…

Describes how two Queensborough Community College reading faculty staged a debate for developmental students to illustrate the connections between reading, writing, and critical thinking; and to encourage students to critically question and evaluate what they read and hear. Details follow-up writing and group assignments, including a student…

Describes the Strategies for Teaching and Reinforcing Skills program at Bronx Community College as a solution to the mismatch between faculty expectations and the ability of poor inner-city students to perform. Discusses the writing across the curriculum program at suburban Richland College, focusing on administrative contributions to program…