This report examines the importance and efficacy of oral language, literacy, mathematics, and science preschool curricula and how these curricula can be improved through alignment with research on early childhood development and learning. Detailed, research-driven recommendations are presented for what preschool-aged children should be learning in…

Students in a basic writing course at Ferris State University, an open-admissions, career-technical institution, are required to buy "The Family in America," a casebook in the Opposing Viewpoints Series. The book is suitable for a student who is struggling to write on a high school level and does not have the basic educational background…

Contains the first chapter of a new biography of an influential writing teacher, Mina Shaughnessy, who was a founder of the "Journal of Basic Writing". (PA)

Critiques the metaphors out of which basic writing has emerged and looks jocularly at new possibilities. Suggests that with the new technologies of writing, all are at a novice level and need to rethink what is meant by composition in an age when writing is the manipulation of images in hyperspace. (PA)

Examines two debates within the basic writing community (the reaction against Min Zhan Lu's early theoretical work and the recent acrimonious debate regarding Ira Shor's defense of mainstreaming) showing how they reflect conflicting models of the basic writing field, with "critical" discourse challenging the conventions and authority of…

Discusses the increase in attacks on collegiate basic writing. Questions what the future holds for basic writing. Suggests that despite wrenching changes in basic writing instruction, moral obligation insists that basic-writing teachers continue their work to surmount the now commonplace challenges and assaults. (PA)

Argues that narrative is an important aim of discourse for basic writers. Examines the use of narrative by leaders in the field of basic writing, then focuses on the significance of narrative for students: the use of narrative yields legitimacy, allows for metacognition, and provides a vehicle for numinous expression. (RS)

Presents a response to Joseph Harris's article in this issue. Acknowledges that differences in opinion were less in principle and more in what they emphasized in their respective essays. Suggests that communities have possibilities for opening different sorts of spaces on university campuses. (SG)

At a time when many teenagers are consumed by such activities as text-messaging, blogging, and social networking, more middle and high school students than in the past have mastered the formal "basic" writing skills needed to express ideas or share information, national assessment results released last week show. But just small proportions--33…

This study examined the relative contributions of measures of Cattell-Horn-Carroll (CHC) cognitive abilities in explaining writing achievement. Drawing from samples that covered the age range of 7 to 18 years, simultaneous multiple regression was used to regress scores from the Woodcock-Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001) that…

Arizona State University's basic writing "Stretch Program" has now been in existence for more than ten years. Statistical data for nearly 8,000 "Stretch Program" students continues to indicate that the program helps a range of at-risk students succeed. This is true, also, for students from under-represented groups, who comprise…

When scholars write about their research in writing programs' archives, they often face the ethical question of whether to name the administrators who were involved in documents. The author identifies and provides examples of three basic orientations to this issue, which he calls overt-historical, covert-qualitative, and hybrid-institutional.…

Considers the consequences of expelling California State University students who do not complete remediation within one year. Proposes that the lack of educational choices is analogous to the institutionalized absence of alternatives for basic writing programs. Analyzes the contradictory rhetoric of official policy, linking the elitist return to…

Claims that there is general agreement of a need to rethink the basic writing course. Posits that there is also a need to rethink the view of literacy on which the course is often based. Questions aspects of academic literacy and suggests ways to reform writing instruction at all levels by looking at literate practices outside the academy. (PA)

Considers basic writing as a way of naming (and producing) a curriculum, an area of study, a type of writing, and writing practice. Discusses the history of the term "basic writing" and the role of the intellectual, the culture, and its institutions in its production. (SR)