Contends that Native American students have too often been marginalized in Basic Writing research. Notes that educators must work against invisibility of Native American students as well as a collective lack of knowledge about how the cultural functions of tribal life impact writing skills. Concludes with tentative suggestions for future research…

Traces scholarly constructions of basic writers' identities. Asks what those students who are labeled basic writers are accomplishing in their speech and writing. Offers a speculative model for analyzing basic writing student discourse. Uses that model to examine the language used in a basic writing classroom. Reviews the implications of such work…

Proposes that e-mail peer response teaches students about audience and text. Explains that asynchronous electronic peer response helps students become better responders by: promoting a written exchange; using writing to express their thoughts, and giving them time and distance to think about their reactions. Proposes that this creates an…

Proposes a Center for Applied Writing which combines elements of the developmental and writing-across-the-curriculum models and bridges academic and nonacademic discourse. Explains that the center would offer new avenues for research, instruction, and practice in business and technical communication, while bringing together diverse approaches to…

Discusses the effects of sexism in education and the means by which educators can reduce it. Indicates that developmental educators are in a unique position to counteract sexism. Contains suggestions for overcoming sexism in five areas of developmental education (math, reading, writing, counseling, and administration) and in the classroom. (35…

Describes a case study of a basic writing student that was undertaken to examine the ways that low self-confidence can undermine a writer's voice and text. Emphasizes the important role basic writing instructors have in strengthening students' sense of self in addition to their intellectual competence. (MAB)

Describes a five-year study at University College, University of Cincinnati, comparing the writing of basic writing students who (1) did not use computers; (2) used a computer and word processing program; and (3) used a supplementary program guiding students through the writing process. Reports no significant differences in writing quality. (DMM)

Warns teachers against relying on the use of political issues in the writing classroom. Claims that writing teachers run the risk of guiding students too strongly toward certain political views at the cost of depriving them of a sense of empowerment by sharing classroom authority. (HB)

Advocates a basic writing approach that assesses potential language competence as it develops both in speech and writing, and redefines the notion of "error." Presents a pilot project in which the use of speech is found to assist basic writers in producing writing that is improved in its length, fluency, involvement, concrete detail, and…

Presents findings from 18 reviewed studies with regard to attitude and the quality of writing performance. Discusses pedagogy and the problem of defining basic writers. Suggests research directions that can help move educators toward a new pedagogy. (MG)

Describes various types of writing across the curriculum (WAC) programs and issues in program implementation, examines the implications of WAC programs for teaching basic writers, and outlines some instructional strategies that can be used by teachers to prepare basic writing students for participation in WAC programs. (PAA)

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…

Considers how the cultivation of patterns of spoken English can help basic writers become more aware of the structures of written English. Provides background information needed for discussing with students the similar characteristics of oral and written language. (HB)

Argues that the confluence of conservative and scholarly attacks on basic writing instruction can only be understood viewed in its larger sociohistorical context. Outlines the strategic value of basic writing and underscores the need to defend it while acknowledging the importance of concerns about the dangers of tracking, stereotyping, and…

Describes how one teacher uses life writing (reading and writing about transformative life experiences) in her basic writing class to engage students and to help them understand the power and purpose of reaching out to a variety of audiences. Discusses grading life writing. (SR)