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Levy, Ronna J. – Journal of Basic Writing (CUNY), 2011
In basic writing classrooms and scholarship, reading too often remains invisible; neither research nor established practice provides tangible activities to support reading and connect it to writing. This article documents a search for structured, scaffolded, low-stakes reading activities, a search that moves off the college campus and into the…
Descriptors: Basic Writing, Reading Instruction, Group Activities, College Students
Adams, Peter; Gearhart, Sarah; Miller, Robert; Roberts, Anne – Journal of Basic Writing (CUNY), 2009
This article reports on the Accelerated Learning Program (ALP), a new model of basic writing that has produced dramatic successes for the basic writing program at the Community College of Baltimore County. Borrowing from mainstreaming programs, studio courses, fast track programs, and learning communities, ALP, for four consecutive semesters, has…
Descriptors: Basic Writing, Community Colleges, Acceleration (Education), Mainstreaming
Klages, Marisa A.; Clark, J. Elizabeth – Journal of Basic Writing (CUNY), 2009
This article examines the challenges of teaching basic writing today as students come to the classroom with the basic fluency of digital natives but have the same need for learning writing and critical thinking skills that has traditionally marked basic writers. While most basic writers are adept at accessing information digitally, they are not as…
Descriptors: Community Colleges, Writing Instruction, Basic Writing, Reading Writing Relationship
Cummings, Martha Clark – Journal of Basic Writing (CUNY), 2009
A lesbian teacher, recently returned from four years in Japan and teaching an intermediate ESL class in a public community college in New York City, struggles with addressing the issue of her own sexual orientation while using a novel with a protagonist who is questioning his sexual identity. The evolution of gay/lesbian and/or queer theory…
Descriptors: Sexual Orientation, Homosexuality, Sexual Identity, English (Second Language)
Treglia, Maria Ornella – Journal of Basic Writing (CUNY), 2008
How students respond to teacher-written commentary has been an under-researched topic, and the existing literature in L2 studies is contradictory. The present study analyzes the critical and positive commentary, mitigated and unmitigated, written by two community-college, first-year composition teachers on two drafts of two writing assignments…
Descriptors: Feedback (Response), Writing Assignments, Freshman Composition, Teacher Role