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ERIC Number: EJ737050
Record Type: Journal
Publication Date: 2005
Pages: 19
Abstractor: Author
ISSN: ISSN-0147-1635
Uses of Background Experience in a Preparatory Reading and Writing Class: An Analysis of Native and Non-Native Speakers of English
Becket, Diana
Journal of Basic Writing (CUNY), v24 n2 p53-71 2005
The goal of the study reported in this article is to analyze ways students in the first course of a three-quarter college preparatory sequence in reading and writing write about their experiences in their essays. The student participants were three native speakers of English and three native speakers of Punjabi, who had lived and studied in the United States for three and five years at the time of the study. In order to assess how these students' writing related to the context of the class and the students' backgrounds, both faculty and students were interviewed. The students were asked about their reactions to their placement, their pre-college educational experiences, and their perceptions of the preparatory class. The reading and writing sections are taught separately and in sequence. The instructors share equal responsibility for assessing the students, so both instructors were asked to evaluate the students' achievement in relation to their expectations for the course. Analysis indicates that, for the students in this study, both native and non-native speakers of English are trying to find ways to make the transition from high school to college. However, in order to succeed, each of these students needs individual orientation to the demands of the preparatory class. Some students need more help with development of ideas whereas others need more help with editing for correctness.
Kingsborough Community College City University of New York. Available from: Boyd Printing Company, Inc. 49 Sheridan Avenue, Albany, NY 12210. Tel: 800-877-2693; Tel: 518-436-9686; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A