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Showing 76 to 90 of 396 results Save | Export
Fearn, Leif; Farnan, Nancy – Journal of Basic Writing (CUNY), 2007
While evidence shows that grammar study focused on identification, description, and definition (IDD) fails to enhance writing performance, the grammar most students study remains focused on the IDD tradition. We taught a functional grammar that featured what words do in sentences, rather than what words are called and how they are defined, to two…
Descriptors: Sentences, Grammar, Identification, Writing Instruction
Rustick, Margaret Tomlinson – Journal of Basic Writing (CUNY), 2007
Several states have now implemented policies restricting basic writers' access to four-year universities, and the students most likely to be affected are African American, Latino, and nonnative English speakers. The pressure to speed students' mastery of standard written English, along with the trend toward more explicit instruction in second…
Descriptors: English (Second Language), Teaching Methods, Grammar, Educational Games
Graziano-King, Janine – Journal of Basic Writing (CUNY), 2007
In an effort to assess student writing in a way that reflects current views of writing (i.e., as a social process supported by the interaction of a number of cognitive sub-processes), and yet still seeks to determine what students can do independently, it has become a common practice to include timed essays in student portfolios. However, this…
Descriptors: Portfolio Assessment, Student Evaluation, Essays, Writing (Composition)
Kraemer, Don J. – Journal of Basic Writing (CUNY), 2007
The risk posed by explicit instruction in composition is that the reduction of writing to stock moves and effective devices may diminish the writer's agency and guarantee reproduction of the teacher's. The advantage of explicit instruction is power: overt and recursive attention to selected strategies can help students imagine the public agency…
Descriptors: Assignments, Rhetoric, Rhetorical Criticism, Revision (Written Composition)
Summerfield, Judith; Gray, Peter; Smith, Cheryl C.; Benedicks, Crystal; McBeth, Mark; Hirsch, Linda; Soliday, Mary; Yood, Jessica – Journal of Basic Writing (CUNY), 2007
To commemorate the 30th anniversary of the publication of Mina Shaughnessy's groundbreaking book, "Errors and Expectations," a roundtable discussion was held at the March 2007 Conference on College Composition and Communication in New York City. This article, based on the earlier discussion, examines the question of CUNY's multiple…
Descriptors: Basic Writing, Writing (Composition), Democracy, Open Enrollment
Glau, Gregory R. – Journal of Basic Writing (CUNY), 2007
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…
Descriptors: Basic Writing, High Risk Students, Disproportionate Representation, Student Needs
Rigolino, Rachel; Freel, Penny – Journal of Basic Writing (CUNY), 2007
In 1996, the State University of New York at New Paltz developed the Supplemental Writing Workshop Program for its basic writing students in response to public pressure to discontinue the offering of so-called remedial writing courses at four-year institutions. Our primary purpose in this article is to describe the design of the SWW Program, which…
Descriptors: Basic Writing, Writing (Composition), Graduation Rate, Writing Workshops
Bernstein, Susan Naomi – Journal of Basic Writing, 2005
This article examines education law and cultural conditions for teaching and learning in Texas, the state that provided a model for the federal No Child Left Behind Act signed in 2002. Accountability testing is a primary feature of Texas education law and has an enormous impact on public school culture. Of particular interest is Houston, one of…
Descriptors: Federal Legislation, Second Language Learning, Testing, School Culture
Gray-Rosendale, Laura – Journal of Basic Writing (CUNY), 2006
Gray-Rosendale continues a project begun with "Investigating Our Discursive History: "JBW" and the Construction of the "Basic Writer's" Identity" ("JBW" 1999) in which she employed a Foucauldian archaeological perspective to trace the dominance of as well as the disruptions within the three major metaphoric allegiances of basic writing studies:…
Descriptors: Writing Teachers, Academic Discourse, Basic Writing, Context Effect
Adler-Kassner, Linda; Harrington, Susanmarie – Journal of Basic Writing (CUNY), 2006
Recent public policy discussions and documents reflect frames that will have profound effects on questions central to teachers of and students in basic writing courses. We argue that if basic writing instructors/administrators want to have a voice in these discussions, we must develop strategies and gather data to support our positions; we then…
Descriptors: Public Policy, Basic Writing, Writing Instruction, Decision Making
Gleason, Barbara – Journal of Basic Writing (CUNY), 2006
While college composition theory/pedagogy courses are standard offerings in composition and rhetoric graduate programs, specialized basic writing graduate courses lag behind. At the same time, there is a pressing need for highly qualified teachers of nontraditional adult students, especially in community college and adult literacy education…
Descriptors: Graduate Students, Graduate Study, Basic Writing, Adult Literacy
Zamel, Vivian; Spack, Ruth – Journal of Basic Writing (CUNY), 2006
Language and literacy are situated in specific classroom contexts and are acquired as students engage with the subject matter and tasks of these courses. Therefore, all faculty--not just those who teach courses devoted to teaching English to speakers of other languages (ESOL)--are responsible for contributing to multilingual students' acquisition…
Descriptors: Multilingualism, Qualitative Research, Second Language Learning, English (Second Language)
Mlynarczyk, Rebecca Williams – Journal of Basic Writing (CUNY), 2006
More than ten years have passed since the widely publicized debate about personal and academic writing that played out in the 1990s between Peter Elbow and David Bartholomae. But the question of the relative merits of these two different types of writing for student writers continues to be an issue of concern for teachers of composition,…
Descriptors: Expressive Language, Basic Writing, Academic Discourse, Personal Narratives
Davi, Angelique – Journal of Basic Writing (CUNY), 2006
Service learning has been recognized as an effective pedagogical tool in the writing classroom. It has also served to help students develop an awareness of diversity and multicultural issues. In this article, the author examines the benefits of service learning in a basic writing course designed for students of color attending a disproportionately…
Descriptors: Writing Skills, Basic Writing, Service Learning, Multicultural Education
Tassoni, John Paul – Journal of Basic Writing (CUNY), 2006
This essay offers a history of a basic writing course that began at a public ivy campus in the 1970s. Relying on principles of universal design and on insights derived from his school's studio program about ways the institution's selective functions can impact curricular matters, the author describes how the basic writing course was merely…
Descriptors: Educational History, Basic Writing, Undergraduate Study, English Departments
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