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Showing 91 to 105 of 396 results Save | Export
McBeth, Mark – Journal of Basic Writing (CUNY), 2006
Basic writing has played a large role in the history and institutional identity of the City University of New York (CUNY). From the Open Admissions era of Mina Shaughnessy to the present day, "remedial courses" at CUNY have been revised in response to different colleges' missions, curricular initiatives, university policies, and public…
Descriptors: Basic Writing, Remedial Instruction, Courses, Public Colleges
Carter, Shannon – Journal of Basic Writing (CUNY), 2006
Despite multiple and persuasive arguments against the validity of doing so, many basic writers continue to be identified by what Brian V. Street calls the "autonomous model of literacy," a model that research tells us is as artificial and inappropriate as it is ubiquitous. This article describes a curricular response to the political,…
Descriptors: Assignments, Basic Writing, Literacy Education, Adult Literacy
Heaney, April – Journal of Basic Writing (CUNY), 2006
In this description of a learning community for "at-risk" and basic writing students at the University of Wyoming, I outline the reasons our students resist academic writing prior to their entry into college--reasons largely unrelated to typical perceptions of at-risk students as "lazy" or intellectually less capable. For…
Descriptors: High Risk Students, Critical Reading, Critical Thinking, Writing Processes
Darabi, Rachelle L. – Journal of Basic Writing (CUNY), 2006
This study investigates a basic writing course within a freshman learning Community at Indiana University Purdue University Fort Wayne (IPFW). Multiple layers of data, both qualitative and quantitative, provide a thick description of what occurred overall in that classroom over the course of one semester. My findings suggest that basic writing…
Descriptors: Basic Writing, College Freshmen, Developmental Studies Programs, School Holding Power
Yood, Jessica – Journal of Basic Writing (CUNY), 2005
Because the writing-process movement has been deemed our field's founding "paradigm"--at least since Hairston's 1982 essay declared it so--"process" has remained stuck in the philosophical and historical assumptions of a "paradigm." The paradigm theory, has, from its first associations with composition, offered a view of change wholly unsuited to…
Descriptors: Writing Processes, Models, Theories, Higher Education
Becket, Diana – Journal of Basic Writing (CUNY), 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…
Descriptors: Native Speakers, Educational Experience, English (Second Language), Second Language Learning
McCrary, Donald – Journal of Basic Writing (CUNY), 2005
The article explores the use of hybrid linguistic texts in the writing classroom, both as articles of study and possible models of composition. Standard English linguistic supremacy prevents many students from using their full range of linguistic knowledge. The inclusion of hybrid texts in the writing classroom might help students, in particular…
Descriptors: North American English, Writing Instruction, Writing (Composition), Student Reaction
Kraemer, Don J. – Journal of Basic Writing (CUNY), 2005
This article examines some of the tensions and contradictions between the process-oriented, learning-centered pedagogy commonly associated with basic writing and the product-based, performance-centered moment mandated by writing-for-the-community varieties of service learning. Because end-of-term "writing-for" projects cannot provide students with…
Descriptors: Basic Writing, Academic Discourse, Service Learning, Writing Instruction
Ryden, Wendy – Journal of Basic Writing (CUNY), 2005
Literacy narratives have been pedagogically important in writing instruction, particularly in the basic writing class, as a means for students to interrogate the politics of language and education and thus to establish a critical connection to writing. But the literacy narrative as a critical genre is problematic. Such narratives often are…
Descriptors: Working Class, Basic Writing, Literacy, Personal Narratives
Maxson, Jeffrey – Journal of Basic Writing (CUNY), 2005
In this article, I review contact zone pedagogy from a perspective of discursive positioning and with attention to two assignments that ask basic writers to play with the conventions of academic language. The first requires them to translate a passage of academic prose into a slang of their choice; the second, to compose a parody of academic…
Descriptors: Academic Discourse, Freshman Composition, Dialects, Language Usage
Corkery, Caleb – Journal of Basic Writing (CUNY), 2005
The literacy narrative can make a unique contribution to composition studies, illustrating both how our culture inhibits literacy and how people overcome difficult obstacles in learning to read and write. Literacy narratives highlight for writing teachers the life lessons that have advanced people toward their literacy goals. These stories are…
Descriptors: Literacy Education, Writing Teachers, Writing (Composition), Personal Narratives
Tassoni, John Paul; Lewiecki-Wilson, Cynthia – Journal of Basic Writing (CUNY), 2005
In this autoethnographic, institutional narrative, we describe the evolution of a Studio program at an open-access, regional campus of a state university. The Studio, first conceptualized by Grego and Thompson, is a one-credit writing workshop taken by students concurrently enrolled in a composition course. Developing this program necessitated…
Descriptors: High Risk Students, Writing Workshops, Organizational Change, Writing Instruction
Williams, Mark T.; Garcia, Gladys – Journal of Basic Writing (CUNY), 2005
Researchers use images of outsiders and insiders to distinguish basic writers from students more proficient with the demands of academic discourse and academic culture. For example, David Bartholomae examines how outsiders rely on unelaborated commonplaces to define their interpretations while insiders elaborate and work against their…
Descriptors: Figurative Language, Academic Discourse, Writing (Composition), Scoring Rubrics
Huse, Heidi; Wright, Jenna; Clark, Anna; Hacker, Tim – Journal of Basic Writing (CUNY), 2005
Responding to mandates from the Tennessee Higher Education Commission to eliminate "remedial" or "developmental" courses from state-funded, four-year institutions, the University of Tennessee at Martin (UTM) Department of English developed a college-level pre-first-year writing program for entering students identified as…
Descriptors: Writing Instruction, College Preparation, Remedial Instruction, Writing (Composition)
Crisco, Virginia – Journal of Basic Writing, 2004
Previous ethnographic pedagogical approaches in basic writing classrooms emphasized students' acculturation into academic discourse; however, teachers' critical reflection should also consider how exposure to students' experiences intervenes in and informs pedagogical practices. In this article, I argue that teachers should listen to their…
Descriptors: Teaching Methods, Organizational Change, Basic Writing, Academic Discourse
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