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Kathrynn DiTommaso – Forum for International Research on Students and Teaching, 2024
This paper reports the findings of a study of student writing that assessed the skill needs of a cohort of developmental writing students enrolled in a co-requisite composition course at a community college that is part of the City University of New York (CUNY). This credit-bearing course fulfills the first half of the required composition…
Descriptors: Writing Skills, Freshman Composition, Writing Evaluation, Diagnostic Teaching
Alison Cardinal; Kirsten Higgins; Anthony Warnke – Journal of Basic Writing, 2023
This article heeds Susan Naomi Bernstein's call for an "embodied epistemology" for Basic Writing. In the wake of recent economic and health crises as well as the ongoing effects of neoliberal reform efforts at the two-year college, a materialist, embodied orientation for critical practitioners within two-year colleges is more necessary…
Descriptors: Basic Writing, Writing Instruction, Two Year Colleges, Neoliberalism
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Mary McDonald – Learning Assistance Review, 2023
This study is a follow-up to one on the pass rates of basic writers in a large, urban Midwestern university. Students who came for eight or more mandatory writing center tutorials for their basic writing course passed at a rate of 90% or higher each semester from 2013-2016. The current study examined their graduation rates. These students…
Descriptors: Basic Writing, College Students, Laboratories, Writing (Composition)
Moschella, Jennifer A. – ProQuest LLC, 2023
In higher education, the entry-level, not-for-credit courses in Developmental Education play a pivotal role for incoming degree-seeking students. Focusing specifically on Developmental Writing, at two- and four-year public and private institutions across the country, a common requirement to pass the course is a summative argumentative essay that…
Descriptors: Formative Evaluation, Writing Skills, Computer Assisted Testing, Basic Writing
Tom McNamara – Journal of Basic Writing, 2023
This article draws on a qualitative study of Chinese international undergraduates at the University of Illinois at Urbana-Champaign. Throughout, I argue that these students' FYW experiences compel BW instructors and WPAs to reevaluate pedagogies long thought to empower underrepresented students, ones rooted in our encounters since Open Admissions…
Descriptors: Access to Education, Inclusion, Foreign Countries, Undergraduate Students
Zoi A. Traga Philippakos; Chuang Wang; Charles MacArthur – Journal of Learning Disabilities, 2023
The purpose of the study was to validate a writing motivation questionnaire that consists of four scales for first-year college writers--students with low writing skills in basic writing classes and students in typical first-year composition (FYC)--to investigate differences between these two groups and to examine the relationship of motivational…
Descriptors: College Students, Student Motivation, Writing (Composition), Freshman Composition
Stacy Wittstock – Journal of Basic Writing, 2022
This article investigates a Basic Writing program shared between a University of California campus and a local community college in which the curriculum, assessment practices, and larger programmatic structures were heavily influenced by an exit exam modeled after the UC system's Analytical Writing Placement Exam (AWPE). Drawing from scholarship…
Descriptors: Exit Examinations, Basic Writing, Writing Instruction, Community Colleges
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Britton, Emma R.; Austin, Theresa Y. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Anglophone universities have increasingly become contact zones for the growing numbers of ethnolinguistically diverse students who use English as a lingua franca (Jenkins, 2014). Despite the sociolinguistic reality of English as contact language, monolingual and monoglossic ideologies often prevail not only at the macro institutional scale, but…
Descriptors: English Language Learners, Ideology, English (Second Language), Undergraduate Students
Sean Molloy; Alexis Bennett – Journal of Basic Writing, 2022
In this archival history, a college writing teacher and recent graduate together challenge the integrationist narrative of Basic Writing, grounded in "white innocence" and dating back to the 1970s. Joining other studies of physical and linguistic segregation in higher education, we recover the true birth of Basic Writing from 1969 to…
Descriptors: Basic Writing, College Instruction, Writing Instruction, Racism
Elizabeth Edwards Weems – ProQuest LLC, 2023
Many Basic Writing students have stories which are informed by traumas, othering, and marginalization. Finding pedagogies which address students' stories, in addition to meeting academic goals, is crucial. Sometimes, students question how improving their reading and writing skills can help them navigate other areas of their education and…
Descriptors: Classroom Techniques, Teaching Methods, Literacy Education, Self Concept
Margaret E. Weaver; Kailyn Shartel Hall; Tracey A. Glaessgen – Journal of Basic Writing, 2022
Despite the push for all institutions of higher learning to embrace a corequisite model for writing instruction, there is limited evidence that suggests this model is desirable for all students. This study seeks to expand our understanding of the characteristics of students enrolled in Basic Writing at a 4-year comprehensive university, and the…
Descriptors: Basic Writing, Writing Instruction, Required Courses, Student Characteristics
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LaFollette, Kristin – Journal of Basic Writing, 2021
The Dada and Surrealist movements are known for producing work that challenges reader-viewers' perceptions of reality. These movements also prompted creators to experiment with unexpected mediums and materials, and this can be seen through the intersection of visual art and writing. This essay emphasizes the importance of an interdisciplinary…
Descriptors: Basic Writing, Art Expression, Interdisciplinary Approach, Art Activities
Hite, Joshua A. – ProQuest LLC, 2022
The Community College of Baltimore County (CCBC) is recognized as a leader in Basic Writing reform for community colleges due to their Accelerated Learning Program (ALP). The features Adams et al. adapted from various programs to better support CCBC students, particularly the central features of mainstreaming and acceleration, have helped reinvent…
Descriptors: Community Colleges, Acceleration (Education), Two Year College Students, Writing Instruction
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Bartholomae, David – Journal of Basic Writing, 2020
I retired from teaching in August, 2018. In the fall semester of that academic year, I taught a section of Basic Writing (now called "Workshop in Composition"), one of the courses I taught in the fall of 1975, my first year at the University of Pittsburgh. This essay is a documentary account of that course, including writing assignments…
Descriptors: Basic Writing, Writing Assignments, College English, English Curriculum
Wood, Susan – National Institute for Learning Outcomes Assessment, 2021
If assessment is about improving learning and facilitating better teaching through research and helping students learn what higher education purports to value, then the often-invisible institutional barriers that do not always embrace the ways in which classroom assessment can teach an institution about student learning within individual…
Descriptors: Writing Evaluation, Basic Writing, College Students, Writing Attitudes
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