Suggests that the cultural diversity of the English-as-a-Second-Language (ESL) classroom can enhance instruction. Proposes application of Paulo Freire's problem-posing approach to teaching basic college writing in the multiethnic setting. Identifies teaching principles that have proven useful in urban testing. Discusses the integration of problem…

Presents research that validates and refines a computerized system for grading placement exams. Compares computerized ratings to holistic scores, grades earned in courses, and other measures. Calls for additional research on larger populations and greater numbers of textual traits. (HB)

Describes an experimental six-week summer intensive course in basic writing in which the instructor assumes the identity of "Ms. Mystery" and exchanges weekly letters with each of the students. Provides excerpts as well as analysis of these letters and argues the efficacy of letter writing as a pedagogic tool. (KEH)

Uses a case study to illustrate the multitude of cultural and idiosyncratic factors which may influence the feelings and behaviors of basic writers at risk of failure. Suggests that rather than continually defining the basic writer, educators should begin to redefine and reexamine their roles and attitudes as teachers of basic writers. (MG)

Although basic writing has become a strong independent field with professionally sanctioned ways of making knowledge, what Stephen North refers to as "lore" still maintains a strong foundation in the field. This lore is often grounded in the belief in a linear paradigm of learning, and is to some degree fostered by traditional conceptions of basic…

Reviews research on revising as it relates to the case study of the revising processes of a basic writing student. Shares insights into the complexities of revising and suggests possibilities for more productive teacher response to student writing. (TB)

Argues that composition courses for non-native speakers of English should combine reading, writing, grammar, aspects of American culture, and methods for developing the analytic skills expected in upper-level courses. Shows how teaching short stories and autobiographical essays is the most productive way to accomplish these goals. (MM)

Argues that Basic Writing students, teachers, and scholarship are crucial to enabling colleges and universities to realize their ideals of diversity, interdisciplinarity, and student-centered learning. Calls for more research exploring the potential of basic writing students to develop (and help others develop) "borderland" perspectives which may…

Surveys basic-writing teachers nationally. Reports diverse ways in which developmental writing curricula have been changed by introduction of new technologies. Presents findings related to classroom practice, teacher development, and distribution of resources. Finds several patterns of computer use: resistance, lack of infrastructure, uneven…

Reviews definitions of basic writers and basic writing over the last 20 years. Argues that basic writers are not defined only in terms of institutional convenience. Offers future directions for basic writing research, suggesting that to learn more about basic writers, researchers must return to studies of error informed by basic writing's rich…

Presents Mina Shaughnessy's 1976 speech, given at a time when great financial crisis threatened to result in the wholesale disestablishment of basic writing programs. Notes grave perils, and outlines some of the truths uncovered through the experience of Open Admissions in higher education, truths that are indestructible despite retrenchments and…

Discusses how a five-year longitudinal study of 61 basic writers suggest little correlation between the first-year course and overall success in college. Notes the much lower long-term success rate for African-American basic writers who passed the basic writing course. Suggests that reading is a stronger determinant of college success for at-risk…

Discusses principles about writing instruction that emerged from mainstreaming basic writers in first-year composition at California State University, Chico: (1) students learn college writing by being in the context of college writing, not some other context; and (2) literacy learning does not come in discreet levels. Describes how writers in…

Presents a longitudinal study of six basic reading and writing students at the University of Florida that traces student progress. Demonstrates that several students experienced progress over a more than three-year span, although improvement was neither linear nor extensive. Identifies growth of metacognitive awareness among students. (HB)

Considers how sex discrimination and sexist language have affected educational environments, particularly basic writing and English-as-a-Second-Language instruction. Provides four practical suggestions for college teachers of bilingual and/or bidialectical students to alleviate such attitudes and behaviors. (HB)