Considers basic writing as a way of naming (and producing) a curriculum, an area of study, a type of writing, and writing practice. Discusses the history of the term "basic writing" and the role of the intellectual, the culture, and its institutions in its production. (SR)

Investigates the contradictory terminological investments within the charges against Mina Shaughnessy's scholarship (i.e., "essentialism,""accommodationism," and lack of "materialist praxis") from poststructuralist, feminist, and Marxist quarters. Maintains, through close readings of Shaughnessy's texts, that the…

Describes a statement of guidelines and goals developed for Boise State University's (BSU) basic writing course. Includes an account of local conditions at BSU, a copy of the statement itself with commentary on its seven competencies, a description of how the document was developed through a collaborative process, and the effects of that…

Presents a developmental perspective on text construction, understood as managing information within and across sentence boundaries. Claims that the systematicity in non-standard constructions in basic writer's texts reflects student awareness of three obligatory areas of information management in texts: topic management, reference tracking, and…

Examines the relationship between handwriting speed and the syntactic complexity of the finished piece of writing. Reports that findings support previous research that describes differences in syntax of basic and traditional writers. Concludes that writing teachers should encourage college students to write rapidly as they draft their pieces. (MM)

States that the title of an academic journal should identify its subject area, embody the spirit of the discipline, distinguish its orientation in the field, and reflect the current state of the art. Concludes that the scope of the "Journal of Basic Writing" has expanded over the years, and a name change that reflects the changes is…

Describes an assignment that uses Spanish, Chinese, and French texts in addition to customary English texts, allowing class members to share one another's languages, embrace diversity, and shift privilege. Argues that this move foregrounds oppositional discourse for both students and faculty, creating classrooms in which "right thinking is…

Argues that basic writing teachers must consider the negative effects of their lack of professional definition, particularly their lack of influence within the larger field. Argues that they need a resolution or professional statement to join in reasserting the value of teaching as their primary professional purpose. (SR)

Discusses political challenges that basic writing programs face and describes strategies for meeting those challenges. Suggests ways to improve basic writing instruction and assessment to empower basic writing students. (SR)

Argues that knowing how higher education is organized can enable basic writing teachers to improve both the status and funding of their programs. Describes features of higher education which organizational analysts consider crucial to the budgeting process. Suggests actions for teachers to revise the reputations and budgets of basic writing…

Explores the racialized discourses surrounding basic writing students by using the notion of education as "white property." Shows how students are racialized as "minorities" despite the significant numbers of whites in the program. Argues open-admissions students are discursively coded as non-white. Contends that racialization…

Notes Rei Noguchi's recommendation of integrating grammar instruction with writing instruction and teaching only the most vital terms and the most frequently made errors. Presents a project that provides a review of the grammar lessons, applies many grammar rules specifically to the students' writing, and teaches students the effective use of the…

Presents a farewell piece by a co-editor of this journal. Describes experiences and inspirations over seven years of editing. Considers what the future holds for basic writing. (SG)

Explores the idea that basic writing students, when positioned in a classroom setting where safety and trust are paramount, will be willing to take risks. Notes that successful risks will lead students into a more positive relationship with their own writing abilities. Concludes that success in writing leads to a more open-minded approach which…

Recounts the process of writing guiding curricular documents for the University of Minnesota - General College's basic writing program. Describes how this was a community-building process that involved a wide group of instructors and others connected to the program. Includes the opening statement, as well as the goals and principles of the…