Describes a language pedagogy which can help basic writers to understand language's potential to shape, not just to convey information about, social experience. States that students from diverse backgrounds can then more effectively critique the relationships of language's uses in a variety of social contexts. (PA)

Describes a videotape containing interviews with students, faculty, and external evaluators shown at the Conference on Basic Writers workshop; participants then experienced assessment techniques used to evaluate the project's success. Gives an account of the project, a detailed description of the means of assessing it, and suggestions for how and…

Argues for a progressive version of mainstreaming remedial writers through a focus on one student who benefited from a two-semester course responsive to diverse language and cultural backgrounds. Discusses the political dimensions of mainstreaming which are an indelible aspect of writing program administration. (TB)

Focuses on how various literacy narratives portray passages between language worlds. Considers how such passages are relevant to a writing pedagogy. Stresses the relationship between such literacy passages is useful in basic writing contexts. Analyzes two essays written by one student who portrays such a literacy passage. (HB)