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)

Known as Bitter Bierce, the writer Ambrose Bierce spent years ironically redefining the terms for a host of people, things, actions, and concepts, compiling his redefinitions into the "The Devil's Dictionary." In this article, the author describes how she uses this caustic work as a model for an exercise when her developmental writing class begins…

Course designs for Basic English Writing classes vary from one course to another. The objective of this study was to investigate the semantic misinterpretation of English words found in the English compositions written by native-Chinese-speaking undergraduate students and to overcome if such a barrier occurred in the process of writing. First,…

It has long been established that self-assessment and goal-setting are regular features of the writing process of experienced writers. It has also been demonstrated that students develop more power and control over their writing when they are encouraged to become their own evaluators. Therefore, to help beginning writers think and act more like…

Gray-Rosendale continues a project begun with "Investigating Our Discursive History: "JBW" and the Construction of the "Basic Writer's" Identity" ("JBW" 1999) in which she employed a Foucauldian archaeological perspective to trace the dominance of as well as the disruptions within the three major metaphoric allegiances of basic writing studies:…

We examined the effects of in-class writing instruction, practice, peer review, and feedback on writing skills of undergraduates enrolled in a general psychology course. We rated writing for grammar, writing style, mechanics, and American Psychological Association referencing style. Significant differences emerged on the 4 writing skill domains (p…

One of the most important advantages to using literature with developmental writing students is that some pieces can be used as illustrations of important rhetorical principles and strategies that the instructor would like students to use in their own writing. The most important reason to use literature has to do with its usefulness as a source of…

Describes a unit of study for a basic writing class that incorporates the writing of a dramatic monologue as a first step in learning to write a narrative essay. Discusses how one student's monologue changed as the unit progressed. (RS)

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…

Advances the idea of using the workshop format for basic writers' development as writers. Finds that workshops generate conversations and discussions that encourage social, political, and economic awareness to help basic writers discover who and where they are in society. (PA)

Describes the problems some basic writing students have had generating ideas for writing in response to timed essay tests. Proposes a technique based on the classical notion of the "topoi," which enables students to generate ideas and equips them for participation in the social and political dialogs they encounter in higher education.…

Examines the challenges one basic writer, a deaf student at the Rochester Institute of Technology, confronted when she took on the role of public writer. Analyzes the student's attempt to enact change for the sake of uncovering the pedagogical implications that teachers of basic writing must consider when educating students to write for the public…