Describes two writing assignments for basic writers (synthesizing influences from Mike Rose and David Bartholomae) in which students perform complex thinking and writing tasks while writing about their own experiences and those of fictional characters similar to themselves. (SR)

Notes that personal writing continues to proliferate, especially in freshman composition and basic writing courses. Argues that overemphasis on personal writing, on finding a "voice," may become exclusionary rather than liberating. Argues that it is crucial to teach students how to read, react to, and write about anything beyond the…

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…

Explores how insights of the 1970s are being lost, namely, those about why and how the academy thinks about basic writing and students deemed "illiterate" or "remedial." Examines a discourse that the author calls Basic Writing and how it has marginalized basic writing courses, teachers, and students. (TB)

This study examined student perspectives about writing by interviewing both typically developing and struggling writers in Grades 2 through 8. The findings revealed a progressive developmental pattern of writing knowledge in which novice writers place more emphasis on the physical product and local meaning, while more experienced writers focus on…

This paper describes some aspects of essays produced by students who as writers in the United States would commonly be called "basic writers." The paper focuses primarily on the grammatical subjects in these essays and offers a view of how closely grammatical structure typical in speech correspond to those typical in writing. It reports…

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 prewriting is the most important skill to emphasize and practice extensively in basic writing classes. Describes basic writers as almost universally neglecting prewriting activities. Suggests some guidelines for teaching prewriting effectively. (HB)

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…