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Collaborative Practices
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BW Identity BibliographyAdams, Peter Dow. “Basic Writing Reconsidered.” Journal of Basic Writing 12.1 (1993): 22–36.
Discussing the possible benefits and disadvantages of separating basic writers into segregated classes, Adams proposes gathering data on the success rates of current basic writing courses, revision of freshman composition courses, and experiments with mainstreaming.
Bartholomae, David. “The Tidy House: Basic Writing in the American Curriculum.” Journal of Basic Writing 12.1 (1993): 4–21.
Bartholomae discusses basic writing as a way of naming a curriculum, an area of study, a type of writing, and a writing practice.
Greenberg, Karen L. “The Politics of Basic Writing.” Journal of Basic Writing 12.1 (1993): 64–71.
Greenberg discusses some of the political challenges that basic writing programs face and describes strategies for meeting these challenges. Drawing on her experiences directing basic writing programs, Greenberg’s article suggests ways to improve basic writing instruction and assessment.
Rose, Mike. “Remedial Writing Courses: A Critique and a Proposal.” College English 54.2 (1983): 109–128.
Rose argues that basic writing classes need to offer students challenging, engaging work that will enable them to participate fully in the discourse of the university. In particular, Rose discusses five common practices that tend to limit students’ experience of writing which need to be examined and changed.
Scott, Jerrie Cobb. “Literacies and Deficits Revisited.” Journal of Basic Writing 12.1 (1993): 46–63.
Scott identifies factors that contribute to the recycling of deficit pedagogy in programs designed for basic writing students. The paper challenges basic writing professionals to move to a higher level of critical consciousness in designing and implementing a pedagogy of success.
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