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Collaborative Practices
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Change BibliographyBerger, Mary Jo. “Funding and Support for Basic Writing: Why is There So Little?” Journal of Basic Writing 12.2 (1993): 81–89.
Acknowledging the history of limited support for basic writing in higher education, Berger analyzes the positive role basic writing teachers may play in gaining budgetary support for their programs.
Huse, Heidi, Jenna Wright, Anna Clark, and Tim Hacker. “It’s Not Remedial: Re-envisioning Pre-First Year College Writing.” Journal of Basic Writing 24.2 (2005): 26–52.
Responding to mandates from the Tennessee Higher Education Commission to eliminate “remedial” or “developmental” courses, Huse, et al., describe the design and implementation of a new two-course program of college-level writing courses for underprepared students and reflect on the program’s status after one year.
McNenny, Gerri, ed. Mainstreaming Basic Writers: Politics and Pedagogies of Access. Mahwah, NJ: Lawrence Erlbaum, 2001.
A compilation of various articles, this publication presents multiple discussions responding to course configuration challenges facing the field of basic writing. The various positions regarding the issue of mainstreaming basic writers within the college institutions is intended to inform decision makers and students alike.
Segall, Mary T. “Embracing a Porcupine: Redesigning a Writing Program.” Journal of Basic Writing 14.2 (1995): 38–47.
Segall explains how faculty at Quinnipiac College re-conceptualized developmental English and designed a new program that provides additional instructional time within the regular freshman English course. Segall discusses such issues as motivation, resistance, cognitive opportunity, and fragmentation of reading and writing processes.
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