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Collaborative Practices
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Course Structure-BaselineAccording to Lalicker, the baseline model is commonly referred to as the “traditional” or pre-requisite approach to basic writing. Characterizing the baseline model, Lalicker [internal link to bibliographic information] submits, “this model assumes that basic writers are provisionally allowed to enter college despite literacy abilities [based on entrance examinations, standardized tests, writing portfolios, or high school grade point average] that are sub-college level” (30). Often referred to as a “gateway,” students earn their access to “real” college courses through the completion of this basic writing prerequisite. Historically focused on composition in terms of grammar and structure, “some examples of this model still rely on grammar-drill workbooks and limit the scope of student writing to the paragraph level; others attempt to apply more progressive rhetorical theory within a structure unchangeable due to local political or budgetary limitations” (30). Consequently, it is the implementation, utilization, and eradication of this model that has not only provoked the majority of remediation reform but the reconfiguration of basic writing manifested in subsequent basic writing models. Due to its label as a pre-collegiate course, Lalicker critically notes, “although this assumption seldom if ever prevents the college or university from collecting tuition for the course, it usually prevents the institution from awarding college credit” (30). Although the credits received upon completion of the baseline course do not count toward credit required for graduation, the credits received are factored into financial aid and the students’ overall grade point average. Boise State University At Boise State University in Idaho, a student must have one of the following pre-requisites in order to take English 101 – English Composition: (1) ACT score of 18–24; (2) SAT score of 450–560; (3) COMPASS exam score of 68–94; (4) P (Pass) in ENGL 90; (5) P (Pass) in ENGL 123. If a student does not have one of these prerequisites, then the student is required to take the basic writing course, English 90, “Developmental Writing.” Students who are required to take English 90 pay regular tuition and fees for this class, plus an extra $30.00 fee. Students do not receive credit of any kind for passing this course. Students must pass English 90 before they can take English 101, “English Composition,” which is in turn a prerequisite for many other classes that must be taken for graduation.
Jackson State Community College At Jackson State Community College in Tennessee, students must take a Basic writing Course called DSPW 0700, “Basic Writing,” or DSPW 0800, “Developmental Writing,” if TBR Placement Test Scores are not at a required level. In other words, to take English 1010, “English Composition,” students must get a certain score on their TBR Placement Test or have passed one of the basic writing courses. Neither basic writing course meets English requirements for graduation nor earns elective credits for graduation.
Kingsborough Community College At Kingsborough Community College CUNY, in New York, students must earn a particular score on the CUNY/ACT in order to enroll in “Freshman English.” If they don’t receive the required score, they take English 09300, “Developing Competence in Writing,” to prepare to pass the CUNY/ACT. On passing, they enroll in “Freshman English” 01200, which is a prerequisite for all credit-bearing English courses.
Bibliography Lalicker, William B. “A Basic Introduction to Basic Writing Program Structures: A Baseline and Five Alternatives.” BWe: Basic Writing e-Journal 1.2 (1999). 7 Jan. 2007. <www.asu.edu/clas/english/composition/cbw/bwe_fall_1999.htm#bill>.
Lalicker describes a brief survey that was conducted via the Writing Program Administrators listserv, asking respondents to identify their basic writing program as approximating one of five models. Respondents also provided insight into advantages and disadvantages of each model.
Lattin, Vernon. “A Program for Basic Writing.” College English 40.3 (1978): 312–317.
In light of open enrollment and special admissions programs, Lattin discusses three “typical” approaches of basic writing courses. Throughout his discussion, Lattin highlights the manner in which each approach has “failed.”
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