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Collaborative Practices
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Course Structure-Directed Self-PlacementIt is important to begin the description of this category with Lalicker’s succinct justification for including “directed self-placement” in a discussion of models of basic writing: “In fact, directed self-placement isn’t really a model in the structural sense: it can be used with a wide variety of course and credit arrangements. But the attitudinal change it seeks to foster in students–that basic writing is something students choose because they know they need it, rather than something forced upon them–may make a number of creative and effective course structure alternatives politically possible, even palatable, in the eyes of some constituencies” (35). Carefully considering the liberating aspects of agency, articulation, and assessment, Daniel Royer and Roger Gilles present their experience with directed self-placement at Grand Valley State University in “Basic Writing and Directed Self-Placement.” [internal link to corresponding citation] In their depiction, students attend a pre-term orientation and are presented with a choice: “we explain to students that they may begin with our regular first-year writing course or they may begin with a basic writing course designed to build their confidence and get them ready to do well in the regular first-year course” (my emphasis) (par. 3). The students receive a brochure with a “choice card” in their orientation information, and groups of students meet with an advisor before actually enrolling. In Royer and Gilles’ institution, 20% of students typically select the basic writing course, and do so knowing that it offers no credit toward graduation. Grand Valley State University See above for basic description.
Further information: The noncredit basic writing course is English 098, “Writing with a Purpose,” and the credit freshman English course is English 150. Students are provided with questions to ask themselves including, “Do I consider myself a good reader and writer? Was my ACT–English score above 20? In high school did I write several essays per year? Did my high school GPA place me in the top third of my class?” Based on their answers, students are advised to take either English 098 or English 150, but ultimately they choose which class to take.
Harvard Harvard College is a unique example “self-placement” because they offer more credit than most self-placement models. Students take a writing test in the fall of their freshman year. If they score low, a faculty member meets with them and suggests that they take Expository Writing 10, “Introduction to Expository Writing” which offers elective credit. Students are not required to take it, they are simply given a choice. After Expository Writing 10, students take Expository Writing 20, which is required of all students.
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. <http://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.
Royer, Dan, and Roger Gilles. “Basic Writing and Directed Self- Placement.” BWe: Basic Writing e-Journal 2.2 (2000). 7 Jan. 2007. <www.asu.edu/clas/english/composition/cbw/summer_2000_V2N2.htm#dan>.
Royer and Gilles offer philosophical and pedagogical justification for directed self-placement by citing scholars in education, learning, thinking, and psychology. Readers are referred to an earlier article titled “Directed Self-Placement: An Attitude of Orientation” for a detailed explanation of the system. Royer and Gilles argue that directed self-placement creates an important initial educative moment for college students through a re-articulation of important elements involved in placement decisions.
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