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Collaborative Practices
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Course Structure-StretchDesigned to allow more time and interaction with academic writing, the “stretch” model allows a student placed in basic writing to complete a “typical introductory standard composition course” over the span of two semesters as opposed to one. Noted for creating and producing the stretch model, Arizona State University [external link to CBW “Basic Writing Programs and Courses”] claims in their course description, “It [the stretch composition course] is not a remedial or ‘pre-101′ class; it’s a stretched-out expanded version of ENG 101 (just like we have an ‘honors’ version of ENG 101…and summer ‘versions’ of ENG 101).” According to Lalicker, depending on the institution, some stretch programs are offered as a complete integrated one year composition course and others distinctly present the basic writing portion of the course as a prerequisite for the standard composition portion. The stretch course is most often configured in one of two ways: “The stretch program might be numbered as, for instance, ENG 100 and ENG 101, retaining the standard composition course number but adding a prerequisite for some students[.] Alternately, it might be numbered, for example, Eng 99 and ENG 100, with the two courses together carrying general education credit equal to[] ENG 101″ (32). Lalicker admits that although the stretch program for basic writing characteristically offers general education credit (credit that counts toward graduation) for its course, some institutions, “require[s] students to have three additional composition credit hours compared to students not in the developmental sequence” (32). Moreover, in cases where the “basic writing portion” of the course is distinguished from the standard composition half, the basic writing prerequisite most often carries “general-education, elective, or graduation credit” (32). Arizona State University Arizona State University is famous for using a “Stretch Model” for basic writing courses. This program “stretches” their freshman English course, English 101, into two semesters rather than one. Students take both WAC 101 and English 101. This stretching out of a one-semester class into two semesters gives students more time for revision, group peer reviews, and conferences with their instructors. The students in the stretch program write the same number of papers and do the same readings as students in English 101, but the class moves at a slower pace. Students in the stretch program receive three elective credit hours for WAC 101 and credit for English 101.
http://www.asu.edu/clas/english/writingprograms/index.html http://www.asu.edu/aad/catalogs/2002-2003/general/graduation-requirements.html#first-year-composition-requirement University of Washington The University of Washington has a stretch program for “Introductory Composition” in which students take English 104 and English 105. Completion of this stretch model fulfills the 5 credit English Composition Requirement for graduation. The same skills are taught over two quarters, rather than one. This model provides students more time and resources to acquire the skills of reading academic articles, basic research, library use, grammar, and composing academic essays.
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.
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