NCTE “Beliefs about Teaching of Writing” (Link on Class Schedule)

  • Focuses on individual attention of students
  • Writing and Reading are connected
  • Grammar is taught through writing rather than worksheets or drills
  • Talk is vital
  • Importance of Teacher Conferences
  • Also provides a somewhat detailed curriculum for achieving that attention
  • Writing is a process

Strickland & Strickland, “Education Begins with Philosophy” (Paper Copy)

  • Focuses on individual attention of students
  • Writing and Reading are connected
  • Grammar is taught through writing rather than worksheets or drills
  • Talk is vital
  • Importance of Teacher Conferences

Mike Rose Lives on the Boundaries

  • Focuses on individual attention of students
  • Writing and Reading are connected
  • Grammar is taught through writing rather than worksheets or drills
  • Talk is vital
  • Importance of Teacher Conferences
  • Importance of understanding and acknowledging students’ culture
  • Cultural misunderstandings often mistaken for deficiencies

TDW Uehling “Creating a Statement”

TDW Lalicker “A Basic Introduction”


Baseline: The prerequisite Model

  • Traditional
  • No college credit
  • Test Placement
  • Regular Grading/Pass Fail
    • Advantages: Simple, mechanical, standardized, tough love, easy to track
    • Disadvantage: Stigmatizing, no credit raises resentment in students, goals and outcomes may not match with higher level composition courses.

Alternative: The Stretch Model

  • Stretch Standard course requirements over 2 semesters
  • Standard credits, but requires students to have 3 additional comp credits
  • Test Placement
  • Regular/Pass Fail
    • Advantages: Number of credit hours goes towards overall degree, more faculty likely to teach since is not “basic” course, Placement methods more flexible, less stigmatized, students get the extra time they need.
    • Disadvantages: Simply renaming doesn’t mean students may overlook the remedial stigma, students are required 3 additional credits to graduate, may not work in states where there are mandates that “basic” courses be in place.

Alternative: The Studio Method

  • Students begin in regular comp classroom and certain students are placed in small group sessions that are required to supplement their course.
  • Regular credit for the comp class, studio is one credit hour as a lab.
  • Students are placed in the groups at the request of a writing instructor, based on two composition assignments.
  • Grades for class are regular but the studio is usually pass fail
    • Advantages: can alleviate stigmas and gives the “voice” and decision to the instructor
    • Disadvantages: registration could get tricky with a lab not scheduled until 2 weeks in, reduce some of the funds and credit hours created by basic writing courses, may end up costing more since the studio is on a small group basis, places heavy responsibility on the instructor, may not work where remedial programs are required.

Alternative: The directed Self-Placement Model (basic Optional)

  • Allows a student, with direction and advice, to choose, or not to, to place themselves in a basic writing course.
  • Credit could go either way
  • During orientation students answer questions and based on those answers receive council towards a course that would benefit them, they may choose to ignore or take the advice.
  • Grading could be either standard, or pass/fail
    • Advantages: students choice eliminates much of the stigma and resentment associated with a remedial program, and students are made responsible for their own literacy, placement is less expensive.
    • Disadvantages: Students may chose inaccurately and become overwhelmed, a loss of income may lead to “marginalized program” that doesn’t have the resources it needs; also mandates may prevent such a program.

Alternative: The Intensive Model

  • Intensive is a variation on the studio model, however students test into an intensive group with others of similar test scores, and are a part of a one five-credit class group.
  • Credit hours (5)
  • Any placement method may be used
  • Regular grading with five vs the normal 3 credit hours
    • Advantages: doesn’t delay the start of gen ed classes, students should find it easier to collaborate with colleagues, helps unify writing standards from basic to comps
    • Disadvantages: budget is once again a factor due to the credit hours offered, it will be difficult to work into the instructors schedules and that allowed by institutions, once again remedial mandates may be violated.

Alternative: The Mainstreaming Model

  • Eliminates basic writing classes
  • Regular credit
  • There is no Placement
  • Regular Grading
    • Advantages: there are benefits to teaching basic writers in the mainstream classroom: stigma is alleviated, instructors learn to work with basic writers, writing improves faster, eliminates extra cost.
    • Disadvantages: Overwhelmed, decreased retention, more work on the instructors, overwhelmed writing centers, cost budgets of some programs, could strain class if focus is too high for basics writers or too low for more skilled writers.

TDW Gibson “From the Peculiar Case of Contessa”

CCCC “Students’ Right to Their Own Language” (PDF on Class Schedule)

TDW Anzaldua

TDW Bernstein

Jaffe “Changing Perceptions, and Ultimately Practices, of BW Instructors through the Familia Approach” (Electronic Reserve)

Adler-Kassner and Harrington Basic Writing as a Political Act

  • Basic writing is essentially a written language variety reflecting the writers speech patterns p.22'''
  • Context – key factor -- They address cultural and ideological issues. P.29
  • Literacies are not neutral. P.24
    • “plunging students into writing activities”
  • “The subject of composition is composition.” P.26
  • Bartholomae notes that basic writing classes are not socially or politically set up the way they need to be but he does not advocate getting rid of them. 27 Adams thinks they should be mainstreamed because bw trains students to be unsuccessful writers.
  • Autonomous literacy taking literacy out of the context it occurs in – detached from the author.

Associated Authors (worth knowing (on comps list))

  • Mike Rose “The Wooden Shack Place: The Logic of an Unconventional Reading”
  • Bartholomae Inventing the University – examines placement essays written by entering students, authors of essays were not familiar with discursive conventions of various academic communities. Their saying that inventing the university pays close attention to the academic contexts that students’ literacies are being developed. These things are common for basic writers. They adopted a voice of authority that they believe is like the one assumed by writers who already participated in academic discourse communities.
  • Lalicker’s “A Basic Introduction to Basic Writing Structures” in TDW – She advocates the intensive method and the studio method introduced by Lalicker. See above. (listed on other part of map)
  • Mina Shaughnessy “Errors and Expectations” – Her primary concern was to identify unconventional patterns in student work so that they can be targeted and replaced with conventional ones.

Ira Shore “Our Apartheid” (Errors and Economics is the one on comps)

TDW “Assessment” “CCCC Position Statement”

TDW Harley & Canon

Agnew & McLaughlin? “These Crazy Gates and How They Swing” (Electronic Reserve)

Bean et all, “Second-Language Writing in the Composition Classroom” (Paper Reserve)

TDW Jordan

TDW Thurston

TDW Neuleib & Brosnahan

Anderson Chapter 3 (Electronic Reserve)

Canagarah “Second-Language Writing” (Paper Reserve)

Matsuda & Silva “Second-Language Writing” (Paper Reserve)

Johns, “Second-Language Writing” (Paper Reserve)

TDW Shaughnessy “Some New Approaches toward Teaching”

Haswell “Remediality: Bottom and Top” (Electronic Reserve)

  • Deals more with focusing on reading the students writing from a different perspective and talking about holistic assessment. (More internal? Less external based? Localized, rather than standardized)
  • The math is VERY hard to figure out.

Huot “Reading Like a Teacher” (Electronic Reserve)

  • Thinks that teachers need to constantly reevaluate their own thinking and methods of assessment and consider themselves critically as readers, rather than simply as graders and assessors. He also focuses on the fact that they need to continue researching and research assessment in order to remain relevant.

Carter The Way Literacy Lives

  • The story of Anna: Whole last part of third chapter,
  • “work against the act of politicizing the act of literary development” (10) Quoting Kassner
  • “A&M Commerce describes basic writers as those who have failed either the reading or writing portions” (11) You can not get more objective than that, it’s institutionally that they become basic writers.
  • “The Way Literacy Lives is based in part on our basic writing program, which is designed to help learners (1) recognize “other,” “vernacular,” or “marginalized” literacies as valid so they can begin to (2) draw from them as they learn what it means to write for college audiences – audiences far less unified or predictable than the literacy-as-universal-standard model allows.
  • The theoretical framework for this book relies on three, overlapping theoretical traditions: the New Literacy Studies (NLS), activity theory, and critical literacy” (16)
  • The idea of rhetorical dexterity – increasingly complex rhetorical situations Feminist-critical-left-wing pedagogists Really pushed a politically entrenched pedagogy, causes negative response from students. Another professor who defines the assignment differently (using service learning) also failed on a similar assignment.
  • Therefore needs to take some politics out of the classroom, and aim more towards meeting the students goals and expectations than her own goals and expectations in order to help see each student as literate.
  • Refers to Haswell, Huot, Shaugnessy, Rose, Bartolamae (Inventing the University)