All I need for the topic selection assignment is a brief paragraph describing your topic/area of research interest. I'd like to know if you've investigated it yet, found any sources, or not. I'd like to know why you are choosing the topic and if you plan to work in a group.

As research is a generative process, I understand that your topic may shift and you may decide later to work with others.

Remember, your research focus must somehow address the teaching of developmental writing or the teaching of writing to students classified as "developmental."

Shelly's CompFAQ Proposal


Clarissa Reeves & Chelsea Perez - CompFAQs


ENGL5361


Debbie Evans

Research Topic Selection

Current research into best practices indicates that the Reader/Writer Workshop Model (mentor texts, inquiry-based self-instruction, peer coaching, focused mini-lessons, relevant “just in time” necessity-driven instruction) is the preferred method for a basic writing curriculum. Appropriate mentor text selection or the appropriate availability of reference texts in the classroom is managed by the teacher/facilitator. The basic writer investigates and practices writing in his interest area with support in the form of mini-lessons targeted to comprehensive student needs and specific guidance from peer coaches. With the exception of trust exercises and practice in honest assessment, the students acting as coaches lack direction and instruction in effective coaching techniques.

I will be working alone to create a CompFAQ? (I have no idea why this is hyperlinking) which addresses this neglected aspect of BW instruction: the training of peer coaches. I’ve chosen this topic because the workshop model appeals to me even though it is management and individual conference intensive. I see peer coaching as a neglected component of an otherwise sound strategy. I have already begun my research and have found sources which dance around the topic or which only tangentially discuss it. I would ultimately expand my research to the design of peer-coaching instruction activities, testing the efficacy on sample populations, and publishing for PD opportunities.


Eda Ozyp

Research Topic Seletcion

Basic Writing is an area including many different approaches. Through the history of Basic Writing, scholars attempt to define this field, try to create a curriculum, a program for Basic Writing classes. All these different perspectives have a common ground: students. The needs of basic writers (students in these classes) have always been at the center of this field, which is why answering 'who is a basic writer' became an another important issue in B.W. Most of the scholars such as Shaughnessy, Rose etc. talk about the fact that basic writers come from a different cultural, economical background; they talk a different language at their homes, which is why they also deal with language difficulties. Not many of the scholars focus on the effect of language obstacles in a basic writer's paper; especially the difficulties that foreign students deal with. Haswell takes readers attention to this issue a little bit in Gaining Ground in College Writing. He talks about a student who is from Greek, and how there is no category for this foreign student, no group as English as a second language. Haswell says that "if this foreign student in a new land is to continue in the role of learner, new standards will have to be set for her, and to some extent they will not be the same as those set for the other students" (17). It can be said that foreign students are basic writers whose needs are different than native basic writers' needs. They should be considered as basic writers in the terms of learning and 'writing' English as a second language.

I will be working on ESL students, and the writing classes they take in ESL courses. I will try to answer these questions:

- Who are these basic writers?

- What kinds of problems they have in their writings?

- What are their needs?

- How should teachers approach to these basic writers? What kinds of a program should they use?

- How is their writing process? How do they develop their writings? In what terms their development are different than other basic writers?

To be able to answer these questions, in addition to the academic researches on second language acquisitions, I will also bring the ideas of teachers working at the ESLI at TAMUCC. Plus, as an international student in U.S, my experiences would be beneficial for this paper, since being an international student inspired me on trying to find a place for foreign students in the academic discourse.


Krystal’s Research Topic Selection <<<<<<<


Mike Brown Research Topic:

My topic for my research paper is going to be The Effect of Technology on Today's Writers. I am going to delve into whether or not computers, iPhones, and other forms of technology have significantly altered traditional concepts of writing and if these technologies have a direct or even an indirect effect on the skills of writers in general.

Ferris, Sharmilla. "Writing Electronically: The Effects of Computers on Traditional Writing." The Journal of Electronic Publishing. 8.1 (2002): n. page. Web. 20 Sep. 2011.

Lenhart, Amanda , Alexandra Macgill, and Sousan Arafeh. "Writing, Technology and Teens." Pew Internet & American Life Project. (2008): n. page. Web. 20 Sep. 2011.



Samantha's Research Questions:

I started out trying to connect this resear4ch question with my paper for CCCC’s, which deal with identity and culture in borderlands and how that affects students’ writing, but I’m also interested in the digital native and new media culture that has bombarded our education system. I found this article by Sibylle Gruber that makes a pretty cool connection between these two ideas (“Electronic Circuit: A virtual Remapping of Border Crossings”). So my question is: how does basic writing and basic writers relate to the level of use of technology? Does it hurt or help the basic writers? Does it hurt or help the teaching of basic writing?

By technology I mean the use of technology to teach basic writing (blackboard, YouTube, Facebook, twitter, etc.), but I also mean how basic writers use these technologies outside of the classroom. Does a proficiency in technology correlate with the status of BW? This might be a very hard thing to measure, and I am not sure about the other scholarship that I’ll find in this research, but because this is such a new idea, I though pairing this up with Caleb’s research would work. I’ll have to speak with him about working together.


Kerryann Kohut research question My research question will be concerning the history of public outcries against standardized testing for the basic writer and the consequential changes that took place because of these outcries. I have chosen this topic because as a middle school teacher I am at the heart of standardized testing in my classroom. If I have a better understanding of what has been deemed wrong in the past and how it was changed-if at all-then maybe I can effect some movement toward the positive. Not taking action is still picking a side. I don't want to be negative, complain, and throw up my hands all for naught, I want to be positive and do SOMETHING. What that something is I am still exploring. I haven't done any formal research yet, beside the talking amongst my peers at my school and in our class. >>>>>>>

Caleb's Research Question-Topic