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* ********************************** ****Le**********11*****4************ , FN-If ,.. -DOCOLIEST .8ESIAIE , In 186 428: . CS 205.568, auvica. 4sden, Lawrence N..Ed.,:Hoeber,Daniel Ref -Ed.:. ZITLit .B4sic Writimp Essays for.Tpachers, Researchers;J _4dministrators. INSSITUZI6N Natiloaal ot. Teache,rs of English,. Urbana,' 11.1... REPORT NO ION-0-8141-026a-9 nifi DATE 4' , NOTE 178pt . AVAILABLE FROM National Ccillacil ot Zeacaert of*Engliske\lt14-Xenyoi .Rd.,..Orbana, IL 61,801(Stock ,No.- 02689,,S7.75. member, noa-"member) e * EDRS PRICE MF01/TC08.Plus Postage. i' .DE1CRIPTORS Developmental Programs; Educatitin4l 'Researchq- , . *English Teacher Education; *EValuation Methods; f 410 . Higher ,Eck4cation; Learning Theories; *Low ...- Ichieveuent; FrogrAga Administration; program Descr,iptions; Remedial Instrugtion; *Remedial t Prbgrams; Teicih 9" Aethods; TeaChing SklS;.Test,.il 0 Construction; *W iting' (Compositipn); *Writing . Skills IDENTIlsiERS. *Composition Process -.,y . ., r AOSTRACT -* I The 12- essa:ys in this collectioa address the concerns . of basic writing teachers and thosewto teach..basic Kiting teachers; Tfie-first.essay discasses ttecha;acteriStics'of the loleachieVing college stuUnts who require basic writing instriction'andargues Zor I. baAic writing coursed that are base4 updaa thorough understandinsta stUdeatse nature and n'eeds,'while the second #ssay focuseson tha . .composing process uSed bysome basg.mriters-and on theAfferepaes -bethieen this'process and the composingprocess of more skilled , -writefsThe followin4 fouissays Contain.descriptions-of'a basic writing provaa at a:Communit.y college, theprograms designed for use - IV the meiber schools-.Of the Wpst'erti North CarolinaConsortium,' ae writing laboratorkf and an 24frerdisciplinary writing proiramat Y Boston University. The seventh essay sdiscusdes writing assessment,and ,recopluendsfthevuse of a.carefully.conStructedobjective test of studepts! knowledge of writing skillW, while the eighth"say-revieVs . the ty.pe40Of testA basic writing teaclieis and adiainistratorsmay use . ad the purpoSes Of each: Tae ninth es.S4y discus'ses the trainAlg of Tteadher4 of lasicwritJ.ng iqd.the tenth gddresses :taffing.aid operating Etoc-tatoring. 'writing ceIiters. The eleventh essay.reviews resear-ch in'th area of writing p.a4-the final essay Provides a selected bibliography of,cdMposition and basic,writing. (fl.) , ***********Ip***#3k***2********************************i**********;**** * Reprokuctions supplied in'EDRSkre the best' that can be`madbYi t * -* from the original,document. * **** ********************************** ****le**********11*****4************ , FN-if, 9 a At DEPARTMENT OF NEALTN. z EDUCATIONS. WELFARE NATIONAL INSTITUTE OF. -EDUCATION . THIS (' CIOCLIAlkATNA'S BEEN REPRO- MICE EXACTLV AS RECEIVED FROM Basic Writin StE PERSON OR 'ORGANIZATIONORIGIN. a ATING J PQIATS CO VIEW OR OPINIONS ivra TED DO NOTNECkSSARILYREPRE. SEAT C1FFIC IAL NATIONALINSTITUTE DP. ;EDUCATION POSIf ION OR POLICY - u-I . Estsays for Teachers, 1..esearchers, .and Adrninistratoti - 4. .... - Jr ,..Edited !ay ., . ., ,. LawrenCe'N. Kasden J. Saxgeant Relinolds Comniunity.Cillege A- , . Daniel R. Hoeber _ Mercy College, of Detroit -PERMISSION T.0REPRODUCE THIS -" 1 MATEFIIAL HAS BEEN GRANTED BY I. .1161.4011i1 _Coudedi'....af- : Teachers of English TO THE EDUCAT1ONAL4ESOURCES INFORMATION CENTER(Ewa" I . ./ .1 National Council of Teachers of English 1111 Kenion Road, Urbpa. Illinois 61801 ." ' I. To Peggy and Mari# 1. NCTE Editorial Board: Paid Bryant, Thomas Creswell, C..Kermeen Fristrom, Rudine Sims, C. Arm Tem, Robert F. Hogan. ex officio, Paul O'Dea. ex officio: Book Design: Tom 1C.,4evacs..interion.V. Martin,pizer NCTE Stock Number 02688, by die National Cotu;Zil a/Teachers of English: All rights ieserva. 4 *V.1980Printed in the United States of 'America. .Itsis the policy of NCTEIn its joUritals and other publications to provide a forum . foe the open discussion of. ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view . does not imply endbrsemenz by the ExecutiVe Committee. the Board of Directors.. or the membership at large, except in announcements of policy, where such endOrsement ix Clearly specified., Library ofcangrescataiogi4in Publication Data Main entry wider title -Basic writinti, cssags forleaChers, escarchers, and administrators. ,Bibliography: p.. 1. English languageRhetoricStudy and teaching. Addresses..essayx. lecturet -2. English language Remedial keachingAddresses, essays, lectures: 3. EnglisholanguageTeacher trainidgAddresses, essays, lectures. 1,.liasden, Lawrence N., 19411- H. 1-loeber. DanielR. HI. NatiOnal Council of Teaehers of English. it VE 1404. B3' - 808'.042;07073 80-14634 1611.N,018141-4268-9 1 . Contents Acknowleagments 1 1 An Introduction to Basic Writing , ,Lawrence N. Kascien L The Bask Writer 2. A-Look at Bask Writers in the Process'or Composing S9 IL Successful Basic Writing Programs 3. Basic Writing at J. Sargeant Reynolds Coinmunity College 35 Arthur L. Dixpn . 4. Basic Writing Programs of the Western North Carolina Consortium Miltpn G. Spann Virginia Faxx 5. A Writing Laboratory Model .Patrkk Hartwell 6. The RhetoriciProgram at Bosion University's College of 74 Basic Studies . Harry Crosby . IlL Evaluation and Testing 7. A Successful Placement Test for Basic Writing 91 Nancy W. Johnson 1 - . 8. Choosing or Creating ad Appropriate Writing Test 105 S. Rexford grown I1,0 t Contents IV. Training Bask Writing Teackters 9. Training Teachers of Basic Writing . 119 Constanice J. Gefvert 10. Staffing and Operating Peer-Tutoring Writilg Centers 141 , Kenneth A. Bruf(ee 1 t'a V. ReseArchOpportunities and Resources I II .U. Research in Writiqg: The Issues 153 E. Donald Hirsch, Jr. - 12..Selected Bibliography: Cothposition and Basic Writing 164 Daniel R. Hoeber Notes Contributors C. Vv. p. v a. Acknow cnis .( a. No endeavor as large as Rublishinga t000k is done without the het() of many people. This is Ca.,-,nly true in thetaseof this Collection of essays. We would like to thank the many people who achrised and encouragedus .in this endeavor, especially Paul O'Dea, NCtrE Director of Publications, Gary Tite.-anii members Of the NCTE Editorial Boarci.. We also realize 4t that withoin the encouragement given us byour own institutions, it is . -not 'likely that we could have completed this work. Kw this encourage- ment we thank J. SargeaniReynolds Ciuntrulnity College President S. A. Burnette, Provost Thomas Overby, and Huinanities Division Chlinnan Richard 4rewer. We also thank Sister Karen Werra. director of the . Developmental Seivice Program, -Mercy College pf Detroit. We owe partipilar gratitude to thoie iVho did much of the typingand mailing of correspondence that werenecessary to bring together these essays. For this assistance we thank Helena Beaman, Robin Cantor. and the Many secretarial students who Worked in the J: Sargeant . Reynolds Word Processing Center and their teachep, Jo Ann S'herron. and Jane Williams. a ... 4 3 -An Introductiop t9 Basic Writink Lawrence N. Kaglen Sargeani Reynolds Corninunity College I . In addition to discussing the purpoSe and.content of the collection, the first chapter makes a.case for basic *ritirigcourses based upon a thorough understanding of the nAture ancrnieds izt the students for. whom these courses ake 'designed. Although-researchers and pölky makers in government andeducation haye only recently begUn to pay -close attention,to developmental education, such..basic instruclion has existedat least.since Wellesley College started a developmental prograM in 1894. Sincethab thne the emphasis in.p;rograms'for poorly prepared students-shifted in the 30's to study habits, inr the 40's to reading, and irrthe GO'sto the underachiever's : total personality.' Today, research in'basic or developMental.education is widespread' w 'but not very systernatic. Roueche and Wheeler pointout that there are dozens of different terms to describe ;"catch-up" programs. They L attempt todistingtiish the two most frequently used terms, remedial arid ' drvelppmental: ."Re.medialA im plies the remediatfon of student dtficieneiesin order that the student may enter a program for which-fiewas previouily ineligible. Typiqdly, such work. consists qf noncredftcourses in *IA Engkiih, inatheMatics.oustudir skills taken as Prerequisitesto aedit: ' -courses. Mevelopmental" or "compensatori,"--on the other hand: refers to the development 61 skills or attitudes andmay not have -anything to do with makiUg a student eligible for another program. Under- these-latter-opprokhes, curricular-materialsare freqUently modified to begin credit leark where the student is, and the academic calendar is modified so Oat the student tilt 'ove at his (juinpace la acquiring mastery ofcourse.2 - Cross believes that these terms should be:timd accordingto the.aims and objectives of the prograrh rather than .accordingto the "pedagogical 2 Lawrence N.ICasden sophistication" of the apprOach: 'She noteS.,that -"a mire -useful/datinc- tion is to be found in the purpose*. Oar of theprogram!': -/. ' .. ( .. ' I . If the purpose of.the program 4sk tt5. overcome academic defiCiOicies, , r- I would term the program reme4a1,.in the standard,dictiptiari sense . t . 10 whick remediation ii concernedwith cop-mingweakitessres.:If,-: . however, the purpose of the program is to develop the diverse talenti.. of Students, whether academic or \ not..,I would terni the iirograni. - . developmental."' . .... \ - . i. Cross concludes tliat "realediation in acadeiiiic,Skillsareis
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