4 Modern Grammar and Basic Writers Ronald F. Lunsford In 1965 Harold B. Allen had high hopes for modern grammar. In an article entitled "From Prairies to Mountains," Allen commented on the potential contributions of linguistics to ...
Author: Michael G. Moran
Publisher: Greenwood Publishing Group
Category: Language Arts & Disciplines
This reference handbook surveys research on the central issue associated with the teaching of unprepared writers. Though basic writing has only been recognized as a distinct area of teaching and research since 1975, the existing bibliographic texts already seem limited due to their age or lack of annotation. This volume provides current and extensive bibliographic essays and will help to define this new field of study for teachers and researchers. Following an introduction that summarizes the origins and significant texts in basic writing, the book is divided into three sections, Social Science Perspectives, Linguistic Perspectives, and Pedagogical Perspectives. The first section, which contains three essays, views the field through the lens of social, psychological, and political issues. The second section, also containing three essays, examines contributions made from studies of grammar, dialects, and second-language acquisition. The third section, in its four essays, focuses on the design, development, administration, and evaluation of basic writing courses, the use of computers in basic writing classrooms, the role of the writing lab, and the preparation of basic writing teachers. An appendix that reviews current textbooks for basic writing courses is also included, as well as an index. This book will be a valuable resource for teachers of basic writing, in education courses and workshops that train teachers and tutors, and in fields such as linguistics, technical writing, and Teaching English as a Second Language. It will also be an important addition to public and university libraries and many education programs.
Research on basic writing is in short supply. Chronic marginalization of BW faculty is the chief cause of the dearth of scholarship. Michael Bérubé (with specific reference to his experience as a placement director in English) has ...
Author: George Otte
Publisher: Parlor Press LLC
Framed by historic developments—from the Open Admissions movement of the 1960s and 1970s to the attacks on remediation that intensified in the 1990s and beyond—Basic Writing traces the arc of these large social and cultural forces as they have shaped and reshaped the field.
“Who Are Basic Writers?” Research in Basic Writing: A Bibliographic Sourcebook. Ed. Michael Moran and Martin Jacobi. New York: Greenwood Press, 1990. Marinara, Martha. “When Working Class Students 'Do' the Academy: How We Negotiate With ...
Author: Laura Gray-Rosendale
Category: Language Arts & Disciplines
This book surveys the history of basic writing scholarship, suggesting that we cannot adequately theorize the situations of basic writers unless we examine how they construct their own conceptions of their identities, their constructions of their relationships to social forces, and their representations of their relationships to written work. Using a cross-disciplinary analytic model, Gray-Rosendale offers a detailed examination of the oral conversations that take place within one basic writing peer revision group. She explains the ways in which the students' own conversational structures impact and shape their written products. Gray-Rosendale then draws out the potentials of her work for basic writing administrators, curricula builders, and teachers.
Studies Section III focuses on basic research on L2 writers, their composing processes, and their written texts. As in the two foregoing sections of this book, the selection of studies has been limited to those in published form—books, ...
Author: Ilona Leki
'I applaud the authors for this sizeable undertaking, as well as the care exercised in selecting and sequencing topics and subtopics. A major strength and salient feature of this volume is its range: It will serve as a key reference tool for researchers working in L2 composition and in allied fields.' – John Hedgcock, Monterey Institute for International Studies Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field. Overall, it distinguishes the major contexts of English L2 learning in North America, synthesizes the research themes, issues, and findings that span these contexts, and interprets the methodological progression and substantive findings of this body of knowledge. Of particular interest is the extensive bibliography, which makes this volume an essential reference tool for libraries and serious writing professionals, both researchers and practitioners, both L1 and L2. This book is designed to allow researchers to become familiar with the most important research on this topic, to promote understanding of pedagogical needs of L2 writing students, and to introduce graduate students to L2 writing research findings.
In: Joliffe D.A., editor. Writing in academic disciplines. Vol. 2, Advances in writing research. Norwood (NJ): Ablex, pp. 211–50. Shor S. (1987) An alternative to revising: the proleptic grasp. Journal of Basic Writing, 6(1): 48–54.
Author: Valerie Matarese
Category: Language Arts & Disciplines
Supporting Research Writing explores the range of services designed to facilitate academic writing and publication in English by non-native English-speaking (NNES) authors. It analyses the realities of offering services such as education, translation, editing and writing, and then considers the challenges and benefits that result when these boundaries are consciously blurred. It thus provides an opportunity for readers to reflect on their professional roles and the services that will best serve their clients’ needs. A recurring theme is, therefore, the interaction between language professional and client-author. The book offers insights into the opportunities and challenges presented by considering ourselves first and foremost as writing support professionals, differing in our primary approach (through teaching, translating, editing, writing, or a combination of those) but with a common goal. This view has major consequences for the training of professionals who support English-language publication by NNES academics and scientists. Supporting Research Writing will therefore be a stimulus to professional development for those who support English-language publication in real-life contexts and an important resource for those entering the profession. Takes a holistic approach to writing support and reveals how it is best conceived as a spectrum of overlapping and interrelated professional activities Stresses the importance of understanding the real-world needs of authors in their quest to publish Provides insights into the approaches used by experienced practitioners across Europe
Further empirical research in the area of developmental written expression disorders is without a question needed. ... Bartholomae's (1980) study of the error patterns of basic writers blends an error analysis methodology from the field ...
Author: N. Gregg
Publisher: Springer Science & Business Media
A critical review of the literature on written expression disorders of individuals with learning disabilities. The purpose of the book is to shed light on issues concerning definition, assessment and interaction for individuals with writing disorders. The integrated model of written expression offered draws on the work of cognitive psychology, neurolinguistics and sociolinguistics. The model illustrates the interrelationship between cognitive and affective processing networks that influence the selection and use of linguistics and information structures in producing a written text. Particularly noteworthy aspects of this book are: the emphasis on the role of writing in developing higher mental functions (other texts on writing disorders have placed greater emphasis on lower-order aspects); not only the addition and integration of the sociolinguistic dimension into the model of writing but also the inclusion of guidelines for assessing this dimension; specification of needed research in which both populations and tasks have been carefully defined; and, finally, notice of the importance of a continuum for defining, assessing and treating each component of written expression. This state-of-the-art work on disorders of writing is of interest to both researchers and clinicians concerned with written expression disorders in children and/or adults.
To develop skillful expository writers , a successful writing program should be tied to three writing goals . First , the writing program should develop basic writing ability and writing fluency . Second , the writing program should ...
Not awarding college credit for Basic Writing further heightens the suspicions Latino students have about academic writing for these students must still take both the regular composition course and the research composition course .
Author: Raul E. Ybarra
Publisher: Peter Lang
Cultural differences play a part in communication breakdowns between students and teachers, and only a complete understanding of the model that English instructors use when teaching writing gives us an insight into the reasons why. This book observes and analyzes the communication patterns of Latino students in an English course at the college level, closely observing the interaction between Latino students and the teacher, as well as between Latino students and other student groups in the class. Learning to Write as a Hostile Act for Latino Students concludes that cultural differences - and the resulting miscommunications - significantly contribute to the negative impressions Latino students have about the writing process and English courses. Understanding these differences is crucial to improving the teaching of writing to Latino and other minority students.