From Falling through the Cracks to Pulling Through: Moving from a Traditional Remediation Model toward a Multi-Layered Support Model for Basic Writing

Autor/inn/en	Ostergaard, Lori; Allan, Elizabeth G.
Titel	From Falling through the Cracks to Pulling Through: Moving from a Traditional Remediation Model toward a Multi-Layered Support Model for Basic Writing
Quelle	In: Journal of Basic Writing, 35 (2016) 1, S.23-62 (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0147-1635
Schlagwörter	Basic Writing; Writing Instruction; Remedial Instruction; Teaching Methods; Models; Rhetoric; Research; Revision (Written Composition); Reflection; Educational History; Developmental Studies Programs; Higher Education; Writing (Composition); Skill Development; Curriculum Development; Conventional Instruction; Supervision; Athletes; Michigan + Suchen Sie Ihr Suchwort? Schreibunterricht; Förderkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Rhetorik; Forschung; Korrektur; History of education; Bildungsgeschichte; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schreibübung; Kompetenzentwicklung; Qualifikationsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Athlet
Abstract	This article examines two course redesigns undertaken to improve student support, learning, and retention in the basic writing program at Oakland University, a doctoral research university in southeast Michigan, where support for developmental writers has fluctuated dramatically between nurture and neglect over the past fifty years. However, current conditions--including the creation of a new department of writing and rhetoric and a university-wide commitment to student support and retention--have set the stage for dramatic revisions to the way our basic writing and supervised study courses are administered. Over the last five years, the writing and rhetoric department at Oakland has revised both of these courses to better align them with our first-year writing program's focus on rhetoric, research, revision, and reflection. These changes have formed the groundwork for a new curricular model that we believe will provide multiple layers of faculty and peer support for our most vulnerable students. (As Provided).
Anmerkungen	Journal of Basic Writing. PO Box 465, Hanover, PA 17331. Tel: 717-632-3535; Fax: 717-633-8920; e-mail: pubsvc.tsp@sheridan.com; Web site: https://wac.colostate.edu/jbw
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01