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> Threshold Concepts and Basic Writing: How can threshold concepts be used in the basic writing classroom? While this posting will discuss ways to effectively use threshold concepts in the basic writing classroom, we wholeheartedly acknowledge and agree with much of the skepticism surrounding threshold concepts. (This FAQ initiated by Nicole Carrobis, Madison Hansen, and Sarah Wilson, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Spring 2017.)
> Multilingual Writers and Basic Writing: As basic writing teachers, what do we need to know about multilingual writers and multilingual writing? (This FAQ initiated by Allie Qiu and Arantza Ugalde, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Spring 2017.)
> Using Writing Centers: How can the writing center be a tool for helping students and teachers of basic writing? (This FAQ initiated by Skyler Meeks, Paivi Pittman, and Sharli Turner, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Spring 2017.)
> Creative Writing and Basic Writing: Can Creative Writing Benefit Basic Writing Course Outcomes? This inquiry was inspired by our group’s joint appreciation for composition and creative writing theory. Both Allison and Dan, in conjunction to their graduate work training in composition and rhetoric, are also academy trained creative writers. (This FAQ initiated by Allison King and Dan Lau, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Spring 2017.)
> Google and Web 2.0: How can basic writing teachers develop a sense of techno-pragmatism, which will allow us to foster techno-literacy among students, by exploring both the practical and pedagogical implications of technological developments in the basic writing classroom? (This FAQ initiated by Adam Byrd and Jason Montgomery, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Spring 2015.)
> Online Collaboration: What are the benefits and challenges of online collaboration for Basic Writing Instructors? (This FAQ initiated by Stephen Gibson, Heath Shepard, and Ann Stevenson, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Spring 2015.)
> Student Reading: What and Why should students be reading in a Basic Writing Course? (This FAQ initiated by Amber Kovach and Heather Sinnes, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Spring 2015.)
> Feedback and Basic Writing: How can basic writing teachers provide effective feedback to students? (This FAQ initiated by Valerie Burden, Amanda Carmona, Kasey Carter, and Aidan Riordan-Buell, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Fall 2012.)
> Technology Tools (2012): What current technology tools and strategies that can be used in Basic Writing class? (This FAQ initiated by Andrea Oyarzabal and Rob Shaffer, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Fall 2012.)
> Generation 1.5 Students: Who are Generation 1.5 Students? (This FAQ initiated by Luci Brown and Cassie Smith, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Fall 2012.)
> Service-Learning and Basic Writing: How can service-learning be implemented in a basic writing course? (Module created by graduate students in Karen Uehling’s graduate seminar, Spring 2011)
> English Language Learners and Basic Writing: What do basic writing instructors need to know to improve ELL student writing? (This FAQ initiated by Cecilia Pattee, Amanda Fehrer and Reba Bailey, graduate students in Karen Uehling’s Basic Writing Course at Boise State University, Spring 2011.)
> CBW Survey Results by Type of School: What are the Trends Shown in the CBW Survey of Writing Programs When Collated by Type Of School? (Module developed by Rick Coonrod, Shawna Schneiderman, and Nick Rose, members of Karen Uehling’s graduate Teaching Basic Writing class at Boise State University, Spring 2011.)
> Teaching Reading in Basic Writing: A resource for instructors looking to learn and share ways and reasons for incorporating reading instruction and practice in the Basic Writing classroom. (Developed by Joshua Seely, Alex Goochey, and Jenny Lawrence, members of Karen Uehling’s graduate Teaching Basic Writing class at Boise State University, Spring 2011.)
> Best Practices for Basic Writing Placement: Extensive overview of placement practices used to identify students for Basic Writing. (Resource developed by Sarah Olson and Debra Touchette, members of Karen Uehling’s graduate Teaching Basic Writing class at Boise State University, Spring 2011.)
> Teaching Basic Writing: How is basic writing defined, and by whom? What should happen in classes for students called “basic writers,” and why should those things happen? What’s at stake – for institutions, for instructors, and for students – in various definitions of basic writing? These questions wound through the work of Linda Adler-Kassner’s Winter 2008 section of “Teaching Basic Writing at the College Level” at Eastern Michigan University.
> Basic Writing Resources: Where can we find materials that others are using in their BW courses? How can we share material that we have developed?
> Personal Writing in Basic Writing Courses: What is the role of personal writing in basic writing courses? (A module created by graduate students in Susan Wolff Murphy’s graduate seminar, Spring 2007)
> Collaborative Practices: What are the benefits and challenges of collaboration in Basic Writing courses? (An extensive module created by graduate students in Karen Uehling’s graduate seminar, Fall 2006)
> Course Credit: How are Basic Writing courses counted for college credit? (An extensive module created by graduate students in Karen Uehling’s graduate seminar, Fall 2006)
> Theme-Based Courses: Why should we and how can we employ theme-based coursework in a Basic Writing classroom? (An extensive module created by students in Karen Uehling’s graduate seminar, Fall 2006)
> Best Practices: What are best practices for using readings and teaching reading, for providing feedback, for working with ESOL students, for teaching writing, and for designing courses? (An extensive module created by students in Linda Adler Kassner’s graduate seminar, Spring 2006)
> Reading List: Teaching Basic Writing: What books and articles do we recommend for those who are preparing to teach or who are teaching Basic Writing? (A list assembled by Lori Rios.)

> Basic Writing Syllabi: How are graduate students prepared to teach basic writing? What do students and teachers do in graduate courses that prepare new teachers of basic writing? (A collection of materials, initially gathered and assembled by Shannon Carter.)

> Basic Writing Graduate Courses: Which schools offer grad-level courses in teaching basic writing? (A list compiled by Karen S. Uehling, 2004)
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Page last modified on September 07, 2015, at 11:32 AM