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Collaborative Practices
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Rationale BibliographyUehling, Karen. “From Community College to Urban University: Beginning Writing Instruction for Diverse Students at Boise State University.” Basic Writing in America. Eds. Nicole Greene and Patricia McAlexander. Cresskill, NJ: Hampton Press, to come.
Uehling discusses basic writing courses at BSU throughout the years, if credit was earned by students, and what policies have mandated the credit issue.
Policies and Procedures, Section III, “Postsecondary Affairs,” Subsection S., “Development(al) and remedial education” (1999, 1994) 28 Nov. 2006. <http://www.boardofed.idaho.gov/policies/iii/s.asp>.
This is the State Board of Education of Idaho’s web site. This policy states that Idaho colleges and universities cannot grant credit for developmental classes like basic writing.
Rodby, Judith. “What’s It Worth and What’s It For? Revisions to Basic Writing Revisited.” College Composition and Communication. 47.1 (1996): 107–111.
Rodby focuses on the efforts and complications involved in the reconfiguration of instruction of basic writers at California State University, Chico. Because of the stigmas and limitations attached to the category of “basic writing,” administrators and teachers decided to mainstream these students. Rodby discusses two predominant issues opposing this effort that suggest that the slotting of basic writers is largely political in nature.
Grego, Rhonda, and Thompson, Nancy. “Repositioning Remediation: Renegotiating Composition’s Work in the Academy.” College Composition and Communication 47.1 (1996): 62–84.
At the University of South Carolina, writing histories and portfolios are examined to identify students who would benefit from participation in the Writing Studio. The studio emphasizes the relationship between words, institutions, and people—not textbooks and mass writing assessments—at the center of the professional work of writing instruction.
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