Latinx students are a growing demographic in postsecondary English classes, but the majority of research on them and on the faculty who teach them is based in the US Southwest at Hispanic-Serving Institutions. The purpose of this study is to describe some of the pedagogical and extracurricular considerations of faculty who teach Latinx students in two community colleges in the Midwest in order to support these students, especially in developmental courses. This study draws from qualitative data collected at two community colleges, Mann College and Kinsella College (pseudonyms). This exploratory study provides recommendations for the kind of professional development that faculty may need in order to support Latinx students, the importance of understanding students’ myriad identities, and the ways political forces may shape students’ experiences.

I revisit the so-called Illinois Decision of 1955, which eliminated basic writing from the University of Illinois Rhetoric Program and caused a chain of similar programmatic actions on other campuses nationwide. I contend that reviewing and archiving the Illinois Decision as a locally specific act with multiple actors besides WPA Charles Roberts historicizes a familiar narrative present today—namely, how WPAs address anxieties about writing in high school versus college, and how composition students and programs are beholden to ongoing institutional and extra-institutional imperatives regarding literacy and efficiency.

Using Mariolina Salvatori’s difficulty paper assignment to explore student experiences when reading, this paper examines basic writing students’

In this article, we investigate disparate impact analysis as a validation tool for understanding the local effects of writing assessment on diverse groups of students. Using a case study data set from a university that we call Brick City University, we explain how Brick City’s writing program undertook a self-study of its placement exam using the disparate impact process followed by the Office for Civil Rights of the US Department of Education. This three-step process includes analyzing placement rates through (1) a threshold statistical analysis, (2) a contextualized inquiry to determine whether the placement exam meets an important educational objective, and (3) a consideration of less discriminatory assessment alternatives. By employing such a process, Brick City re-conceptualized the role of placement testing and basic writing at the university in a way that was less discriminatory for Brick City’s diverse student population.

This article examines Yale’s “Awkward Squad” of basic writers between 1920 and 1960. Using archival materials that illustrate the socioeconomic conditions of this early, “pre-Shaughnessy” site of remedial writing instruction, I argue for a re-definition of basic in composition studies using local, institutional values rather than generic standards of correctness applied uniformly to all colleges and universities.

Foregrounding issues of race, ethnicity, and education, this article ties together two important issues in teaching (so-called) basic writing: how social and pedagogical issues in higher education shape possibilities for bicultural students’ writings and how these students can use their developing sense of literacy and their texts to explore identity.

In this article, we identify in the formation of U.S. college composition courses a tacit policy of English monolingualism based on a chain of reifications of languages and social identity. We show this policy continuing in assumptions underlying arguments for and against English Only legislation and basic writers. And we call for an internationalist perspective on written English in relation to other languages and the dynamics of globalization.

A case study of the evaluation of a three-year pilot project in mainstreaming basic writers at City College of New York suggests that the social and political contexts of a project need to be taken into account in the earliest stages of evaluation. This project’s complex evaluation report was virtually ignored by college administrators.

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Housewives and Compositionists Akua Duku Anokye Mapping the Terrain of Tracks and Streams Suellynn Duffey What’s It Worth and What’s It For? Revisions to Basic Writing Revisited Judith Rodby

shot through as the term is with local contexts, different approaches, and standardized grammar tests. Any article or research report on writing has to be read carefully for how its author describes writing. are equally elusive. Sometimes they are called remedial, implying that they are retaking courses in material that already should have been mastered. Sometimes they are called developmental, suggesting a cognitive or psychological problem. At other times and in other places, they may be called Educational Opportunity Students, suggesting division by access to education. Or they are just basic, requiring foundational or fundamental instruction in writing. As a case in point, several years ago, I wrote an article, on the writing program at Indiana UniversityIndianapolis, published in the Journal of Basic Writing. Impossibly, it seemed to me, I found an article on Harvard University's writers in the same issue in which my own article appeared. Surely, we weren't talking about the same students, nor the same writing. And, indeed, we were not. While the students I wrote about were having trouble producing any text, even text with attendant problems in organization and mechanics, the Harvard students were instead having problems with originality, creativity, and elaborating arguments (Armstrong 70-72). Yet the presence of basic is tenacious in English departments and we might want to ask ourselves why the term-which seems only to give some vague indication of a deficiency-continues to signify something important to us. The signification of the term is often masked by the way basic is

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“CCCC Bibliography of Composition and Rhetoric, 1988”, Erika Lindemann and Mary Beth Harding Lynn Z. Bloom “Research in Basic Writing: A Bibliographic Sourcebook”, Michael G. Moran and Martin J. Jacobi LisaJ. McClure “The Writing Teacher as Researcher: Essays in the Theory and Practice of Class-Based Research”, Donald A. Daiker and Max Morenberg Shirley K Rose “Personality and the Teaching of Composition”, George H. Jensen and John K. DiTiberio Lynn Quitman Troyka “Farther Along: Transforming Dichotomieisn Rhetoric and Composition”, Kate Ronald and Hephzibah Roskelly Catherine E. Lamb “Writing Better Computer User Documentation: From Paper to Hypertext”, R. John Brockmann Designing and “Writing Online Documentation: Help Files to Hypertext”, William K. Horton Stephen A. Bernhardt “Modern Rhetorical Criticism”, Roderick P. Hart Timothy W. Crusius “Oral and Written Communication: Historical Approaches”, Richard Leo Enos Thomas J. Farrell The Older Sophists, Rosamond Kent Sprague Richard Leo Enos The Student’s Guide to Good Writing: Building Writing Skills for Success in College, Rick Dalton and Marianne Dalton Charles W. Bridges

Introduction Social Science Perspectives Who are Basic Writers? by Andrea Lunsford and Patricia A. Sullivan Development Psychology and Basic Writers by Donna Haisty Winchell Literacy Theory and Basic Writing by Mariolina Salvatori and Glynda Hull Linguistic Perspectives Modern Grammar and Basic Writers by Ronald F. Lunsford Dialects and Basic Writers by Michael Montgomery TESL Research and Basic Writing by Sue Render Pedalogical Perspectives Basic Writing Courses and Programs by Michael D. Hood Computers and Writing Instruction by Stephen A. Bernhardt and Patricia G. Wojahn Writing Laboratories and Basic Writing by Donna Beth Nelson Preparing Teachers of Basic Writing by Richard Filloy Appendix: Selective Bibliography of Basic Writing Textbooks by Mary Sue Ply Name Index Subject Index

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