Abstract
Success rates for basic writers have improved dramatically thanks to recent efforts to rethink and “accelerate” developmental education. This article will begin to answer the question of what is happening to students as they go through these accelerated options, particularly a co-requisite model like ALP. It starts by questioning the very notion of “basic writer.” There is no meaningful difference between groups of students labelled developmental and groups labelled credit-worthy. By encouraging students to think about genreâboth to study genre and to write within genresâin ALP classes, the author argues that students will begin to think of themselves more as writers and less as basic writers. A simple action research project is explained and seems to validate that the intensive writing atmosphere of ALP classes can help move student identity in new directions.
- Journal
- Basic Writing e-Journal
- Published
- 2016
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