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Examines how a shift to an online writing course affected underprepared students. Finds the guided writing environment enhanced instruction and improved student retention and pass rates.

Argues that the labels "basic" or "developmental" as applied to students often obscure the complexities of knowing who is underprepared for what, kinds of barriers that countermand mastery, and instructors’ roles in helping construct these barriers. Views closely the behaviors by which four students in a developmental writing class presented themselves.