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Beyond Functional Literacy: An Integrated Writing Across The Curriculum Package for Basic Writers
Carol Miller, Thomas Brothen, Jay Hatch and Norman Moen
Research and Teaching in Developmental Education
Vol. 5, No. 1 (Fall 1988), pp. 5-16
Published by: New York College Learning Skills Association
Stable URL: http://www.jstor.org/stable/42801684
Page Count: 12
You can always find the topics here!Topics: Writing, Writing instruction, Writing assignments, College students, Full time students, Basic writing, Control groups, Literary criticism, Written composition, Students
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This article describes the design, implementation, evaluation, and outcomes of a replicable writing across the curriculum experiment employing writing in a composition, history, and environmental science course package offered to a group of fifty developmental writers enrolled in the open admissions college of the University of Minnesota. The project presented analogical and incrementally demanding writing tasks supported within a cross-disciplinary environment which emphasized writing as learning strategy related to critical thinking and grasp of discipline content. Apparent outcomes for the basic writers who participated were improved writing performance, improved subsequent academic performance, and increased persistence throughout a three quarter follow-up.
Research and Teaching in Developmental Education © 1988 New York College Learning Skills Association