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Developing Writers, Developing Professionals: Graduate Students Bridging Theory and Practice in Basic Writing
Dana B. Lundell
Research and Teaching in Developmental Education
Vol. 16, No. 2 (Spring 2000), pp. 43-53
Published by: New York College Learning Skills Association
Stable URL: http://www.jstor.org/stable/42802066
Page Count: 11
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This article presents a qualitative research study which thematically analyzes e-mail conversations exchanged by graduate students teaching in a developmental writing program. The discussion focuses on the relationship between these teachers and their students and addresses key issues in basic writing theory and practice. An analysis of these conversations suggests that graduate students and developmental writers share a similar position in the university, working on the margins of the scholarly communities which they are trying to join. Through an examination of the data from the archives and a discussion of relevant theory, this study suggests that, as professionals entering the conversation in composition, graduate students can offer a unique perspective on basic writing and act effectively as bridges for developmental writers learning to negotiate discourse boundaries.
Research and Teaching in Developmental Education © 2000 New York College Learning Skills Association