You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
EXPECTATIONS, INTERPRETATIONS AND CONTRIBUTIONS OF BASIC WRITING
Min-Zhan Lu and Bruce Horner
Journal of Basic Writing
Vol. 19, No. 1 (SPRING 2000), pp. 43-52
Published by: City University of New York
Stable URL: http://www.jstor.org/stable/43739263
Page Count: 10
You can always find the topics here!Topics: Basic writing, Writing, Writing instruction, Academic learning, Borderlands, Learning, Written composition, College students, Student diversity, Creative writing
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
This essay argues that Basic Writing students, teachers, and scholarship are crucial to enabling colleges and universities to live up to their ideals of diversity, interdisciplinarity, and student-centered learning. BW scholars and teachers have developed ways to work with students to better understand the different perspectives they bring to their writing and learning, and to use those perspectives to breakdown barriers between academic and non-academic worlds and develop "borderland" knowledge and perspectives. The authors call for more research exploring the potential of basic writing students to develop such perspectives, and for research exploring the implications of BW scholarship for assisting in the retention of students and the revitalization of faculty committed to interdisciplinary learning. Finally, they call on working with BW students to assist teachers in researching and developing ways of fighting the material social barriers to the education of students and teachers.
Journal of Basic Writing © 2000 City University of New York