"Basic writing, alias remedial, developmental, pre-baccalaureate, or even handicapped English is commonly thought of as a writing course for young men and women who have many things wrong with them" (Shaughnessy 234).
What's interesting is that Shaughnessy talks about the significant measure by which we should look at ourselves as instructors of developmental writing, rather than placing the emphasis on looking at our students abilities or inabilities.
"We cannot say with certainty just what progress in writing ought to look like for basic-writing students" (237). When we tell students to be specific in their writing, to some, this might not make sense. "What is your point?" might be a difficult question for some students to answer.
Think of a sentence as a branch. One sentences branches out into another or one idea engenders another, gradually giving a sense of direction or purpose.
Key quote from article:
"Teaching at the remedial level is not a matter of being simpler but of being more profound, of not only starting from scratch, but also determining where 'scratch' is. By underestimating the sophistication of our students and by ignoring the complexity of the tasks we set before them, we have failed to locate in precise ways where to being and what follows what" (238).
"Always assume that there is one silent student in your class who is by far superior to you in head and in heart." ~Leo Strauss
Try this in the Classroom:
- Try to help the students from reaching closure on their ideas. Give them the instruction and guidance that there can be a "suspended" conclusion.
- Ask the students to write on a subject that they can show their conviction.
- Get to know your students better. Our ignorance of them is a great barrier.
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