Ideas in Practice: Supplemental Instruction in Freshman Composition

In the past, Supplemental Instruction (SI) has been underutilized in freshman composition courses particularly because of misperceptions regarding the nature of composition and the notion that the writing laboratory provides the only needed assistance program. This article examines those assumptions...

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Bibliographic Details
Published in:Journal of developmental education 2001-04, Vol.24 (3), p.30-37
Main Author: Hafer, Gary R.
Format: Article
Language:English
Subjects:
19th century
Academic Achievement
Basic writing
Class Size
Classroom Techniques
Classrooms
Collaboration
College instruction
Discourse Communities
Educational Improvement
Entrance examinations
Environment
Feedback (Response)
Freshman Composition
Higher Education
Laboratories
Learning
Pedagogy
Peer Groups
Peer Teaching
Required Courses
Revision (Written Composition)
Students
Success
Supplementary Education
Teachers
Teaching
Teaching Methods
Tutoring
Writing
Writing (Composition)
Writing Across the Curriculum
Writing instruction
Writing Processes
Writing Skills
Writing Strategies
Written composition
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Summary:In the past, Supplemental Instruction (SI) has been underutilized in freshman composition courses particularly because of misperceptions regarding the nature of composition and the notion that the writing laboratory provides the only needed assistance program. This article examines those assumptions and explores how success is measured in the composition classroom. It argues that the goals and method of freshman composition and SI are complementary. The conclusion outlines a pilot SI program, modified for a freshman composition classroom, that supports writing strategies and appropriate behaviors for students.
ISSN:0894-3907