Curriculum and Affect: A Participatory Developmental Writing Approach

Developmental writers have traditionally been taught according to a method that favors mastery of smaller discrete skills before moving on to sophisticated writing tasks. This article first describes an alternative approach to a 1st-year developmental writing curriculum. We explain our approach in t...

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Bibliographic Details
Published in:Journal of developmental education 2002-12, Vol.26 (2), p.12-20
Main Authors: Reynolds, Thomas J., Bruch, Patrick L.
Format: Article
Language:English
Subjects:
Academic writing
Basic Writing
Classrooms
College students
Community Colleges
Compensatory Education
Creative writing
Critical thinking
Curricula
Developmental Studies Programs
Editing
Education
Knowledge
Learning
Learning Theories
Literacy
Literary criticism
Mathematics
Polls & surveys
Problem solving
Psychology
Reinforcement
Remedial Instruction
Remedial Programs
Sentence structure
Society
Student Attitudes
Student Participation
Student writing
Teaching
Teaching methods
Theory
Two Year Colleges
Writing
Writing (Composition)
Writing assignments
Writing Instruction
Writing process approach
Writing processes
Writing Skills
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Description
Summary:Developmental writers have traditionally been taught according to a method that favors mastery of smaller discrete skills before moving on to sophisticated writing tasks. This article first describes an alternative approach to a 1st-year developmental writing curriculum. We explain our approach in terms of its theoretical foundations and practical activities. We then discuss student perceptions of our "literacy work" curriculum gathered through a survey of students upon completion of a 2-semester developmental writing sequence. The article concludes by highlighting the promise of a participatory approach to developmental writing instruction.
ISSN:0894-3907