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In the News (Negotiating Audience and Voice in the Writing Center by Gregory Shafer)
Allowing developmental students to incorporate language and culture into their writing helps them become more proficient writers. Assessing the Impact of Distance Learning on the Two-Year College from "TYCA to You" Editor Howard Tinberg
Perhaps more than any sector of higher education, the two-year college, with its sensitivity to workplace and job market concerns, has raced to keep up with the latest advances in information technology, spending considerable sums for machinery and tech support. Historically a leader in conventional distance learning, the two-year college has taken to televised and online instruction with a vengeance. But whereas in the past our concern with establishing links to distant communities was driven by the need to provide access to those prevented from coming to our campuses, current distance-learning initiatives stem from far more complex motives: as Georgia Newman asks in her report, "How 'distant' is the service area of 'distance education?'" (NADE publications/monographs)
Views and Processes for Integrating Reading and Writing for Successful Developmental Practice (by Victoria Fry and Antonia Ecung) Integrating reading and writing into one course is a way to help students by providing a new approach quite different from the artificial boundaries of current separated courses. The process of creating such a course requires knowledge of the institution and the needs of the student population. (NADE publications/monographs)
Rethinking the Writing Classroom: Meeting the Needs of Diverse Learners (by MacLean Gander and Lynne C. Shea)
The developmental writing classroom often brings together students with a broad range of differing learning needs, united mainly by their inability to meet the writing demands of college-level work. Addressing these heterogeneous needs represents a significant challenge to writing instructors. (NADE publications/monographs)
Reflections: Experience Commentaries by Urban Developmental Studies Students (by Maria Valeri-Gold, Carol A. Callahan, Mary P. Deming, & M.Tony Mangram, Georgia State University, Maryann Errico, Dekalb College) This descriptive study assessed the perceptions and experiences of 125 developmental studies students during their initial quarters at a commuter, urban, southeastern university. Students responded to ten prompts asking them to reflect on academic, social, family, and personal issues. Analysis of students' responses revealed that they experienced problems integrating socially with peers and with the institution. They encountered financial difficulties and felt personal, social, work, and academic pressures. Further analysis indicated that students did not understand developmental studies placement or the grading system. The results of this study will serve as guidelines for establishing retention programs. (NADE publications/monographs)
Empowering Nontraditional Students (by Cynthia M. Craig, Augusta State University) Many entering freshmen no longer fit the profile of the typical recent high school graduate, but instead are more mature students with diverse agendas. The increased enrollment of nontraditional students, entering college freshmen over the age of 25, requires programs and services that accommodate student needs,facilitate academic success, and promote retention. A comprehensive entry course, a multidisciplinary developmental studies and learning support curriculum, and academic and personal support services empower adult students to succeed academically and create a sense of belonging within the academic community. An innovative program, geared specifically to nontraditional students, benefits the students, the institution, and the community in general. (NADE publications/monographs)
Integrating Reading and Writing: Theory to Research to Practice (Donna McKusick, Essex Community College, Beth Holmberg, Frederick Community College. Cyndie Marello, Frederick Community College, Elizabeth Little, Carroll Community College) Although interest in the integration of reading and writing instruction has grown over the past few years, developmental educators may lack knowledge of research that supports curricular changes. This article reviews theory and research on reading-writing connections and describes one college's experience with an integrated reading and writing course. (NADE publications/monographs)
Reducing Errors Through Focus on Content and Revision (by Lewis Sanborne, St. Ambrose University) In this developmental writing course, for the first half of the semester, voice and content are the sole areas of concentration. During the second half of the semester, sentence level conventions are addressed only in the context of student papers. The results are more confident writers making fewer errors. (NADE publications/monographs)
The Nature of Developmental Writing: Cognition, Context, and Instruction (by Linda Best, Kean College of New Jersey) Twelve developmental and twelve at-level writers participated in this cognitively-oriented study. The data they generated when talking aloud during composing exposed the differences separating them as writers. Discussion includes insights on the nature of developmental writing, the interaction of cognition and context during composing, and instructional strategies.