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Developmental Writing for Minority Students

Developmental Writing for Minority Students Marcia Western Mascolini, Michigan University For the last four the of three more on the second rewrite. do summers, Department points They Business Education and Administrative Services at both rewrites with tutorial assistance from the Western has of and in Lab The Michigan University participated Writing personnel. practice writing the Martin Luther de- which was set retains some of the excellent features King Program, up rewriting to students scribed Freeman and Hatch in their &dquo;A prepare article, educationally disadvantaged by for work. MLK students take two courses Behavioral That Works&dquo; college Grading System (ABCA the summer one students of Introduc- June the during term, which, Bulletin, 1975, pp. 4-5): namely, tion to Business is It is also work hard to turn in on the first Writing, mandatory. acceptable papers the heart of the academic are standards of and their final rewrites program. writing, Because the students come from diverse acade- for future acceptability writing. mic instructors in the of the is backgrounds, Further, criterion-referenced, by Department grading Business Education divide them into three means of a rather than norm- groups grading inventory, on the basis of a the stu- referenced. student an accurate primarily writing sample Thus, every gets dents do before 15 assessment of in relation to of registration. Approximately his/her writing depart- the 120 students admitted to the take mental At the end of in- In- standards. Program writing course, formational one of the core courses in the structors advise students either to seek further Writing, of Business. The rest of the students enroll assistance or to enter freshman-level College developmental in Introduction to Business These students courses. Writing. writing are further divided into two Points are awarded for as follows: groups, developmental assignments and remedial. With the of 6 120 developmental group graded papers about 75 instructors concentrate on 7 tests 70 students, sup- grammar and 10 writ- plementing strengthening partially-learned Optional points skills. The remedial of about 30 students ing group 200 total points concentrate on of skills. acquisition writing As in the middle the 90 of 200 80 any system, A, percent triage group, Obviously, percent equals are our chief concern be- and so forth. developmental students, equals B, cause are on the of academic The of due dates that follows allows success. schedule they verge We’ve rewrite it twice with- a of instruction which students to write a and developed program paper has most useful to them and which has in one week. proved wider for similar students at other uni- application versities as well as community colleges. The has two a developmental program parts: which about one-third of grammar segment yields the student’s final and the grade writing segment which accounts for two-thirds the final of grade. Because students from a study grammar program- med Blumenthal’s little class text, 2200, English time 20-30 minutes a week for beyond testing (out of a total of 7 40 of minutes is hours, instruction) on Most students correct spent grammar. gram- matical and errors with the of tutors stylistic help from the University’s Writing Laboratory. The course focuses on the students’ written work. To allow them to best their produce work, students rewrite for twice additional every paper credit. The first which is done in class after draft, some is worth 11 prewriting exercises, points. They additional on the first rewrite and gain points http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ABCA Bulletin SAGE

Developmental Writing for Minority Students

ABCA Bulletin , Volume 41 (2): 1 – Jun 1, 1978

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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-0383
DOI
10.1177/108056997804100210
Publisher site
See Article on Publisher Site

Abstract

Marcia Western Mascolini, Michigan University For the last four the of three more on the second rewrite. do summers, Department points They Business Education and Administrative Services at both rewrites with tutorial assistance from the Western has of and in Lab The Michigan University participated Writing personnel. practice writing the Martin Luther de- which was set retains some of the excellent features King Program, up rewriting to students scribed Freeman and Hatch in their &dquo;A prepare article, educationally disadvantaged by for work. MLK students take two courses Behavioral That Works&dquo; college Grading System (ABCA the summer one students of Introduc- June the during term, which, Bulletin, 1975, pp. 4-5): namely, tion to Business is It is also work hard to turn in on the first Writing, mandatory. acceptable papers the heart of the academic are standards of and their final rewrites program. writing, Because the students come from diverse acade- for future acceptability writing. mic instructors in the of the is backgrounds, Further, criterion-referenced, by Department grading Business Education divide them into three means of a rather than norm- groups grading inventory, on the basis of a the stu- referenced. student an accurate primarily writing sample Thus, every gets dents do before 15 assessment of in relation to of registration. Approximately his/her writing depart- the 120 students admitted to the take mental At the end of in- In- standards. Program writing course, formational one of the core courses in the structors advise students either to seek further Writing, of Business. The rest of the students enroll assistance or to enter freshman-level College developmental in Introduction to Business These students courses. Writing. writing are further divided into two Points are awarded for as follows: groups, developmental assignments and remedial. With the of 6 120 developmental group graded papers about 75 instructors concentrate on 7 tests 70 students, sup- grammar and 10 writ- plementing strengthening partially-learned Optional points skills. The remedial of about 30 students ing group 200 total points concentrate on of skills. acquisition writing As in the middle the 90 of 200 80 any system, A, percent triage group, Obviously, percent equals are our chief concern be- and so forth. developmental students, equals B, cause are on the of academic The of due dates that follows allows success. schedule they verge We’ve rewrite it twice with- a of instruction which students to write a and developed program paper has most useful to them and which has in one week. proved wider for similar students at other uni- application versities as well as community colleges. The has two a developmental program parts: which about one-third of grammar segment yields the student’s final and the grade writing segment which accounts for two-thirds the final of grade. Because students from a study grammar program- med Blumenthal’s little class text, 2200, English time 20-30 minutes a week for beyond testing (out of a total of 7 40 of minutes is hours, instruction) on Most students correct spent grammar. gram- matical and errors with the of tutors stylistic help from the University’s Writing Laboratory. The course focuses on the students’ written work. To allow them to best their produce work, students rewrite for twice additional every paper credit. The first which is done in class after draft, some is worth 11 prewriting exercises, points. They additional on the first rewrite and gain points

Journal

ABCA BulletinSAGE

Published: Jun 1, 1978

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