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• W317504740 abstract "Teachers of a basic writing course broadened their theme approach from growth and change in adolescence to the theme of language and identity, developed sequenced writing assignments, and worked toward the culminating unit--a mini-research project through which all the language and thinking skills developed throughout the semester coulC be integrated. Preliminary activities were designed to train students to look more closely at observing and perceiving as the basis of thinking and composing. The capstone of the course was the mini-research-project through which students were invited to engage actively in academic scholarship. Students were instructed in the six stages of the research project: (1) choosing a topic; (2) summary writing; (3) interviewing; (4) interpreting and integrating findings; (5) the writing stage; and (6) oral presentations and publication of the research papers. Basic writing students engaged in authentic inquiry and succeeded in presenting themselves as the readers, writers and thinkers that before they thought only others could be. (Appendixes include writing assignments, timetables, and interview workshets.) (RS) ***************************************************************et******* Reproductions supplied by EDRS are the best that can be made from the original document. ****************************************x**********:*******t*********** BASIC WRITERS AS CRITICAL THINKERS Linda Anstendig Pace University White Plains, N.Y. BEST COPY AVAILABLE Materials prepared by: Isabel Kimmel Mercy College Dobbs Ferry, N.Y. 2 4C's Conference March, 198E/ PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER 1ERIC) O This document has been reorodck.ed as received from the person or organization originating it O Minor changes have been made to improve reproduction Quality Pants ot view or optniOnSstatedinthosdccument do not necessarily represent official OERI post.on or poliCy Over the past semesters we have been composing our basic writing curriculum to find ways of connecting our beliefs in our students' potential as critical thinkers with the kinds of learning and writing opportunities that could empower our students to.achieve and help them transform the roles they play (Bartholomae 15) in academia. We have tried to learn from researchers and theorists who, like us, believe that students' legacies and language must first be affirmed and accepted so that we could tap into their experiences and cognitive schema to instruct, nudge, and develop their abilities. Within our classrooms, we have tried to build an interactive environment where writing, reading, speaking, listening, thinking can be practiced together, and where we can open students' minds to new ways of perceiving themselves and thinking about the world around them. From William Perry we have learned we can help lead students from a dualist, egocentric stage of rigid thinking toward a more enlightened stage of commitment through relativism where they could deal with ambiguities, and think more deeply about their own thinking. We have learned from Mina Shaughnessy that our students are trying to make sense of their worlds, even as they err and that they need to be able to take risks within a supportive atmosphere. We have learned from Lev Vygotsky about the importance" @default.
• W317504740 created "2016-06-24" @default.
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• W317504740 date "1989-03-01" @default.
• W317504740 modified "2023-09-27" @default.
• W317504740 title "Basic Writers as Critical Thinkers." @default.
• W317504740 hasPublicationYear "1989" @default.
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