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At a time when various political and administrative bodies are calling for the dissolution of basic writing instruction on four-year college campuses, the need for information concerning the options available to university decision makers has become more and more pressing. A wide range of ...

At a time when various political and administrative bodies are calling for the dissolution of basic writing instruction on four-year college campuses, the need for information concerning the options available to university decision makers has become more and more pressing. A wide range of professional judgments surrounding this situation exits. Mainstreaming Basic Writers: Politics and Pedagogies of Access presents a range of positions taken in response to these recent challenges and offers alternative configurations for writing instruction that attempt to do justice to both students' needs and administrative constraints. Chapter authors include, for the most part, professionals entrusted with the role of advocating for a student population often described as "underprepared," "in need of remediation," and "at risk." Throughout the volume, contributors discuss current institutional developments and describe curricular designs that instructors searching for innovative ways to meet the needs of their heterogenous student populations will find helpful as models of college writing program curricula and administration. This book's focus is to give a fair representation of some of the more noted perspectives from nationally recognized scholars and administrators working in the field of basic writing. This presentation of key positions on the issue of mainstreaming basic writers at the college level is an important resource for all writing program administrators, composition and rhetoric students and scholars, and university decision makers from provosts to deans to department chairs.

At one point in 1982, the Chicago School Board debated whether or not to close John H. Kinzie Elementary School due to its shrinking school-age population and its many problems typical of city schools. But an energetic new principal, James Franklin, brought in fifteen classes of deaf and hard of ...

At one point in 1982, the Chicago School Board debated whether or not to close John H. Kinzie Elementary School due to its shrinking school-age population and its many problems typical of city schools. But an energetic new principal, James Franklin, brought in fifteen classes of deaf and hard of hearing children that changed the Kinzie School dramatically. This remarkable tale is presented in All of Us Together. Told by Jeri Banks, at the time a teacher who played a key role in Kinzie School's revival, the story begins simply, with the arrival of the new students. At first the 450 hearing students resented the invasion of 135 deaf and hard of hearing children because the new children seemed strange and also because only their part of the school was renovated. The deaf and hard of hearing students envied the hearing children because they had recess. Franklin and the teachers recognized the validity of these complaints, and they all worked hard to address them. At the same time, Banks started a small dance group for the deaf girls as a way of building their egos. Eventually, this group grew into an arts program that involved virtually all of the students. Over the years, the Kinzie School was transformed. The parents joined Franklin, Banks, and the other teachers to deal with an entrenched bureaucracy for the good of the children. On one occasion when the School Board wished to remove a physically disabled student from Kinzie because of rigid adherence to an outdated regulation, both Franklin and the child's parents fought all the way to court. The student stayed at Kinzie and excelled, and the Chicago School System also profited from his success. All of Us Together is a warm, encouragingtestament to the dedication and hard work of the Kinzie teachers and parents. All of their efforts are framed in the strict context of improving the school for their children, and the students' own feelings featured through