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On Second Language Writing brings together internationally recognized scholars in a collection of original articles that, collectively, delineate and explore central issues with regard to theory, research, instruction, assessment, politics, articulation with other disciplines, and standards. In recent years, there has been a dramatic growth of interest in second-language writing and writing instruction in many parts of the world. Although an increasing number of researchers and teachers in both second-language studies and composition studies have come to identify themselves as specialists in second-language writing, research and teaching practices have been dispersed into several different disciplinary and institutional contexts because of the interdisciplinary nature of the field. This volume is the first to bring together prominent second-language writing specialists to systematically address basic issues in the field and to consider the state of the art at the end of the century (and the millennium).
Includes information on Supreme Court cases: Regents of the University of California v. Bakke, Gratz v. Bollinger, and Grutter v. Bollinger.
This study examines information about the quality of the tests used by the City University of New York to decide who must take remedial courses. It also presents information about the relationships among various test scores and grades at CUNY and makes recommendations for improving the system.
Explores the many facets of the mainstreaming movement in college-level basic writing that are currently being debated. Examines the theoretical, political, & pedagogical concerns that arise as pressures push colleges to eliminate basic writing programs.
The developments of Information and Communication Technologies (ICT) are not always continuous but may be influenced and shaped by unforeseen events and are therefore difficult to predict and control. This applies especially to the impacts of September 11 (2001) events on how ICT is used in economic and public applications. But even under pressures of terrorist actions, it is essential that Human Choice dominate how Information and Communication Technologies are shaped, applied and used. Human Choice and Computers: Issues of Choice and Quality of Life in the Information Society presents different views about how terrorist actions are influencing political and social discussions and decisions, and it covers questions related to legitimacy and power in the Information Society. Ethical principles are important guidelines for responsible behavior of IT professionals. But even under strong external pressure, long ranging aspects such as education and the roles of developing countries in the Information Society are important to discuss, especially to enable all to actively participate in information processes. The topics covered in this book include: -Quality of Life and Quality of Working Life; -Ethics and Social Accountability in the Information Society; -Responsibility of IT Professionals; -Legitimacy, Legality and Power in the Information Society; -Roles of Developing Countries in the Information Society; -Education and Social Impact; -History of Computing; -New Horizons of the Information Society; -UNESCO Panels: "Information for All" and "Multilingualism and Universal Access to Cyberspace." This volume contains the edited proceedings of the 6th International Conference on Human Choice and Computers (HCC-6), which was sponsored by the International Federation for Information Processing (IFIP) and held in conjunction with the 17th IFIP World Computer Congress in Montreal, Quebec, Canada in August 2002. As with the five preceding conferences, starting with HCC-1 in 1974, IFIP's Technical Committee 9 has continued to set the agenda for human choices and human actions vis-a-vis computers.
Developmental education is a core mission of the community college, and approximately 40 percent of entering community college students enroll in one ore more developmental math, English, or reading courses. The existing literature recommends several instructional and organization practices for developmental educators to follow in addressing the needs of those students. Despite the availability of these models, however, community colleges--each facing its own unique combination of students needs and available resources--continue to struggle in their efforts to effectively educate underprepared students and help them move onto and succeed in college-level courses. This volume of New Directions for Community Colleges offers a realistic assessment of the difficulties community colleges face in attempting to assist students who share the common characteristic of being underprepared for college-level work, but whose backgrounds, academic preparation, motivational levels, and goals are extraordinarily varied. The authors discuss the dangers of isolating developmental students, faculty, and curriculum from the broader academic structure of the college. They provide examples of successful programs, and offer a range of recommendations that college administrators can adapt to their campuses and student populations. They also call for additional research on developmental education, especially systematic assessments of existing programs and qualitative research that captures the perceptions of the students for whom these programs are designed.