Volume 37, Number 1 (Spring 2018)

  • contingent faculty, postsecondary education, Basic Writing, Teaching strategies, Pedagogy, faculty development, Basic Writing

Special Issue on Graduate Education, Volume 1

Laura Gray-Rosendale, Guest Editor

The Journal of Basic WritingIssue Open the entire issue

Editor's Column
DOI: 10.37514/JBW-J.2018.37.1.01

An Unconventional Education: A Letter to Basic Writing Practicum Students, Susan Naomi Bernstein
DOI: 10.37514/JBW-J.2018.37.1.02

A Tale of Two Generations: How We Were Taught, and What We Learned (Or Not), Victor Villanueva and Zarah C. Moeggenberg
DOI: 10.37514/JBW-J.2018.37.1.03

Faculty Development and a Graduate Course for Pre-Service and In-Service Faculty: Finding and Enacting a Professional Identity in Basic Writing, Karen S. Uehling
DOI: 10.37514/JBW-J.2018.37.1.04

Re-examining Constructions of Basic Writers’ Identities: Graduate Teaching, New Developments in the Contextual Model, and the Future of the Discipline, Laura Gray-Rosendale
DOI: 10.37514/JBW-J.2018.37.1.05

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About this Issue

The Journal of Basic Writing publishes articles of theory, research, and teaching practices related to basic writing. Articles are refereed by members of the Editorial Board and the Editors.

Editorial Staff

Editors: Hope Parisi and Cheryl C. Smith
Consulting Editor: Rebecca Mlynarczyk and Bonne August
Editorial Assistant: Seth Graves

Editorial Board

View the Members


The Journal of Basic Writing is published twice a year, in the spring and fall, with support from the City University of New York, Office of Academic Affairs.

Cover and logo design by Kimon Frank

Copyright © 2018 by the Journal of Basic Writing.