Volume 39, Number 2, Fall 2020

  • postsecondary education, secondary institution, Basic Writing, Standardized testing, student writing, first-year composition, reform

The Journal of Basic WritingIssue Open the entire issue

Editors' Column
DOI: 10.37514/JBW-J.2020.39.2.01

Learning on the Job: Instructor Policy Literacy in the Basic Writing Course, Gregory Bruno
DOI: 10.37514/JBW-J.2020.39.2.02

Examining Communities of Practice: Transdisciplinarity, Resilience, and Professional Identity, Emily Suh and Darin Jensen
DOI: 10.37514/JBW-J.2020.39.2.03

"My ACT Score Did Not Let Me Take AP English as Dual Credit": A Survey on High School Experiences of Basic Writers, Kailyn Shartel Hall
DOI: 10.37514/JBW-J.2020.39.2.04

Basic Writing Reform as an Opportunity to Rethink First-Year Composition: New Evidence from an Accelerated Learning Program, Rachel Ihara
DOI: 10.37514/JBW-J.2020.39.2.05

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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
Associate Editors: Lisa Blankenship and Dominique Zino
Consulting Editors: Rebecca Mlynarczyk and Bonne August
Editorial Assistant: Seth Graves

Editorial Board

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Information

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. ISSN 0147-1635

Cover and logo design by Kimon Frank

Copyright © 2019 by the Journal of Basic Writing.