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It critiques the removal of remediation programs after No Child Left Behind and questions how “high standards” can marginalize students who need continued writing support. Drawing on NCTE research and linguistic theory, it reframes discipline-specific literacies as grammars of disciplines and highlights the consequences for student learning and assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-summerfall-2013-remediating-remediation-from-basic-writing-to-writing-across-the-curriculum/597599/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-summerfall-2013-remediating-remediation-from-basic-writing-to-writing-across-the-curriculum/597599.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the author argue that all students become “basic writers”?","Question",{"text":112,"@type":113},"The author contends that across the first-year to senior journey, students repeatedly encounter new language demands—grammar review, new genres, and discipline-specific vocabulary—so everyone needs writing remediation at various points.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What concern does the author raise about eliminating remediation programs?",{"text":117,"@type":113},"The text warns that removing remedial courses or failing to recognize continual remediation risks excluding or discouraging students who require support, undermining learning outcomes and institutional assessment data.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the author reinterpret “literacies of disciplines”?",{"text":121,"@type":113},"Using a policy research brief and related quotations, the author argues the term “literacies” is misapplied because literacy is not static or universal; instead, the author claims the “literacies of disciplines” are effectively the grammars of disciplines.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597599,1792122446,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","THE CEA FORUM  \nSummer/Fall 2013  \nRemediating Remediation: From Basic Writing to Writing Across the Curriculum  \nMelissa Faulkner  \nCedarville University  \nWhat began as a scholarship of teaching and learning project focusing on the needs of the basic writing students I teach at Cedarville University, a Christian liberal arts university in Ohio, ends with an assessment of the needs of all my institution’s students. What I found is that regardless of the skill level students bring with them to university, at some point during their journey from first-year to senior, all students are or become basic writers. Whether it is the first-year student in need of a grammar review before entering composition, a sophomore encountering a new genre in a general education course, or a junior encountering the vocabulary and conventions of his or her discipline for the first time, all students need writing remediation at various times during their academic journeys. Part of the fallout of “No Child Left Behind” has been the elimination of remediation at many universities, both public and private. While the word remediation has always left a bad taste in the mouths of many college faculty, administrators, and students themselves, the word has been dirtied even further with the latest calls for “high standards.”While few argue against the need for high standards for our graduates, what are the consequences of squeezing out those students needing remedial courses such as basic writing from the population admitted into higher education in the first place, or of failing to acknowledge the need for continual remediation for all students once admitted? Many of us who teach remediation have responded to nay-sayers with defensiveness—in defense of both our work and  \nTHE CEA FORUM  \nSummer/Fall 2013  \nour students—resulting in a type of rhetorical tug-of-war. But if we begin to view remediation, particularly writing remediation, as an ongoing service owed to all of our students as opposed toa temporary once and done type of catch up for a minority group labeled as somehow “lacking,”then perhaps attitudes and practices that keep a segment of our academic population in the peripheral can be changed. Additionally, those students deemed “not lacking” can benefit from the stated fact that their professors are aware that assigned tasks are often foreign to students andremediation is necessary if they are to achieve the intended outcome of the task. What is in need of remediation is not as much about those students arriving at university without a certain skillset as it is our ideas about remediation itself.  \nA Policy Research Brief produced by the National Council of Teachers of English (NCTE) and described in the article “Literacies of Disciplines” claims,“Instruction is most successful when teachers engage their students in thinking, reading, writing, speaking, listening, and interacting in discipline specific ways, where literacies and content are not seen as opposites but rather as mutually supportive and inextricably linked”(16) . The article goes on to compare the idea of disciplines as literacies to traditional ideas of literacies by stating: “…disciplines represent unique languages and structures for thinking and acting: disciplines are spaces where students must encounter, be supported in, and be expected to demonstrate a plurality of literacies”(16). The problem with using the term “literacies” here is the assumption that the proclamation of an individual as literate is static and universal, when in fact it is not a disciplinary construct, but an institutional one: “[Literacy] is an unstable, fluid concept that merges with the cultures and social valuation of each institutional setting”(Ritter, 28) . I contend, because of grammar’s ability to be universally measured (as many disciplines call for through  \nTHE CEA FORUM  \nSummer/Fall 2013  \nvarious tests and certifications) and because of grammar’s emphasis on steadfast rules and norms, that what ","cbCaihHduoW8YBHh","https://ap.wps.com/l/cbCaihHduoW8YBHh","pdf",178692,16,"English","# Remediating Remediation: From Basic Writing to Writing Across the Curriculum\n## Remediation as an Ongoing Service\n## Consequences of Eliminating Remedial Support\n## Literacies of Disciplines and Grammar Reframing\n## Linguistic Foundations of Grammar and Language Types","[{\"question\":\"Why does the author argue that all students become “basic writers”?\",\"answer\":\"The author contends that across the first-year to senior journey, students repeatedly encounter new language demands—grammar review, new genres, and discipline-specific vocabulary—so everyone needs writing remediation at various points.\"},{\"question\":\"What concern does the author raise about eliminating remediation programs?\",\"answer\":\"The text warns that removing remedial courses or failing to recognize continual remediation risks excluding or discouraging students who require support, undermining learning outcomes and institutional assessment data.\"},{\"question\":\"How does the author reinterpret “literacies of disciplines”?\",\"answer\":\"Using a policy research brief and related quotations, the author argues the term “literacies” is misapplied because literacy is not static or universal; instead, the author claims the “literacies of disciplines” are effectively the grammars of disciplines.\"}]","THE CEA FORUM - Summer/Fall 2013 - Remediating Remediation: From Basic Writing to Writing Across the Curriculum | PDF",1792085318]