Basic writing is the development of written communication skills in students who, for a variety of reasons, are falling behind their peers. This discipline focuses on underprepared undergraduate students in their first year of college who may require some assistance in developing their writing skills. In the 1970s in the United States, a number of theorists began developing approaches to teaching basic writing as college attendance increased and a number of colleges and universities faced a flood of remedial English students who did not have the same skills as their peers.
Some students, particularly in disadvantaged districts, do not receive adequate preparation for college-level English in high school. Others may require some basic writing courses due to cognitive disabilities that hampered their ability to learn and retain information in high school. Mentoring and assistance from a disability specialist may be beneficial to such students. If students are learning English as a second language, they may also require writing instruction if they have little experience with formal written English.
Instructors in basic writing courses start from the beginning, discussing the fundamentals of formal written English. They assist their students in developing and refining skills. Students can produce more complex written pieces over time, such as multi-pronged arguments, reading responses, and other assignments. In a writing class like this, mentoring may include office hours, lab time, and other resources to help students develop and refine their skills.
Basic literacy skills are required in these classes; students must be able to read and write, as well as have a working knowledge of English spelling and grammar. Some adult literacy programs may offer advanced training in basic writing to help students succeed in the workplace. Testing can help determine appropriate placement in first-year composition courses at colleges and universities, ranging from entry-level classes to more advanced courses for students who have the necessary skills.
Because of their negative connotations, terms like “remedial education” are no longer commonly used to describe this type of English education. Rather than emphasizing that students are lacking and require additional education, the focus is on developing skills to assist students in catching up with peers who may have been given more advantages. Nontraditional students who may need to juggle work schedules and life needs such as childcare issues in order to attend college benefit from such courses. As a refresher on formal English writing skills, such students may want to enroll in a basic writing class when they return to college.