Remediating Remediation: From Basic Writing to Writing Across the Disciplines


  • Melissa Faulkner Cedarville University


basic writing, remediation, grammar, assessment, student learning outcomes, writing across the discipline


This article challenges faculty members and administrators to rethink current definitions of remediation. First year college students are increasingly placing into basic writing courses due to a perceived inability to use English grammar correctly, but it must be acknowledged that all students will encounter the need for remediation as they attempt to use and learn the grammars of their chosen disciplines. This article presents assessment data from the author's home institution to show that students' mastery of writing outcomes actually decreases as they proceed through upper level general education courses, as well as their disciplines. Writing across the curriculum programs and required writing intensive courses serve as effective means of dismantling negative perceptions of basic writing instruction, teaching discipline specific grammar, and achieving mastery of student learning outcomes.

Author Biography

Melissa Faulkner, Cedarville University

Melissa Faulkner is an Assistant Professor of English at Cedarville University in Ohio where she teaches courses in basic English, composition, and rhetoric. Additionally, she is the founding coordinator of her institution's Writing Across the Curriculum initiative and is very active in assessing Cedarville's student learning outcomes. Her current research interests lie in the organic intersection between WAC and assessment.