Summary and reaction to Integrating Reading and Writing: A Response to the Basic Writing “Crisis” by Sugie Goen and Helen Gillotte-Tropp

In Sugie Goen and Helen Gillotte-Tropp’s Integrating Reading and Writing: A Response to the Basic Writing “Crisis” The authors discuss the need for remedial programs for college students that are not ready for the first year college level writing course.  The authors describe the diverse student population at San Francisco State University where they teach and argue that these students are not learning the skills they need to make the transition from high school to college.  Goen and Gillotte-Tropp go on to explain the implementation of the 1997 remedial policy that only allows students one year to get to college level reading and writing.  The policy also only allows 10% remedial courses.  Goen, Gillotte-Tropp and fellow faculty at San Francisco State University developed a remedial integrated reading and writing program in 2000 that links instruction in both the skills of reading and writing.  The program is also a year long as opposed to three semesters.  The authors then break down the program into six principles and objectives.  Then the article takes on a case study approach comparing the integrated reading and writing program with the conventional program.   

This seems like a great program for many reasons.  I like the fact that the student and teacher are able to stay together for the entire school year and that if the student passes the integrated program they have already completed the college level writing requirement.  Students are introduced to many different types of reading materials and this will help them read for different disciplines.  The program also gives those students who do not pass the integrated program another chance to take the college level writing course.  I also like how they have given the course unit credit so students will not feel like they are taking the class for nothing.  I am interested to know in more detail how the PPP and KWL+ skills are taught because I did not get a clear understanding from the reading.  I would also be interested in how one would teach collaborative and /co-authored projects.