Abstract ESL pupils in an urban basic writing classroom face challenges that are a compages mix of linguistic and cultural differences.

Abstract

ESL pupils in an urban basic writing classroom face challenges that are a compages mix of linguistic and cultural differences. Timed in-class freewriting allows the pupils to discover latent fluency that is essential in their growth as writers, and writing about the households they left behind gives them a particularly meaningful topic to investigate. The combination of the pair results in an ongoing writing practice that, while it has resonances with various spiritual practices, has no clear ties to any organized religion. This practice argues for the primacy of conceiving of the writing classroom in holistic names encompassing as ...