Volume 42, Number 2

Editors’ Column
DOI: 10.37514/JBW-J.2023.42.2.01

Ungrading the Composition Classroom: Affect, Metacognition, and Qualitative Learning, Austin Bailey and Caroline Wilkinson
DOI: 10.37514/JBW-J.2023.42.2.02

Terms and Conditions: Working with (and in Spite of) Our Multilingual Student Frameworks, Charissa Che
DOI: 10.37514/JBW-J.2023.42.2.03

Explicit Language Instruction: Developing Writers’ Metalinguistic Awareness to Facilitate Transfer, Tom Slagle
DOI: 10.37514/JBW-J.2023.42.2.04

Promising but Struggling Multilinguals: A One-on-One Intervention for Getting on Track in First-Year Composition, Misun Dokko
DOI: 10.37514/JBW-J.2023.42.2.05

About this Issue

The Journal of Basic Writing publishes articles of theory, research, and teaching practices related to basic writing. Articles are refereed by members of the Editorial Board and the Editors.

Editorial Staff

Editors: Hope Parisi and Cheryl C. Smith
Associate Editors: Lisa Blankenship and Dominique Zino
Consulting Editors: Rebecca Mlynarczyk and Bonne August
Production Editor: Seth Graves

Editorial Board

View the Members

Information

The Journal of Basic Writing is published twice a year, in the spring and fall, with support from the City University of New York, Office of Academic Affairs. ISSN 0147-1635

Cover and logo design by Kimon Frank