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In the context of ongoing discussions about student costs of non-credit developmental writing, this study reports on the affordances of Basic Writing as a traditional, stand-alone course at a career-focused, four-year university. Participants were students who took Basic Writing and Composition 1 between Fall 2011 and Spring 2013 (N = 2,693) in order to give them 4-6 years to graduate. Binary logistic regression analysis indicated that students whose first class was Basic Writing graduated at a rate not significantly different from that of students whose first class was Composition 1. Additionally, students who passed Basic Writing received grades in Composition 1 and 2 not significantly different from those received by students placed directly into Composition 1. Once Basic Writing students reached Composition 1 and 2, however, they were statistically significantly more likely to graduate within 4-6 years. Covariates of gender identity, ethnic identity, first-generation status, and grades were accounted for in predictive models and are discussed in relation to localized Basic Writing program assessment at four-year and especially career-focused contexts. While Basic Writing remains under review across the U.S., this study indicates that, at the present research site, the additional time and experience students gain through successful completion of an additional writing course may contribute to timely graduation.

The Impact of Taking Basic Writing on Later Writing Course Performance and Graduation at a Career-Focused Four-Year University