Writing Through the Senses in the Basic Writing Classroom

This study attempts to determine the impact and effectiveness of sensory writing strategies in the initial drafting stages of narrative writing when used in the Basic Writing classroom. Inspired originally by my work with English As a Second Language (ESL) students at a middle eastern international school and the works of feminist theorists, such as Hélène Cixous and Gloria Anzaldua, students use sensory experiences as the foundation for the generation of narrative content. This early draft is then quantitatively and qualitatively compared to previous work completed by the student. I found that certain populations of students, based on gender, classroom dynamics, and writing preferences, seemed to be particularly impacted by these strategies. This includes how students were influenced affectively, but also in the style of their writing, and in the perception of their work. Also included is how a student with dyslexia was impacted by these strategies