Model 1:    Students assessed as needing developmental writing are placed in sections of ENG 101 designated for developmental students that meet four to six hours a week.  These sections would be for developmental students only; the same students and same instructor would meet at every class period.

Model 2:    Students assessed as needing developmental writing are placed in sections of ENG 101 designated for developmental student that meet three hours a week for two semesters.

Model 3:    Students assessed as needing developmental writing are placed in regular sections of ENG 101.  They would then attend one to three additional hours per week.  For the other hours, they would meet, probably with a different instructor and with developmental students from other sections of 101.  What would happen in these supplemental sections will require considerably more thought, perhaps intensive instruction in writing issues like forming a thesis, providing support for assertions, or even how to get started.  On the other hand, these supplemental sections may address students' problems with grammar, punctuation, and usage.  They could even be structured more like tutoring in a writing center.

Model 4:    No assessment; the money saved would be redirected to instruction or tutoring for developmental students.  All students are placed in ENG 101.  During first two weeks, students write an essay and take a grammar diagnostic.  Based on these assessments, some students are required to add a one-to-three hour per week workshop.

Model 5:    Students who would be placed in developmental writing are placed instead in sections of  ENG 101 designated for developmental student with a class size of eight. (Jay Trucker)

Model 6:    Students who would be placed in developmental writing are placed in regular sections (say 9 regular students and 9 dev ed students).  They would be paired with non-developmental student tutors, and then the developmental students would be required to attend an additional 2 - 3 hours each week with the same instructor.  There would only be only 9 students in the supplemental class, and the instructor could then work with these students on projects/papers/readings etc. that were assigned in the regular class or give them extra instruction in other areas of weakness (thesis, organization, grammar).  They would have the advantage of having the same instructor, and even though they would be segregated for the supplemental part (we could call it a lab as other classes have labs), they would be with non-developmental students for the "main" class.  We could even open up the supplemental class to all of the students in the class as an option for extra help but require it only for the developmental students. (Cheryl Scott)

Model 7:    Students who would be placed in developmental writing are placed in regular sections of ENG 101.  All students in the ENG 101 sections, mainstreamed and not, would be offered additional support in the form of tutoring, workshops, master learners, or even a one or two credit course for which they would register.  Participation in the additional support would be voluntary. (CCNY)