The essays selected for this volume address debilitating assumptions that place both students and teachers of basic writing, as well as the discipline itself, on the margins of educational, economic, and political localities of influence. The collection presents readers with previously published essays that together depict the fundamental and shifting theoretical, methodological, and pedagogical assumptions of basic writing instruction over the past two decades. Arranged chronologically, the essays examine such issues as defining basic writers, the phenomenology of error, cognitivism and writing instruction, the social construction of remediation, and the politics of basic writing pedagogy in a postmodern world. They collectively present what the contributors perceive as some of the most enduring and important debates in the field. At the same time, they illustrate that neither the basic writing classroom nor recent scholarship need to be intellectually marginalized locations.
By including primarily essays published between 1987 and 1997, the contributors bring together essays that historicize the preceding decades of scholarship and also anticipate the future of the field. The volume moves thematically from situating and defining basic writers and basic writing scholarship to questions of the relationships among methodology, ideology, and race. It closes with a series of essays that collectively move the field "Toward a Post-Critical Pedagogy of Basic Writing."
"This volume's excellent introduction, co-authored by the editors, clearly shows how each article develops each other's position; indeed, the articles have been carefully chosen so that they often refer to each other and reflect their intertextuality."
—Journal of College Writing
Contents: K. Halasek, N.P. Highberg, Introduction: Locality and Basic Writing. Part I:(Re)Defining Basic Writing and Basic Writers. A. Rich, Teaching Language in Open Admissions (1979). P. Bizzell, What Happens When Basic Writers Come to College (1986)? M. Rose, Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism (1988). M-Z. Lu, Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence (1991). Part II:Postmodernism and Literacy Education. K, Fiore, N. Elsasser, "Strangers No More": A Liberatory Literacy Curriculum (1982). L.D. Delpit, The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children (1988). G.G. Patthey-Chavez, C. Gergen.Culture as an Instructional Resource in the Multiethnic Composition Classroom (1992). D. Lazere, Back to Basics: A Force for Oppression or Liberation (1992)? M-Z. Lu, Conflict and Struggle: The Enemies or Preconditions of Basic Writing (1992). Part III:Toward a Post-Critical Pedagogy of Basic Writing. J. Harris, Negotiating the Contact Zone (1995). D. Bartholomae.The Tidy House: Basic Writing in the American Curriculum (1993). G. Stygall, Resisting Privilege: Basic Writing and Foucault's Author Function (1994). J.C. Scott, Literacies and Deficits Revisited (1993). J.J. Royster, R.G. Taylor, Constructing Teacher Identity in the Basic Writing Classroom (1997).
Landmark Essays is a series of anthologies providing ready access to key rhetorical studies in a wide variety of fields. The classic articles and chapters that are fundamental to every subject are often the most difficult to obtain, and almost impossible to find arranged together for research or for classroom use. This series solves that problem.
Each book encompasses a dozen or more of the most significant published studies in a particular field, and includes an index and bibliography for further study.