Аннотация:Contemporary discourse around basic writing programs falls into two categories.First, time-honored complaints about student writing continue in this century, with disgruntled professors venting about sentences without verbs or nouns, accompanied by accusations that high schools aren't doing their job.Similarly, we hear hysterical accounts of tsunami-like waves of destructive student writing washing over universities, lowering standards and taxing budgets and resources.Less visible to the public is the proliferation of discourse around writing instruction that creates and supports accelerated learning, mainstreaming, directed self-placement, and other institutional innovations that facilitate access to the kinds of cultural capital that higher education offers.This back and forth between complaint and innovation is the way that we engage in conflicts about the very nature of language and its role in reproducing or, in fewer cases, challenging, social inequality.
