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Gunter, Kimberly K. – Journal of Basic Writing (CUNY), 2011
In this article, I revisit the Elbow/Bartholomae debate, review recent scholarship on academic writing, and discuss the ways that the mandates of traditional academic writing can further disenfranchise already marginalized students. I suggest that, due to the double consciousness with which these students often live, they come into classrooms…
Descriptors: Writing (Composition), Academic Discourse, Rhetoric, Minority Group Students
Pavesich, Matthew – Journal of Basic Writing (CUNY), 2011
In the 1990s, leading rhetoric and composition scholars criticized basic writing programs for their "liberalism." Basic writing had its defenders, however, and the ensuing debate exposed deep rifts in the field. This article argues that neither side in this formative debate nor the more recent alternative models of teaching basic writing…
Descriptors: Basic Writing, Rhetoric, Political Attitudes, Politics of Education
Rodgers, Johannah – Journal of Basic Writing (CUNY), 2011
Theories of authorship and models of the author have been influential in shaping various approaches to composition theory and pedagogy. While discussions of the role of the author and authorship in composition studies have been going on for some time, tensions between the theoretical (author as social construct) and practical (author as agent)…
Descriptors: Writing Instruction, Writing (Composition), Authors, Undergraduate Students
Kraemer, Don J. – Journal of Basic Writing (CUNY), 2007
The risk posed by explicit instruction in composition is that the reduction of writing to stock moves and effective devices may diminish the writer's agency and guarantee reproduction of the teacher's. The advantage of explicit instruction is power: overt and recursive attention to selected strategies can help students imagine the public agency…
Descriptors: Assignments, Rhetoric, Rhetorical Criticism, Revision (Written Composition)