Revolution Lullabye

January 26, 2009

Rose, “Remedial Writing Courses”

Rose, Mike. “Remedial Writing Courses: A Critique and a Proposal.” In The Writing Teacher’s Sourcebook. 353-369.

Mike Rose points out five problems of the typical remedial writing course and suggests how basic writing courses can be changed to better serve the students in them. First, they are self-contained courses, not connected to larger writing contexts students will encounter at the university. Second, they rely on assignments based on simple, unmotivating topics that don’t produce academic prose. Third, they are not grounded in the writing process, rather focusing almost exclusively on error avoidance. Fourth, they do not expand their scope to include reading and thinking heuristics in conjunction with writing assignments. Finally, they stay in the realm of personal writing, never challenging students to write academic prose. Instead of this model of a remedial writing course, teachers need to give students real discourse patterns to write with and in, grounded in meaningful context. Those patterns should be taught as strategies, not structures, and be sequenced to build to more and more complex writing situations and assignments.

Quotable Quotes

We need to start “conceiving of composition as a highly complex thinking/learning/reading/writing skill that demands holistic, not neatly segmented and encapsulated, pedagogies” (362).

“The reflexive, exploratory possibilities of engaging in academic (vs. personal) topics are not exploited, and instruction in more complex patterns of discourse is delayed or soft-pedaled” (362).

“The nature of our programs is nearly synchronized with the narror reality created for them by our institutions” (369).

Notable Notes

reflexive writing tied to Emig


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