Mutnick, Deborah. “On the Academic Margins: Basic Writing Pedagogy.” 183-202.
How to teach and understand basic writers has developed from studying them through their errors (Shaugnessy), to in-depth cognitive research to understand how their thinking and writing practices, to finally seeing them in the larger political and social context, analyzing how they learn to appropriate and use academic language, and how academic language affects their home language and culture. Basic writing pedagogy is interested in how students from diverse cultures and backgrounds come into and work in the university, the relationship between language and meaning, linguistic theories of error, and the writing and learning processes of adults. New pushes in basic writing pedagogy include mainstreaming basic writers in “regular” first-year composition classrooms and developing competency requirements that aren’t tied to a particular university course.
First forays: Mina Shaughnessy – CUNY Open Admissions; Horner “Discoursing Basic Writing”
Cognitive process studies: Perl “Unskilled”; Sommers; Lunsford “What We Know” – showed problems in analysis and synthesis
Social and rhetorical theories: Bartholomae Facts, Artifacts, and Counterfacts and “Inventing”; Gilyard Voices of the Self; Students’ Right to Their Own Language; Bizzell biculturalism; Tom Fox “Standards and Access”; Alice Horning “Teaching Writing as a Second Lanuage”
students on the social margins change through education but must develop their own consciousness, the new discourses they learn affect their home ones. Basic writing courses can transform the students, teachers, administration, and institutions