To commemorate the 30th anniversary of the publication of Mina Shaughnessy's groundbreaking book, "Errors and Expectations," a roundtable discussion was held at the March 2007 Conference on College Composition and Communication in New York City. This article, based on the earlier discussion, examines the question of CUNY's multiple…

Describes how struggle and conflict are constructive for writers. Examines why this view of conflict had rhetorical power historically for theorists. Explores how and why this view persists among basic writing teachers in the 1990s. (HB)

Notes that personal writing continues to proliferate, especially in freshman composition and basic writing courses. Argues that overemphasis on personal writing, on finding a "voice," may become exclusionary rather than liberating. Argues that it is crucial to teach students how to read, react to, and write about anything beyond the…

Investigates the contradictory terminological investments within the charges against Mina Shaughnessy's scholarship (i.e., "essentialism,""accommodationism," and lack of "materialist praxis") from poststructuralist, feminist, and Marxist quarters. Maintains, through close readings of Shaughnessy's texts, that the…

Explores how insights of the 1970s are being lost, namely, those about why and how the academy thinks about basic writing and students deemed "illiterate" or "remedial." Examines a discourse that the author calls Basic Writing and how it has marginalized basic writing courses, teachers, and students. (TB)

States that the title of an academic journal should identify its subject area, embody the spirit of the discipline, distinguish its orientation in the field, and reflect the current state of the art. Concludes that the scope of the "Journal of Basic Writing" has expanded over the years, and a name change that reflects the changes is…

Argues that basic writing teachers must consider the negative effects of their lack of professional definition, particularly their lack of influence within the larger field. Argues that they need a resolution or professional statement to join in reasserting the value of teaching as their primary professional purpose. (SR)

Discusses political challenges that basic writing programs face and describes strategies for meeting those challenges. Suggests ways to improve basic writing instruction and assessment to empower basic writing students. (SR)

Argues that knowing how higher education is organized can enable basic writing teachers to improve both the status and funding of their programs. Describes features of higher education which organizational analysts consider crucial to the budgeting process. Suggests actions for teachers to revise the reputations and budgets of basic writing…

Explores the racialized discourses surrounding basic writing students by using the notion of education as "white property." Shows how students are racialized as "minorities" despite the significant numbers of whites in the program. Argues open-admissions students are discursively coded as non-white. Contends that racialization…

Presents a farewell piece by a co-editor of this journal. Describes experiences and inspirations over seven years of editing. Considers what the future holds for basic writing. (SG)

Gray-Rosendale continues a project begun with "Investigating Our Discursive History: "JBW" and the Construction of the "Basic Writer's" Identity" ("JBW" 1999) in which she employed a Foucauldian archaeological perspective to trace the dominance of as well as the disruptions within the three major metaphoric allegiances of basic writing studies:…

Advances the idea of using the workshop format for basic writers' development as writers. Finds that workshops generate conversations and discussions that encourage social, political, and economic awareness to help basic writers discover who and where they are in society. (PA)

Describes the problems some basic writing students have had generating ideas for writing in response to timed essay tests. Proposes a technique based on the classical notion of the "topoi," which enables students to generate ideas and equips them for participation in the social and political dialogs they encounter in higher education.…

Charts a brief history of the teaching of basic writing, suggesting that fieldwork has been shaped by three overarching metaphors--growth, initiation, and conflict. Argues that recent views of the basic writing classroom as a "contact zone" fail to offer a compelling view of public discourse as a forum expressing and negotiating cultural…