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)

Demonstrates how an issue of the "Journal of Basic Writing," published in 1980 as a memorial for theorist Mina Shaughnessy, resembles structurally the funeral orations of Ancient Greece. Divides the issue into three parts: praise, lament, and consolation. Discusses political implications of the issue. (HB)

Provides responses by various scholars to two articles on teaching conflict and struggle and its relevance to the field of basic writing published in the December 1992 issue of "College English." (HB)

Asserts that many composition instructors design courses around theories driven by two narratives of progress: solitary struggle; or earning placement by the dominant social order through passivity. Argues that these approaches are counterproductive and alienate the underclass, ensuring high failure rates at urban colleges and sending students…

Focuses on how various literacy narratives portray passages between language worlds. Considers how such passages are relevant to a writing pedagogy. Stresses the relationship between such literacy passages is useful in basic writing contexts. Analyzes two essays written by one student who portrays such a literacy passage. (HB)