ABSTRACT
Linda Adler-Kassner’s work is motivated by the questions she addresses here: how “good writing” (and its inverse) is defined, assessed, and taught, by whom, and with what attendant values and ideologies. She has examined, for instance, how labeling students “basic writers” shapes public discourse, the historical roots of such conceptions, how to help writing program directors and instructors shape and change stories about writers and writing, and how instructors and program directors can contribute to public policy.
