ABSTRACT
Given the overview of Basic Writing scholarship outlined in the introduction, chapter 1 contends that a new analytic model should be designed to cultivate a fuller conception of social relations among Basic Writers. Such an analytic, which yields both a macro-and microlevel analysis of Basic Writing students’ written and spoken interactions, might allow teachers and scholars the opportunity to explore how students constitute their identities and knowledges in greater detail. Moreover, it might afford both teachers and students the chance to better understand connections between students’ written and oral literacy choices. The question of how exactly oral interaction shapes students’ writing choices becomes clear when we begin to look at these students’ interactions in action.1
