Basic Writing’s New Horizons: The Challenges We Face
Although we might reasonably challenge Shaughnessy’s conceptions about developmental growth or errors in Basic Writers’ work, Shaughnessy’s call to us more than 20 years ago still holds value. Teachers and theorists of Basic Writers need to continue to examine how Basic Writers’ work changes and alters over time, how institutions function to both aid and deter these students’ progresses, and how code switching, such as occurs within writing and talking, is an integral part of these students’ learning. To this end, in this book so far, I have tried to (a) contribute a brief history of problematic scholarly constructions of the Basic Writers’ identities, (b) offer a new theoretical model through which we might analyze the intersections of the written texts and the conversations of Basic Writers, and (c) provide detailed analyses concerning the connections between the written and
conversational texts produced by a small group of these students. As such I have attempted to explore the links between their written and conversational texts and have determined various methods through which the written texts are shaped in crucial ways by the students’ own peer conversations.