ABSTRACT
When I first began teaching in community-based English as a second language (ESL) programs about 13 years ago, my reactions to professional writing in the form of journal articles and academic books were mixed. Sometimes, academic articles inspired me, especially ideas that challenged me to teach in ways that might contribute to social justice. Other times, however, I found myself questioning not only a writer’s ideas but also his or her intentions for writing in the first place. Right from the opening paragraphs, I would look for weak links in the chain of reasoning and imagine possible counterarguments I might have to make.
