Critiquing the Field: 1997 to the present

3/26/2024

Just to center us: a return to some history. Roughly 100 years before Villanueva publishes the article we read for this evening, Harvard starts English A. English A, with its emphasis on error correction, is pretty much the standard intro composition course for almost 75 years. In the next century, the GI Bill in the late 40s and then, the biggy, Open Admissions in 1970 drastically alter who is going to college.

1975, the backlash of Why Johnny Can't Write and the whole back to basics movement. 1980, Mina Shaughnessy publishes Errors and Expectations. The first PhDs in the field are granted in 1984. Sharon Crowley puplishes Composition in the University in 1998.

So by 1998, not quite 30 years after the field "started" in the modern iteration that we know it, we see in Crowley and here in Villanueva a critique of the field. That speaks to the health of this area of study. It was secure enough in itself to think about what came next. Fifteen year's after that (a little more), we have Inoue.

For this post, trace a line between what you understand from someone like Shaughnessy, through Villanueva, to Inoue. You are welcome to use the Clark reading on audience as well as the reading from Wardle/Adler-Kasner. Frame your discussion using the lens of identity--how has the field's relationship to a writer's identity shifted over time? Make sure your focus is on what Villanueva in particular contributes to our thinking here, but situate him in the wider history we've been exploring. And consider this as well: we've identified ways that historical and cultural forces outside the academy have made big impacts in the field. In fact, you could even argue that the field exists solely because of a wider movement in education and literacy instruction specifically. What forces are impacted by or impacting Villanueva? Inoue?

Once you've posted, read your colleague's material and respond--add to their ideas, challenge them, make connections between colleagues. As we enter the last month of thinking about the field, I want us to continue to see how the field acts on and is acted upon by cultural forces beyond the academy.

7 Comments

Devon Melo

3/26/2024 04:21:28 pm

Prior to becoming a teacher, I never truly thought about my own intersectionality and how each contributing factor of myself impacts who I am and those around me. And I think that's white privilege, that I never needed a time or place to ponder my race, gender, ethnicity, background in terms of myself as a student. I wasn't experiencing anything "different" because I already fit in with what society wanted. I think this is exactly what Villanueva and Inoue tap into, when leaning into criticism of composition and rhetoric. Privilege is that force. Villanueva talks about his ancestry and background as Puerto Rican. Then, he discusses how former President Clinton and Congress failed to pass an economic tax exemption to PR in 1993, continuing that PR is dependent on the US. This is a direct connection to the discourse surrounding privilege and white Americans.

I understand Inoue's argument to be more conscious of creating an antiracist classroom in terms of environment, assessments, and teaching practices. I understand what Shaughnessy has to say about errors and the difference between "good" and "correct" writing samples. Her criticism on errors help bridge a possible gap for other theorists to comment on the field. Again, privilege and representation comes to mind. Representation matters. Without it, we, as a society, continue to act ignorant and narrow-minded towards marginalized groups. Without living in a progressive educational world and without writings from the perspective of a woman, like Shaughnessy, people of color like Inoue and Villanueva may not have the space to comment on these issues in composition.

Kasey P

3/26/2024 04:56:42 pm

Devon, I completely agree with you on this. As a white woman, it's definitely important to read through the lens of others. Throughout my high school experience, the books read were often only from older white men. I too didn't enjoy those books, but it's difficult to imagine how much more frustrating it would then be to be from a different background and having less to connect to. I think representation is one of the biggest things we can advocate and push for so that our students can have better experiences going forward. I appreciated too that Villanueva and Inoue both are calling for change and pointing out those power dynamics. You made a great point about Villanueva's discussion on politics and their impact on Puerto Rico. We definitely still see those dynamics factoring into education today, so clearly these conversations are still so relevant!

3/26/2024 04:49:23 pm

I think that there is a pretty clear line between Shaughnessy, Villanueva, and Inoue. Through the readings of these texts, it feels like a natural progression from starting with an explanation of the problem, a person who has stakes in the argument pushing back, and a continued call for support and change. After open admissions, Shaughnessy's "Errors and Expectations" lends an empathetic response to the issue. She takes a clear look at the difficulties professors are having and she attempts to give depth to the topic by explaining about the incoming students stating, "BW students write the way they do, not because they are slow or non-verbal, indifferent to or incapable of academic excellence, but because they are beginners and must, like beginners, learn by making mistakes" (390). She attempts to give more clarity to why professors are having issues. The professors are frustrated by what is going on, but truthfully, they are not understanding the student needs, nor are many of them making change. Shaughnessy is making an attempt to explain that students of varied backgrounds just need supports to become more experienced in the field. She seeks to validate their different backgrounds by calling for greater supports by the professors to try and work with these students.
As time progresses, Victor Villanueva pushes back a little on Shaughnessy's concept. He speaks much about the writing process and draws a lot from his own experience being Puerto Rican. His experience shows how troubling the US history of colonialism has affected different groups, specifically in how the US demands a type of assimilation. He speaks a lot about the power struggles in his piece "Maybe a Colony: And Still Another Critique of the Comp Community" as he explains, "The schools of the colony tend to have curricula that aim at achieving cultural assimilation, a limited assimilation, an assimilation that best serves the needs of those who hold power" (996). Villanueva makes an incredibly key point about how curriculum is often about forcing outsiders to accommodate the majority. This section is most telling, especially against the backdrop of his own experience, and it specifically emphasizes how the education system does not make room for minorities, but rather forces readings and writings on different groups to make them more like the groups in power. Villanueva's piece is incredibly powerful in how he seeks to express this need for people to recognize the power dynamics at play in the education system and how they limit growth of minority groups and their cultures.
His piece feels like a natural progression to Inoue. Inoue's piece is all about the US education system continuing to lack inclusivity of minorities. Inoue appears to argue that by continuously perpetuating the current education system, we will not see as much success of our students as a whole. His push for an writing assessment ecology demonstrates a need for variety of writings that encourage students to explore various aspects of not just books and writing, but their own identities and how they all intersect. The three pieces demonstrate an issue that arises, a critique of the system, followed by a call for change. Though there hasn't been one yet, I hope in the future we start seeing an education upheaval for the good of our students!

Cassandra Peterson

3/26/2024 05:32:59 pm

I agree entirely! It's a neat little timeline in the progression of change to make writing more inclusive. I think that a lot of districts are making good strides, especially schools that have more wiggle room with curriculum. now if only that could be everyone's schools we'd be golden!

Devon

3/26/2024 05:34:51 pm

Kasey & Cassie - you both articulate this perfectly. Kasey, I appreciate how you touch upon how each commentator feels like a natural progression from the next. Cassie, I appreciate how you reference individual educators are already making strives to implement this change. In terms of change in teaching writing, I am unsure where this change would come from - teachers, parents, admin, government officials etc. I think it would alter base on local districts, and if a process that works is successful, then it can be implemented to other schools. For example, I love the labor based grading, but would more schools implement something like this to practice more of a conscious, antiracist grading policy? In terms of public ed in America, I am immensely worried for the next year or in regard to conservative politicians tightening public education standards even more. When there is one progressive move forward, there are three more moves pushing it back. This is obviously a much broader issue, not related to composition, but just something I needed to say. Sigh.

3/26/2024 05:19:05 pm

Shaughnessy Looks at the value in mistakes as a learning tool.
Inoue looks to deconstruct and critique the modern classroom in his book, and by doing so, he works toward building anti-racist curriculums in schools. Villanueva critiques the classroom as a place of colonization which forces those who aren't part of the majority to conform to the majorities preferences .All three authors look to make change in the education system, and more specifically, changes to how writing is taught in American schools.it is an ever evolving call to action that emphasizes the need to accept diverse writing styles in a country that only continues to grow more diverse itself. While I do not think this change to the writing has happened entirely, I do think that individual educators are making strides to make space for differing writing styles. However, if a more permanent change is to be made, I can only guess that the educational system as a whole might need reevaluation. And people (white people who want to keep their power firmly in hand) do not like change.

Peyton DiTullio

4/10/2024 07:36:47 am

The path between Shaughnessy, Villanueva, and Inoue highlights a significant evolution in the field of composition studies, particularly concerning the relationship between a writer's identity and the teaching of writing. Mina Shaughnessy's "Errors and Expectations" challenges the concept of error correction in composition pedagogy. Shaughnessy argues that students from marginalized backgrounds face unique challenges in writing due to their socioeconomic and educational backgrounds. She advocates for a more inclusive approach that recognizes and addresses the diverse linguistic and cultural backgrounds of students.

This emphasis on the student's identity as a writer continues with Victor Villanueva, whose work reflects a deeper understanding of the intersectionality of identity and writing. Villanueva critiques the traditional approaches to teaching writing, particularly the assumption of a universal standard of English proficiency. He highlights the experiences of students of color and challenges the dominant narrative that positions them as deficient writers. Villanueva calls for a pedagogy that values and integrates diverse linguistic and cultural practices into the teaching of writing.

Asao Inoue's "Antiracist Writing Assessment Ecologies" evolution in the field. Inoue's focus extends beyond individual student identities to systemic issues of power and privilege within writing assessment practices. He critiques traditional assessment methods for perpetuating inequities and advocates for antiracist approaches that center equity, justice, and inclusivity. Inoue's work emphasizes the need to dismantle oppressive structures within writing instruction and assessment, challenging educators to interrogate their own biases and work towards creating more equitable learning environments.

Throughout this path, the area of composition studies has continued to recognized the importance of considering students' identities and the socio-cultural when thinking about (and assessing) writing. Shaughnessy created the foundation by highlighting the diverse needs of students, Villanueva expanded this conversation by focusing on marginalized writers, and Inoue pushed Shaugnessy and Villanueava's theories even further further by addressing systemic issues of power and privilege within writing instruction and assessment.

Critiquing the Field: 1997 to the present

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