In the spring of 1968, the English faculty at the University of
Wisconsin-Madison (UW) voted to remedialize the first semester of
its required freshman composition course, English 101. The
following year, it eliminated outright the second semester course,
English 102. For the next quarter-century, UW had no real
campus-wide writing requirement, putting it out of step with its
peer institutions and preventing it from fully joining the
"composition revolution" of the 1970s. In "From Form to Meaning, "
David Fleming chronicles these events, situating them against the
backdrop of late 1960s student radicalism and within the wider
changes taking place in U.S. higher education at the time.
Fleming begins with the founding of UW in 1848. He examines the
rhetorical education provided in the university's first
half-century, the birth of a required, two semester composition
course in 1898, faculty experimentation with that course in the
1920s and 1930s, and the rise of a massive "current-traditional"
writing program, staffed primarily by graduate teaching assistants
(TAs), after World War II. He then reveals how, starting around
1965, tensions between faculty and TAs concerning English 101-102
began to mount. By 1969, as the TAs were trying to take over the
committee that supervised the course, the English faculty simply
abandoned its long-standing commitment to freshman writing.
In telling the story of composition's demise at UW, Fleming shows
how contributing factors--the growing reliance on TAs; the
questioning of traditional curricula by young instructors and their
students; the disinterest of faculty in teaching and administering
general education courses--were part of a larger shift affecting
universities nationally. He also connects the events of this period
to the long, embattled history of freshman composition in the
United States. And he offers his own thoughts on the qualities of
the course that have allowed it to survive and regenerate for over
125 years.
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