This book surveys the history of basic writing scholarship,
suggesting that we cannot adequately theorize the situations of
basic writers unless we examine how they construct their own
conceptions of their identities, their constructions of their
relationships to social forces, and their representations of their
relationships to written work. Using a cross-disciplinary analytic
model, Gray-Rosendale offers a detailed examination of the oral
conversations that take place within one basic writing peer
revision group. She explains the ways in which the students' own
conversational structures impact and shape their written products.
Gray-Rosendale then draws out the potentials of her work for basic
writing administrators, curricula builders, and teachers.
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