Shaughnessy, you and your basic writing scholar friends twist my brain

“On the Academic Margins: Basic Writing Pedagogy” by Deborah Mutnick

Mutnick’s article on remedial courses/remedial writing instruction is interesting. She moves effectively through the start of basic writing instruction to the considerations instructors and administrators need to think about present day. While her article highlighted key players and their contributions, I felt left with more questions than answers from this survey and history.

First and foremost, in all the readings we’ve read for class, including this one, I don’t think that basic writing has ever been defined. As a teacher, I would like to know if my composition classroom falls into the basic writing category Mutnick discusses. The lack of a definition leaves teachers, who are new to this pedagogy, on the outside. While I’m sure this omission was not on purpose, I wonder if this is how basic writing students feel as they enter into academics. Additionally, I wished Mutnick had defined Open Admissions students. While I have an idea of who they are, a definition would have been helpful.

Mutnick sets up the essay’s journey through basic writing by first discussing Mina Shaughnessy, who is a leading scholar in this pedagogy. Shaughnessy’s points are thought provoking to consider. I found Shaughnessy’s comment on the decline of literacy of the affluent most interesting (Mutnick 184). I never considered that the decline of literacy in the upper echelons of society could cause literacy to become a privilege rather than an entitlement. Firstly, if literacy is to be an entitlement, why are there still large masses that are illiterate? Secondly, is literacy for the affluent still on the decline? In today’s society, literacy (as far as reading maybe even writing) may be viewed as declining, but literacy in other areas (media/visual—which is a newer definition of literacy) is probably on the rise. But is this (traditional literacy) decline only affecting the affluent? And how does the decline in the more affluent populations affect the “traditionally illiterate”? Does it? Furthermore, how does the rise in newer literacies affect literacy overall? Shaughnessy may have written her pieces years ago, but in a new light, new time; I believe they become relevant again.

Continuing with Shaughnessy, Mutnick discusses her article Errors and Expectations. This discussion also raised a few questions for me. Based on her (Shaughnessy) experience at CUNY, she developed a theory that “errors made by basic writers are a key to their development as writer” (Mutnick 186). My question is, does Shaughnessy mean that if the error was a certain type of error then the writing was at a certain point as a writer? Or diagnosing the error patterns would be the key for the writer to move past those errors? I think only further reading might help answer these questions. Another point from Shaughnessy was that,
Errors represent the writer’s attempt to systematize language, to approximate the standard written code in the absence of adequate instruction and practice. The teacher’s responsibility, therefore, is to understand the logic of the writer’s errors in order to untangle the syntactic and grammatical knots make in the effort to write correctly. (Mutnick 186)
While I understand the basic premise of this point, I am again left with a question. If a teacher looks at the errors, to understand the logic of the writer, is she looking at context? If the context is being addressed, is the teacher still looking for errors? Should she be? Perhaps I do not understand Shaughnessy’s point all that well.

As Mutnick progresses with her article, I found a few more points that raised questions for me. Why would Bartholomae and Petrosky assume that academia is “an ideologically neutral zone”? (Mutnick 191). Is this assumption based off a view of idealism and academics? Another question arises from Brodkey’s statement “To teach is to authorize the subjects of educational discourse” (qtd. in Mutnick 193). In this case, does Brodkey’s authorize mean prescribe or assign? If yes, does this limit a basic writer in any way, if a teacher is to follow this notion? Then again, perhaps the “authorization” empowers basic writers to explore educational discourse and transcend a student’s background.

Mutnick’s essay yielded plenty of food for thought. While I’m not sure if my questions can be answered via our class discussion, I’m sure that they will help me think about (further) composition and the pedagogies that shape it. [You know pedogogies just made me think of the work hoagies.]