Bøger i Research and Teaching in Rhetoric and Composition serien

Explores the following key questions: What is literacy? What do we mean when we profess literacy? And how can we create a theoretical map of writing studies in which to locate the ways we define and situate our notions and assumptions about literacy?

Views the history of error in composition instruction through a reader's perspective, and in doing so, documents the manner in which our visions of error and perceptions of student writers who produce error have both transformed and remained static.