 |
 |
Roger and all -- I'm already looking forward to Aviva's reflections on what actually goes on in WAC classrooms. I can see some real potential for harm in current practices, as well as much scope for good things. (E.g., the increasing use of "critiques" of research articles for basic assignments.) I'd been wondering anyway if we could collectively look at the conceptual underpinnings of what we do as writing instructors and WAC-encouragers. Do we have a real basis in theory--can we define and defend our practices in terms of "justness," as Aviva puts it, as well as viability? Worth trying! Margaret Procter