Abstract
[W]hen something becomes as “common sensical” as the idea that students should own their own writing has, we need to take a step back from examining how ownership is removed or restored and look at the idea itself since there is a possibility that it reflects those dominant beliefs and values, but not other (non-dominant) ones. This essay begins to do that by exploring how ownership was represented in two critical “moments” in the history of composition scholarship and pedagogy that continue to wield considerable influence, the progressivism of the early 1900s and expressivism of the 1960s and 1970s. (Adler-Kassner 208-9).