Abstract

This essay examines James Britton’s role in the development of composition studies as an academic discipline and considers the relevance of his work in the field today. It contends that his influence arose, paradoxically, through his construction of an antidisciplinary theory of the role of language in teaching and learning. Finally, in response to calls for composition studies to move away from its longstanding focus on instruction, it argues instead for an increased emphasis on pedagogical inquiry.