Mina Shaughnessy has long been revered as leader, even founder, of basic-writing movement, which emerged from open-admissions educational policies of egalitarian 1960s. Throughout 1970s, 80s, and 90s, most professionals in have accepted role of basic writing as defined by Shaughnessy in Errors and Expectations and as enacted in classrooms of City University of New York, where action of book took place. Indeed, Jeanne Gunner calls Shaughnessy's work the starting point of reference for these professionals (28); seldom does a discussion of basic writing not referand defer-to Shaughnessy.' In spite of almost universal acclaim for Shaughnessy, some articles about work have appeared with contradictory, even negative, visions: Paul Hunter describes Shaughnessy as radical for caring so much about and believing in students, most of whom were minorities; Min-Zhan Lu describes as conservative-and a gatekeeper and accommodationist-for wanting to acculturate them. And while no doubt both Hunter and Lu have captured truths about Shaughnessy, CCNY's Patricia Laurence argues that historical dimension is missing from many such analyses, that they set Shaughnessy adrift on educational raft-unmoored from [her] times, [her] institution, [her] field (880). In essay describing these intra-community conflict[s] (26), Gunner argues that literature about Shaughnessy can be categorized into two forms of discourse: iconic and critical. In iconic discourse Shaughnessy is invoked as a figure and symbol with meaning beyond identity as historic person (26). Time editor Stephen Koepp, in issue on heroes and icons, defines icon as an embodiment of ideal that affects way we live act, for better worse. Only possibility of or worse, in fact, really differentiates Koepp's icon from his hero-one who changes society for better by shatter[ing] a limitation convention (6). Certainly, iconic literature of basic writing invokes Shaughnessy as positive icon-as a hero. The imagery in eulogies describing Shaughnessy shortly after death set tone for this type of literature: Irving Howe spoke of the brightness of her (102); E. D. Hirsch, Jr., described how human influence radiated out (96); Adrienne Rich stressed way work illuminates (102).

Reviews six books: City on a Hill: Testing the American Dream at City College, by James Traub; The Writer’s Presence, ed. by Donald McQuade and Robert Atwan; The End of Education: Redefining the Value of School, by Neil Postman; From Community to College: Reading and Writing across Diverse Contexts, by Jeff Sommers and Cynthia Lewiecki-Wilson; Writing Permitted in Designated Areas Only, by Linda Brodkey; Juxtapositions, by William Vesterman.

Preview this article: Comment and Response, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/53/5/collegeenglish9569-1.gif

Preview this article: Comment and Response, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/53/2/collegeenglish9598-1.gif