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Andrew Sledd, James Sledd, Wayne Crawford, Two Comments on "Beyond Anti-Foundationalism to Rhetorical Authority: Problems Defining 'Cultural Literacy' ", College English, Vol. 53, No. 6 (Oct., 1991), pp. 717-724

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This article examines the logic and rhetoric of E. D. Hirsch, Jr. in Cultural Literacy, attempts to answer the question of how intellectual failure guarantees success in the marketplace, and concludes with an alternative vision of the American society that Hirsch glowingly describes and with the suggestion that Hirsch's cultural literacy is in fact cross-culturalilliteracy. The subsequent publication of the Hirschian Dictionary of Cultural Literacy occasions a postscript that examines the mindset of a comfortable white gerontocracy as it manifests itself in the Dictionary's comic arrogance yet trivial accomplishement.

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In the United States today, the executives of the transnational corporations and their flunkies in the military-industrial-educational complex are working a technological revolution within a society as stratified in fact as it is egalitarian in theory. One obvious part of this military-industrial-educational strategy is a drive to maintain and extend corporate control of schooling and-more generally-corporate control of the accumulation, storage, and dissemination of knowledge. The rich and powerful (need one say it?) mean to profit at the expense of the poor and powerless while proclaiming their concern for the good of all. We who teach the use of English can expect no honored place in the corporate executives' envisioned world of computerized high technology. The language of their Institutional Voice already differs observably from the Standard English which some of us have known and all of us have claimed to teach. To be sure, we have our own creaky modulations of the Institutional Voice. They are prescribed by the style manuals of our professional societies-societies which by and large accept the social assumptions of the dominant and cultivate modes of expression calculated to set upwardly mobile professionals apart and to reduce

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James Sledd, Sally Reagan, Reginald D. Clarke, A Comment on "Social Construction, Language, and the Authority of Knowledge" and "A Polemical History of Freshman Composition in Our Time", College English, Vol. 49, No. 5 (Sep., 1987), pp. 585-593

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that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a

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James Sledd, M. B. McNamee, Donald H. Reiman, R. L. Colie, Norman Rabkin, Hilton Landry, Louis Crompton, Mary Ellen Parquet, Philip Young, Bernard Kreissman, Edward Stone, Robert E. Streeter, Barney Childs, R. E. K., Ralph M. Williams, T. Farrell, Herman A. Estrin, Book Reviews, College English, Vol. 23, No. 8 (May, 1962), pp. 682-692

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