Bøker i Research and Teaching in Rhetoric and Composition-serien

Views the history of error in composition instruction through a reader's perspective, and in doing so, documents the manner in which our visions of error and perceptions of student writers who produce error have both transformed and remained static.

Explores the following key questions: What is literacy? What do we mean when we profess literacy? And how can we create a theoretical map of writing studies in which to locate the ways we define and situate our notions and assumptions about literacy?