Early in the 1970s, as increasingly diverse students were granted access to higher education through measures like the G.I. Bill, the discussion surrounding ESL students in the composition classroom began to note a distinction between how instruction should be designed for English language learners as opposed to instruction for native speakers. Authors argued that ESL students could not be assessed in the same manner as other students.
When the four authors of Literacies: Reading, Writing, Interpretation(Norton) constructed this text for college students in early composition courses, they were all teachers at the Rutgers University Writing Program. Terence Brunk, Suzanne Diamond, Priscilla Perkins, and Ken Smith were trying to replace a text that, in their words, “did not sufficiently challenge students to develop meaningful […]