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This lively book, through a focus on remedial English at UC Berkeley, addresses a wide range of important and timely topics: educational standards, the politics of remediation, the way ability gets defined in institutions. In our time of educational debate and reform, Stanley's book is a must-read. --Mike Rose, Author of Why School? Reclaiming Education for All of Us This beautifully written book offers the first fully historical study of remedial composition in higher education. Stanley's acute analysis of this paradoxical rhetoric-of how universities lament the presence of remedial students whose enrollments they need--surely applies to other institutions of higher learning in America. --Mary Soliday, author of The Politics of Remediation: Institutional and Student Needs in Higher Education Stanley's book compels us to see basic writers as rhetorically constructed: she makes a forceful case that UC Berkeley's basic writers have always been both 'embraced and disgraced' and that 'this ambivalence, like breathing, has been necessary (and automatic) to the university.' . . . Stanley's writing itself is engaging: often arch, and, ok, I'm a sucker for big words: sedulous, coruscating. --JAC Jane Stanley delves into the long history of remediation at the University of California at Berkeley, finding that remedial students--with their nebulous Schroedinger's cat status as both good enough and not, accepted to the university but not acceptable to the university--have played a crucial role in allowing the institution to navigate its own discordant position as both elite and public. --Inside Higher Ed

Jane Stanley delves into the long history of remediation at the University of California at Berkeley, finding that remedial students--with their nebulous Schrodinger's cat status as both good enough and not, accepted to the university but not acceptable to the university--have played a crucial role in allowing the institution to navigate its own discordant position as both elite and public. --Inside Higher Ed Stanley's book compels us to see basic writers as rhetorically constructed: she makes a forceful case that UC Berkeley's basic writers have always been both 'embraced and disgraced' and that 'this ambivalence, like breathing, has been necessary (and automatic) to the university.' . . . Stanley's writing itself is engaging: often arch, and, ok, I'm a sucker for big words: sedulous, coruscating. --JAC This beautifully written book offers the first fully historical study of remedial composition in higher education. Stanley's acute analysis of this paradoxical rhetoric-of how universities lament the presence of remedial students whose enrollments they need--surely applies to other institutions of higher learning in America. --Mary Soliday, author of The Politics of Remediation: Institutional and Student Needs in Higher Education This lively book, through a focus on remedial English at UC Berkeley, addresses a wide range of important and timely topics: educational standards, the politics of remediation, the way ability gets defined in institutions. In our time of educational debate and reform, Stanley's book is a must-read. --Mike Rose, Author of Why School? Reclaiming Education for All of Us Jane Stanley delves into the long history of remediation at the University of California at Berkeley, finding that remedial studentswith their nebulous Schrodinger s cat status as both good enough and not, accepted to the university but not acceptable to the universityhave played a crucial role in allowing the institution to navigate its own discordant position as both elite and public. Inside Higher Ed Stanley s book compels us to see basic writers as rhetorically constructed: she makes a forceful case that UC Berkeley s basic writers have always been both embraced and disgraced and that this ambivalence, like breathing, has been necessary (and automatic) to the university. . . . Stanley s writing itself is engaging: often arch, and, ok, I m a sucker for big words: sedulous, coruscating. JAC This beautifully written book offers the first fully historical study of remedial composition in higher education. Stanley's acute analysis of this paradoxical rhetoric-of how universities lament the presence of remedial students whose enrollments they need surely applies to other institutions of higher learning in America. Mary Soliday, author of The Politics of Remediation: Institutional and Student Needs in Higher Education This lively book, through a focus on remedial English at UC Berkeley, addresses a wide range of important and timely topics: educational standards, the politics of remediation, the way ability gets defined in institutions. In our time of educational debate and reform, Stanley's book is a must-read. Mike Rose, Author of Why School? Reclaiming Education for All of Us Jane Stanley delves into the long history of remediation at the University of California at Berkeley, finding that remedial students--with their nebulous Schrodinger's cat status as both good enough and not, accepted to the university but not acceptable to the university--have played a crucial role in allowing the institution to navigate its own discordant position as both elite and public. --Inside Higher Ed Stanley's book compels us to see basic writers as rhetorically constructed: she makes a forceful case that UC Berkeley's basic writers have always been both 'embraced and disgraced' and that 'this ambivalence, like breathing, has been necessary (and automatic) to the university.' . . . Stanley's writing itself is engaging: often arch, and, ok, I'm a sucker for big words: sedulous, coruscating. --JAC

Jane Stanley delves into the long history of remediation at the University of California at Berkeley, finding that remedial students--with their nebulous Schr dinger's cat status as both good enough and not, accepted to the university but not acceptable to the university--have played a crucial role in allowing the institution to navigate its own discordant position as both elite and public. --Inside Higher Ed Stanley's book compels us to see basic writers as rhetorically constructed: she makes a forceful case that UC Berkeley's basic writers have always been both 'embraced and disgraced' and that 'this ambivalence, like breathing, has been necessary (and automatic) to the university.' . . . Stanley's writing itself is engaging: often arch, and, ok, I'm a sucker for big words: sedulous, coruscating. --JAC This beautifully written book offers the first fully historical study of remedial composition in higher education. Stanley's acute analysis of this paradoxical rhetoric-of how universities lament the presence of remedial students whose enrollments they need--surely applies to other institutions of higher learning in America. --Mary Soliday, author of The Politics of Remediation: Institutional and Student Needs in Higher Education This lively book, through a focus on remedial English at UC Berkeley, addresses a wide range of important and timely topics: educational standards, the politics of remediation, the way ability gets defined in institutions. In our time of educational debate and reform, Stanley's book is a must-read. --Mike Rose, Author of Why School? Reclaiming Education for All of Us

This beautifully written book offers the first fully historical study of remedial composition in higher education. Stanley's acute analysis of this paradoxical rhetoric-of how universities lament the presence of remedial students whose enrollments they need--surely applies to other institutions of higher learning in America. <br>--Mary Soliday, author of The Politics of Remediation: Institutional and Student Needs in Higher Education

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Jane Stanley is associate director of college writing programs at University of California, Berkeley.

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