Journal Response to Casanave's Intro and Chapter 1 - Controversies in Second Language Writing

Although I have not seen much of the controversies I admire Casanave's attempt to keep things plain and simple and doable. I anticipate that in the next chapters I will get to meet these controversies which are more than mere compilation of dichotomies and dilemmas. Casanave states clearly in many part of the book that it does not prescribe any cure to existing teaching-related problems. It serves however as a reminder to teachers and teacher writers that having well articulated philosophies and several categories in mind may help them decide what to do and what action to take should controversies and dilemmas arise at a certain point of their practices.

It is perhaps too early for me to lay out some criticism, offer a critical view, and state my overall impression of the book in this journal. I do however have a few questions that are worth noting. First, I notice that Casanave is being too careful about stating or revealing his true position. Although It seems that his philosophy (at least thus far) lies in the art of juxtaposing various methods and using them as required by circumstances, I cannot wait to hear him talk about a few main philosophies that have led second language composition and literacy to where they are now. For this to be clear, problems from which philosophies originate need to be first defined and classified. Apples must first be separated from oranges, so to speak. Talking about writing as a social activity is not equal to speaking about teaching genres. They belong to separate levels within the taxonomy. I hope to see clearer direction and definition of things as we venture further in the book.

I find it plausible that the book starts with the issue of empowerment. The book encourages teachers to think critically about their own practices. They can accomplish this by being involved in decision making through constant reflective practices. They ought to take control of what should go on in their own classroom.

One question for now: what is Casanave's position in regard to current-traditional rhetoric?