Education Reform and the Limits of Discourse: Rereading Collaborative Revision of a Composition Program’s Textbook

This article links failed reform to failed education through a case study of an annual collaborative revision of a program textbook in the Composition Program at the University of California at Irvine. Review of successive editions of the program’s Student Guide to Writing at UCI reveals a progressive retreat from the program’s pedagogical commitments and the reappearance of product-oriented instruction.