Book Review of "The Expanding Universe of Writing Studies: Higher Education Writing Research"

Abstract

In 1966, more than 50 scholars from the UK, US, and Canada convened at Dartmouth College to discuss the state of the profession of English teaching, ultimately proposing a “growth” model of language learning which contrasted with the skills-based models of curriculum sequencing prevalent at the time. While debates about the impact of the 1966 Dartmouth conference on the teaching of English continue to ebb and flow, from contrasting early accounts by seminar participants (Muller, 1967; Dixon, 1969) to more modern work which situates the conference as a harbinger of the process movement (Trimbur, 2008) or Writing Across the Curriculum (Palmquist et al., 2020), its continued provocation of scholarly discussion has become a legacy in its own right. Even if the Dartmouth Seminar didn't change anything happening in the classrooms of its era and thereafter, which is unlikely (Harris, 1991), it would remain a rare moment of international, professional collaboration and consideration virtually unparalleled in our field's history.