Rose, Mike. “Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism.” Cross-Talk in Comp Theory, edited by Victor Villanueva and Kristin L. Arola, National Council of Teachers of English, 2011, pp. 325-365.

In the article “Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism,” Mike Rose reflects that cognitive theories and the claims surrounding them “lead to social distinctions that have important consequences, political as well as educational . . . [there are] problems with and limitations of this particular discourse about remediation” (326). Rose supports his reflection by reviewing the studies of Herman A. Witkin, hemisphericity, Jean Piaget, and orality-literacy. His purpose is to reveal the weaknesses within these studies and theories in order to prevent them from being used as a way to make sweeping generalizations about the intelligence of different groups, specifically those who are marginalized and remedial writers. I believe he directs his argument to teachers and researchers. As a student and possible future teacher, I found his explanations and examinations helpful, and his observations about the weaknesses in different cognitive theories compelling. Additionally, I find his observations about how these theories and claims can be racist, classist, and sexist, especially important.