Conclusion

Abstract

In this book, I have shown my familiarity and understanding of mainstream Composition history, scholarship, and writing theories in order to place the needs of Latinos/Latinas in Composition classrooms in a larger context so as to contribute to the implementation of curricular programs that will help them attain educational success. In this study, I employ the term “critical historiography” to mark the need for developing alternative Composition histories, as it is apparent in mainstream Composition that there are clear geographical and cultural group omissions which are part of the “lost histories of Composition.”