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Since the 1970s, legacy Basic Writing systems have survived despite growing resistance grounded in an increasing awareness of their troubling roots and harmful effects. In this article, two 2017 basic writing students and their teacher conduct a mixed-method "postmortem" examination of the now eliminated zero-credit course and writing test placement system at their university. They combine a local desegregation history, an assessment validity inquiry, and a case study of growing resistance to Basic Writing for over a decade, including their own resistance in 2017. Adapting the "root and branch" metaphor from Green v. County Board (1968), the authors analyze reforms from 2007 to 2017 that significantly trimmed the branches of a decades-old, legacy Basic Writing system-but did not root it out completely. Finally, the authors examine their own failed efforts to obtain college credit for the work they did together in 2017 and the complex ways that Basic Writing has harmed each of them.

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Journ al of Basic Writing VOLUME25 NUMBER2 FALL 2006The Journal of Basic Writing publishes articles of theory, researc h , and teaching practices related to basic writing.Articles are refereed by members of the Editorial Board (see overleaf) and the Editors.