This essay extends arguments made by Gray-Rosendale in two earlier essays published within the Journal of Basic Writing (1999 and 2006), ones that focused on how basic writers' identities were being constructed in our scholarship. She traced developments in various approaches--developmentalist and grammar-based models (1970s), academic discourse models (1980s), conflict models (1990s), and contextual models (2000s). The present article outlines strategies for teaching "Teaching Basic Writing," a graduate course that she has taught for over twenty years at Northern Arizona University. Gray-Rosendale also examines exciting recent trends in the contextual model by analyzing three key essays that have appeared in JBW. Finally, based upon what she discovers, she offers insights about the future of the contextual model, the future of her graduate course, and the future of the discipline.