Betty Bass seems to have made a clear deliniation between literacy events and literacy practices. Also, she notes that literacies develop differently between different communities, and that their multitudinous and structured applications allow for a crossover between both the autonomous and ideological models: the funtionality of the literacy taught by the community becomes integral to the community's practice. She further purports that the two theorists are more centered around the motivation of a particular individual, or group, as the impetus for the acqusition of literacy. I fully agree.
Her understanding of what defines motivation captures a more analytical and broad sense of the word: motivation. Miss Bass includes in her post that motivation is "contingent on a few factors," which she goes on to state (as they relate to the articles being examined). To her understanding, motivation can be squelched if: there is insufficient support behind the subject, if the fear of assuming a position in the literacy is too great, or if the literacy does not present a promising return in the life of the subject. I agree.
In singling out these factors, Betty has identified with the key presumptions behind the arguments of the two theorists: Barton and Farr. Tying the her presumptions to the presumptions of Barton and Farr, she builds a strong argument for the overlap of the two models--ideological and autonomous. So what? In doing this, she creates a cohesion on a larger level: one that promotes the continuum theory. Well done.