Attending to the Margins: Writing, Researching, and Teaching on the Front Linesby Valerie M Balester
Pub. Date: 10/12/1999
Within the next few years, compositionists can expect the pedagogical borders between first-year composition and basic writing to continue to blur as we attend to students currently on the margins of mainstream academia. Our students will be older, poorer, female, minority, and immigrant; and we must be prepared to experiment with pedagogy that will serve them.
Within the next few years, compositionists can expect the pedagogical borders between first-year composition and basic writing to continue to blur as we attend to students currently on the margins of mainstream academia. Our students will be older, poorer, female, minority, and immigrant; and we must be prepared to experiment with pedagogy that will serve them. This important new book was written to assist with that process.
Attending to the Margins crosses regional, institutional, gender, rank, and racial lines, providing new insight into how best to teach traditionally excluded students. The essays are grounded in ethnographic, quantitative, case-study, and text-based research that reflects the perspectives of front-line practitioners in the field and their interpretations of methodological diversity in composition studies. Some of the topics covered include: orality/literacy, bilingualism, bidialectalism, linguistic prejudice and shame, technological literacy, and ethics of disclosure.
As one of the few sociolinguistically-informed, research-based anthologies in composition, Attending to the Margins demonstrates the most current applications of method and theory. Graduate-level students, writing instructors, writing program administrators, and writing center directors will all find the book essential reading.
Table of ContentsIntroduction: Voices from the Wild Horse Desert, M. Kells &
Edge City: Class and Culture in Context A. From Edge City,
Speaking Back with Authority: Students as Ethnographers in the Research Writing Class, D. Dunbar-Odom
Developing Critical Pedagogy for Basic Writing at a CUNY Community College, C. Pari
Talking Across Differences: Building Student/Teacher Dialogue Through Instruction in Computer-Supported Writing Classrooms, M. Palmquist, D. LeCourt & K. Kiefer
Adult Writers, Interdiscursive Linking, and Academic Survival, R. Popken
Abdominal Conditions and Other Cretins of Habit: Hyperfluency and the Acquisition of Academic Discourse, M. Neal
A Nexus of Language and Learning Styles B. Pushing the Margins, A. Anokye
Something of Great Constancy: Storytelling, Story Writing, and Academic Literacy, B. Gleason
Teacher Attitudes Toward African American Language Patterns: A Close Look at Attrition Rates, M. McLaughlin & E. Agnew
Leveling the Linguistic Playing Field in First-Year Composition, M. Kells
Teaching Immigrant Students in the College Writing Classroom, A. Hirvela
Skin Deep: Toward an Equality of Disclosure, S. Dean & B. Wenner with R. Haugabrook
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