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Playing the Game: Proficient Working-Class Student Writer sy Second Voices

Published on Jan 1, 2016in Research in The Teaching of English1.68
Hannah Ashley1
Estimated H-index: 1
Abstract
Four case studies of proficient undergraduate writers from working-class backgrounds were conducted in the context of a course preparing sophomore and junior students to be tutors for first-year basic writers. It was found that, in contrast to much of the theorizing by and about working-class academics that emphasizes loss, a stronger theme in these students' narratives of growing academic literacy was gaming. Students explained their experiences in ways that suggested a greater degree of agency, an awareness of themselves as writers in a contact zone, and a stance of tricking teachers on the way to producing acceptable texts. These findings suggest that writing in the contact zone of the classroom may require a double-voicedness that need not always be heard by instructors but is nevertheless important to students.
  • References (58)
  • Citations (12)
References58
Newest
Published on Jan 1, 2016
Tomas Marttila1
Estimated H-index: 1
(University of Bamberg)
The premises of post-foundational ontology elucidated in Chapter 2 clarified that objects can be associated with a distinctive meaning only insofar as they have been articulated in a discourse (cf. Laclau and Mouffe, 2001[1985], p. 112; Marchart, 2007b, p. 14).1 The assumption of the absence of any objective pre-and exo-discursive determination of meanings as is typical of post-foundational ontology means that we need to accept that discourses are “the primary terrain of constitution of social o...
Published on Jan 1, 2016
Janice M. Lauer2
Estimated H-index: 2
,
Gene Montague2
Estimated H-index: 2
+ 6 AuthorsPatricia Bizzell15
Estimated H-index: 15
Composition studies has become established as an academic discipline. Over the past decade, college writing programs have expanded tremendously, and scholarly attention to writing theory and pedagogy has also grown. Although composition studies are not yet organized under a disciplinary paradigm, some dominant trends are embodied in two recent textbooks, Four Worlds of Writing and Writing in the Arts and Sciences. The authors of Four Worlds, Lauer, Montague, Lunsford, and Emig, are all eminent p...
Published on Jan 1, 2016
Mary Louise Pratt10
Estimated H-index: 10
Whenever the subject of literacy comes up, what often pops first into my mind is a conversation I overheard eight years ago between my son Sam and his best friend, Willie, aged six and seven, respectively: “Why don’t you trade me Many Trails for Carl Yats . . . Yes, it’s . . . Ya-strum-scrum.” “That’s not how you say it, dummy, it’s Carl Yes . . . Yes . . . oh, I don’t know.” Sam and Willie had just discovered baseball cards. Many Trails was their decoding, with the help of first-grade English p...
Published on Dec 6, 2012in Journal of Education
Harriet Luria1
Estimated H-index: 1
(UW: University of Wisconsin-Madison),
Deborah M. Seymour1
Estimated H-index: 1
,
Trudy Smoke1
Estimated H-index: 1
Contents: Preface. Part I: What Is Language and How Is It Acquired? T. Smoke, Introduction to Part I: Language and Its Acquisition. L.R. Gleitman, A Human Universal: The Capacity to Learn a Language. P.K. Kuhl, A New View of Language Acquisition. S. Gass, Fundamentals of Second Language Acquisition. D.S. Martin, The English-Only Movement and Sign Language for Deaf Learners: An Instructive Parallel. K. Gilyard, From "Let's Flip the Script: An African American Discourse on Language, Literature, an...
Published on Jan 1, 2005in Journal of Basic Writing
David Bartholomae11
Estimated H-index: 11
(University of Pittsburgh)
I found my career in basic writing. I got my start there and, to a degree, helped to construct and protect a way of speaking about the undergraduate curriculum that has made “basic writing” an important and necessary, even an inevitable, term. This is a story I love to tell.
Published on Jan 1, 2005
David Bartholomae11
Estimated H-index: 11
(University of Pittsburgh)
Every time a student sits down to write for us, he has to invent the university for the occasion — invent the university, that is, or a branch of it, like history or anthropology or economics or English. The student has to learn to speak our language, to speak as we do, to try on the peculiar ways of knowing, selecting, evaluating, reporting, concluding, and arguing that define the discourse of our community. Or perhaps I should say the various discourses of our community, since it is in the nat...
Published on Jan 1, 2002
E. Buckingham1
Estimated H-index: 1
Published on Apr 21, 1999
Kay Halasek1
Estimated H-index: 1
The author reconceives composition studies from a Bakhtinian perspective, focusing on both the discipline's theoretical assumptions and its pedagogies. Halasek explores the implications of Bakhtin's work and provides a model of scholarship balanced between practice and theory.
Published on Feb 1, 1999
Katherine L. Weese1
Estimated H-index: 1
,
Stephen L. Fox1
Estimated H-index: 1
,
Stuart Greene1
Estimated H-index: 1
Contents: B. Walvoord, Foreword. L. Flower, Preface. S.L. Fox, S. Greene, K.L. Weese, Introduction: The Value of the University of Wisconsin-Madison's First-Year Writing Curriculum. Part I: The Wisconsin Program. K.L. Weese, Learning From Students: An Approach to Teaching Beginning College Writers. S.L. Fox, Inviting Students to Join the Literacy Conversation: Toward a Collaborative Pedagogy for Academic Literacy. K.L. Weese, "Only Connect": Sequencing Assignments in the Beginning Writing Class....
Cited By12
Newest
Published on Oct 2, 2018in Educational Psychologist5.96
Paul Deane12
Estimated H-index: 12
(Princeton University)
This article argues for a conceptualization of school writing that emphasizes how cognitive and sociocultural factors interact. In academic, professional, and affinity-based communities, an emphasis on standards of quality drives the adoption of such practices as revision and peer and expert review. In school, everyday writing practices center around demonstrations of knowledge (taking notes, writing summaries, providing personal responses to readings, completing worksheets, etc.) where the teac...
Published on Aug 8, 2017in British Journal of Guidance & Counselling0.72
Reinekke Lengelle7
Estimated H-index: 7
(Athabasca University),
Sjon F. Ashby2
Estimated H-index: 2
(Bellevue University)
ABSTRACTWriting as soul work refers to the active engagement of students in transformative writing activities in a group setting with the aim to enable students to develop new, more empowering narratives. This article explains how soul work through writing can be used to foster career adaptability, expressed in the form of increased awareness and self-direction. We summarise the labour market realities that underlie a need for more narrative approaches and introduce writing as soul work as a pot...
Published on Jan 1, 2015
Paul Heilker5
Estimated H-index: 5
,
Peter Vandenberg2
Estimated H-index: 2
Published on Dec 1, 2013in Learning and Individual Differences1.81
Jill V. Jeffery6
Estimated H-index: 6
(UNM: University of New Mexico),
Michael J. Kieffer28
Estimated H-index: 28
(NYU: New York University),
Paul Kei Matsuda20
Estimated H-index: 20
(ASU: Arizona State University)
Abstract We present a review of literature drawn from two prominent journals in the fields of Teaching English to Speakers of Other Languages ( TESOL Quarterly ) and English Education ( Research in the Teaching of English ) that publish writing research regarding secondary and lower-division postsecondary learners. The purpose of the review is to compare how the two journals represent conceptions of writing — conceptions that shape research designs, data analyses, and the interpretations of find...
Published on Jan 1, 2013
Heather Camp1
Estimated H-index: 1
(MSU: Minnesota State University, Mankato)
Published on Jan 1, 2012in Written Communication1.22
Nigel Harwood15
Estimated H-index: 15
,
Bojana Petrić8
Estimated H-index: 8
This article reports the results of an interview-based study which investigated the citation behavior in the assignment writing of two second-language postgraduate business management students, Sofie and Tara. Discourse-based interviews were used to elicit the students’ own perspectives on their citation behavior in two of their assignments. Citations were one of the ways in which Sofie and Tara enacted performance (Goffman, 1959), aiming to create a favorable impression on the assignment marker...
Published on Aug 1, 2009in Research in The Teaching of English1.68
Beth Lewis Samuelson4
Estimated H-index: 4
This study examines discussions of model papers in a high school Advanced Placement English classroom where students were preparing for a high-stakes writing assessment. Much of the current research on talk about writing in various contexts such as classroom discourse, teacher-student writing conferences, and peer tutoring has emphasized the social and constructive nature of instructional discourse. Building on this work, the present study explored how talk about writing also takes on a performa...
Published on Jul 9, 2007in Reading Research Quarterly2.70
Mark Allen Dressman8
Estimated H-index: 8
(UIUC: University of Illinois at Urbana–Champaign)
The use of broad theories of reading, social cognition, and social history to frame the study of literacy was investigated, and implications of this relatively recent trend were considered. Sixty-nine articles published between 1992 and 2003 in Journal of Literacy Research/Journal of Reading Behavior, Reading Research Quarterly, and Research in the Teaching of English were selected for analysis. An inventory was made of the general topic and the schools of theory used, of the specific sections o...
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