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| from silence to words writing as struggle: Landmark Essays on Writing Process Sondra Perl, 1994 First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company. |
| from silence to words writing as struggle: Women/Writing/Teaching Jan Zlotnik Schmidt, 1998-01-01 Presents autobiographical visions of women writing teachers--their intertwined lives as professionals, feminists, writers, instructors, and colleagues. |
| from silence to words writing as struggle: Dialogue on Writing Geraldine DeLuca, Len Fox, Mark -Ameen Johnson, Myra Kogen, Geri DeLuca, 2013-06-17 This primary textbook for courses on theories & methods of teaching at the college writing level brings together seminal articles, followed by questions for reflection, writing, and discussion. |
| from silence to words writing as struggle: Self+Culture+Writing Rebecca Jackson, Jackie Grutsch McKinney, 2021-09-21 Literally translated as “self-culture-writing,” autoethnography—as both process and product—holds great promise for scholars and researchers in writings studies who endeavor to describe, understand, analyze, and critique the ways in which selves, cultures, writing, and representation intersect. Self+Culture+Writing foregrounds the possibility of autoethnography as a viable methodological approach and provides researchers and instructors with ways of understanding, crafting, and teaching autoethnography within writing studies. Interest in autoethnography is growing among writing studies scholars, who see clear connections to well-known disciplinary conversations about personal narrative, as well as to the narrative turn in general and social justice efforts in particular. Contributions by authors from diverse backgrounds and institutional settings are organized into three parts: a section of writing studies autoethnographies, a section on how to teach autoethnography, and a section on how ideas about autoethnography in writing studies are evolving. Self+Culture+Writing discusses the use of autoethnography in the writing classroom as both a research method and a legitimate way of knowing, providing examples of the genre and theoretical discussions that highlight the usefulness and limitations of these methods. Contributors: Leslie Akst, Melissa Atienza, Ross Atkinson, Alison Cardinal, Sue Doe, Will Duffy, John Gagnon, Elena Garcia, Guadalupe Garcia, Caleb Gonzalez, Lilly Halboth, Rebecca Hallman Martini, Kirsten Higgins, Shereen Inayatulla, Aliyah Jones, Autumn Laws, Soyeon Lee, Louis M. Maraj, Kira Marshall-McKelvey, Jennifer Owen, Tiffany Rainey, Marcie Sims, Amanda Sladek, Trixie Smith, Anthony Warnke |
| from silence to words writing as struggle: Basic Writing George Otte, Rebecca Williams Mlynarczyk, 2010-03-15 Framed by historic developments—from the Open Admissions movement of the 1960s and 1970s to the attacks on remediation that intensified in the 1990s and beyond—Basic Writing traces the arc of these large social and cultural forces as they have shaped and reshaped the field. |
| from silence to words writing as struggle: The Writer's Book of Memory Janine Rider, 2013-11-05 Memory has long been ignored by rhetoricians because the written word has made memorization virtually obsolete. Recently however, as part of a revival of interest in classical rhetoric, scholars have begun to realize that memory offers vast possibilities for today's writers. Synthesizing research from rhetoric, psychology, philosophy, and literary and composition studies, this volume brings together many historical and contemporary theories of memory. Yet its focus is clear: memory is a generator of knowledge and a creative force which deserves attention at the beginning of and throughout the writing process. This volume emphasizes the importance of recognizing memory's powers in an age in which mass media influence us all and electronic communication changes the way we think and write. It also addresses the importance of the individual memory and voice in an age which promotes conformity. Written in a strong, lively personal manner, the book covers a great deal of scholarly material. It is never overbearing, and the extensive bibliography offers rich vistas for further study. |
| from silence to words writing as struggle: Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students Hanc?-Azizoglu, Eda Ba?ak, Kavakl?, Nurdan, 2020-12-11 The aptitude to write well is increasingly becoming a vital element that students need to succeed in college and their future careers. Students must be equipped with competent writing skills as colleges and jobs base the acceptance of students and workers on the quality of their writing. This situation captures the complexity of the fact that writing represents higher intellectual skills and leads to a higher rate of selection. Therefore, it is imperative that best strategies for teaching writing speakers of other languages is imparted to provide insights to teachers who can better prepare their students for future accomplishments. Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students examines the theoretical and practical implications that should be put in place for second language writers and offers critical futuristic and linguistic perspectives on teaching writing to speakers of other languages. Highlighting such topics as EFL, ESL, composition, digital storytelling, and forming identity, this book is ideal for second language teachers and writing instructors, as well as academicians, professionals, researchers, and students working in the field of language and linguistics. |
| from silence to words writing as struggle: Contrastive Rhetoric Revisited and Redefined Clayann Gilliam Panetta, 2000-11 This volume demonstrates the role of contrastive rhetoric in ESL courses, and offers suggestions for using CR toward cultural understanding of rhetorical decisions. For scholars and educators in composition, rhetoric, education, ESL, and related areas. |
| from silence to words writing as struggle: Negotiating Academic Literacies Vivian Zamel, Ruth Spack, 2012-08-06 Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsiders the current debate about the nature of academic literacies. In this volume, the term academic literacies denotes multiple approaches to knowledge, including reading and writing critically. College classrooms have become sites where a number of languages and cultures intersect. This is the case not only for students who are in the process of acquiring English, but for all learners who find themselves in an academic situation that exposes them to a new set of expectations. This book is a contribution to the effort to discover ways of supporting learning across languages and cultures--and to transform views about what it means to teach and learn, to read and write, and to think and know. Unique to this volume is the inclusion of the perspectives of writers as well as those of teachers and researchers. Furthermore, the contributors reveal their own struggles and accomplishments as they themselves have attempted to negotiate academic literacies. The chronological ordering of articles provides a historical perspective, demonstrating ways in which issues related to teaching and learning across cultures have been addressed over time. The readings have consistency in terms of quality, depth, and passion; they raise important philosophical questions even as they consider practical classroom applications. The editors provide a series of questions that enable the reader to engage in a generative and exciting process of reflection and inquiry. This book is both a reference for teachers who work or plan to work with diverse learners, and a text for graduate-level courses, primarily in bilingual and ESL studies, composition studies, English education, and literacy studies. |
| from silence to words writing as struggle: Cultivating Critical Language Awareness in the Writing Classroom Shawna Shapiro, 2022-02-14 This book introduces Critical Language Awareness (CLA) Pedagogy as a robust and research-grounded framework to engage and support students in critical examinations of language, identity, privilege and power. Starting with an accessible introduction to CLA, chapters cover key topics—including World Englishes, linguistic prejudice, news media literacy, inclusive language practices, and more—in an inviting and thought-provoking way to promote reflection and analysis. Part I provides an overview of the foundations of CLA pedagogy, while Part II highlights four instructional pathways for CLA pedagogy: Sociolinguistics, Critical Academic Literacies, Media/Discourse Analysis, and Communicating Across Difference. Each pathways chapter is structured around Essential Questions and Transferrable Skills, and includes three thematic learning sequences. Part III offers tools and guidance for tailoring CLA pedagogy to the reader’s own teaching context and to students’ individual needs. The volume’s wealth of resources and activities are a pedagogical toolkit for supporting and embracing linguistic diversity in the classroom. The cohesive framework, concrete strategies, engaging activities, and guiding questions in this volume allow readers to come away with not only a deeper understanding of CLA, but also a clear roadmap for implementing CLA pedagogy in the classroom. Synthesizing relevant research from educational linguistics and writing studies, this book is ideal for courses in English/literacy education, college composition, L2 writing instruction, and educational linguistics. |
| from silence to words writing as struggle: Landmark Essays on ESL Writing Tony Silva, Paul Kei Matsuda, 2013-10-31 In recent years, the number of nonnative speakers of English in colleges and universities in North America has increased dramatically. As a result, more and more writing teachers have found themselves working with these English as a Second Language (ESL) students in writing classes that are designed primarily with monolingual, native-English-speaking students in mind. Since the majority of institutions require these students to enroll in writing courses at all levels, it is becoming increasingly important for all writing teachers to be aware of the presence and special linguistic and cultural needs of ESL writers. This increase in the ESL population has, over the last 40 years, been paralleled by a similar growth in research on ESL writing and writing instruction--research that writing teachers need to be familiar with in order to work effectively with ESL writers in writing classrooms of all levels and types. Until recently, however, this body of knowledge has not been very accessible to writing teachers and researchers who do not specialize in second language research and instruction. This volume is an attempt to remedy this problem by providing a sense of how ESL writing scholarship has evolved over the last four decades. It brings together 15 articles that address various issues in second language writing in general and ESL writing in particular. In selecting articles for inclusion, the editors tried to take a principled approach. The articles included in this volume have been chosen from a large database of publications in second language writing. The editors looked for works that mirrored the state of the art when they were published and made a conscious effort to represent a wide variety of perspectives, contributions, and issues in the field. To provide a sense of the evolution of the field, this collection is arranged in chronological order. |
| from silence to words writing as struggle: A Rhetoric for Writing Program Administrators 2e Rita Malenczyk, 2016-09-01 A Rhetoric for Writing Program Administrators (2nd Edition) presents the major issues and questions in the field of writing program administration. The collection provides aspiring, new, and seasoned WPAs with the theoretical lenses, terminologies, historical contexts, and research they need to understand the nature, history, and complexities of their intellectual and administrative work. |
| from silence to words writing as struggle: Writing Games Christine Pears Casanave, 2005-04-11 This work explores how writers from several different cultures learn to write in their academic settings, and how their writing practices intersect with their evolving identities as students and professionals in academic environments. |
| from silence to words writing as struggle: Framing Identities Wendy S. Hesford, 1999 |
| from silence to words writing as struggle: Generation 1.5 Meets College Composition Linda Harklau, Kay M. Losey, Meryl Siegal, 1999-05 Brings together writing researchers & educators to identify & explore the linguistic, ethical, & cultural issues that attend teaching college writing to US-educated, linguistically diverse students. Three sections focus on students, classrooms,& programs |
| from silence to words writing as struggle: Student Writing Theresa M. Lillis, 2002-01-04 Student Writing presents an accessible and thought-provoking study of academic writing practices. Informed by 'composition' research from the US and 'academic literacies studies' from the UK, the book challenges current official discourse on writing as a 'skill'. Lillis argues for an approach which sees student writing as social practice. The book draws extensively on a three-year study with ten non-traditional students in higher education and their experience of academic writing. Using case study material - including literacy history interviews, extended discussions with students about their writing of discipline specific essays, and extracts from essays - Lillis identifies the following as three significant dimensions to academic writing: * Access to higher education and to its language and literacy representational resources * Regulation of meaning making in academic writing * Desire for participation in higher education and for choices over ways of meaning in academic writing. Student Writing: access, regulation, desire raises questions about why academics write as they do, who benefits from such writing, which meanings are valued and how, on what terms 'outsiders' get to be 'insiders' and at what costs. |
| from silence to words writing as struggle: Everyone Can Write Peter Elbow, 2000-01-27 With Writing without Teachers (OUP 1975) and Writing with Power (OUP 1995) Peter Elbow revolutionized the teaching of writing. His process method--and its now commonplace free writing techniques--liberated generations of students and teachers from the emphasis on formal principles of grammar that had dominated composition pedagogy. This new collection of essays brings together the best of Elbow's writing since the publication of Embracing Contraries in 1987. The volume includes sections on voice, the experience of writing, teaching, and evaluation. Implicit throughout is Elbow's commitment to humanizing the profession, and his continued emphasis on the importance of binary thinking and nonadversarial argument. The result is a compendium of a master teacher's thought on the relation between good pedagogy and good writing; it is sure to be of interest to all professional teachers of writing, and will be a valuable book for use in composition courses at all levels. |
| from silence to words writing as struggle: Feminine Principles and Women's Experience in American Composition and Rhetoric Louise Phelps, Janet Emig, 2020-03-16 In this unique collection, the editors and authors examine, against a rich historical background, the complex contributions that women have made to composition and rhetoric in American education. Using varied and at times experimental modes of presentation to portray teachers and learners at work, including the very young and the elderly, the text provides a generous and fresh feminine perspective on the field. |
| from silence to words writing as struggle: Research Anthology on Bilingual and Multilingual Education Management Association, Information Resources, 2021-10-29 Given the boost in global immigration and migration, as well as the emphasis on creating inclusive classrooms, research is turning to the challenges that teachers face with the increasing need for bilingual and multilingual education. The benefits of bilingual education are widespread, allowing students to develop important cognitive skills such as critical thinking and problem solving as well as opening further career opportunities later in life. However, very few resources are available for the successful practice and implementation of this education into the curriculum, with an even greater lack of appropriate cultural representation in the classroom. Thus, it is essential for educators to remain knowledgeable on the emerging strategies and procedures available for making bilingual and multilingual education successful. The Research Anthology on Bilingual and Multilingual Education is a comprehensive reference source on bilingual and multilingual education that offers the latest insights on education strategy and considerations on the language learners themselves. This research anthology features a diverse collection of authors, offering valuable global perspectives on multilingual education. Covering topics such as gamification, learning processes, and teaching models, this anthology serves as an essential resource for professors, teachers, pre-service teachers, faculty of K-12 and higher education, government officials, policymakers, researchers, and academicians with an interest in key strategy and understanding of bilingual and multilingual education. |
| from silence to words writing as struggle: Reformers, Teachers, Writers Neal Lerner, 2019-07-03 In Reformers, Teachers, Writers, Neal Lerner explores the distinction between curriculum and pedagogy in writing studies—and the ways in which failing to attend to that distinction results in the failure of educational reform. Lerner’s mixed-methods approach—quantitative, qualitative, textual, historical, narrative, and theoretical—reflects the importance and effects of curriculum in a wide variety of settings, whether in writing centers, writing classrooms, or students’ out-of-school lives, as well as the many methodological approaches available to understand curriculum in writing studies. The richness of this approach allows for multiple considerations of the distinction and relationship between pedagogy and curriculum. Chapters are grouped into three parts: disciplinary inquiries, experiential inquiries, and empirical inquiries, exploring the presence and effect of curriculum and its relationship to pedagogy in multiple sites, both historical and contemporary, and for multiple stakeholders. Reformers, Teachers, Writers calls out writing studies’ inattention to curriculum, which hampers efforts to enact meaningful reform and to have an impact on larger conversations about education and writing. The book will be invaluable to scholars, teachers, and administrators interested in rhetoric and composition, writing studies, and education. |
| from silence to words writing as struggle: Reworking English in Rhetoric and Composition Bruce Horner, Karen Kopelson, 2014-07-25 In Reworking English in Rhetoric and Composition, editors Bruce Horner and Karen Kopelson gather leading scholars and new voices in the field of rhetoric and composition to offer a dynamic new perspective on English as it is used today. This provocative volume explores the myriad ways in which English is constantly redefined, revised, and redirected through specific, located acts of writing, rhetoric, teaching, and learning. Contributors provide insightful contributions to the study of English from both national and international perspectives, revealing the language as a fluid and constantly changing manner of expression that challenges established notions. In part one, “Reworking Language,” writers call into question the idea of language as a static, stable entity. In part two, “Locations and Migrations: Global/Local Interrogations,” contributors explore the impact of writing and teaching English in both in the United States and abroad, from Arkansas and Oklahoma to China, Jamaica, and Lebanon. Part three, “Pedagogical/Institutional Interventions,” addresses English in institutional settings and the implications for future pedagogical work. Each essay in this revolutionary volume substantiates two key premises for the rethinking of English: first, that languages are susceptible to constant change through the very acts of writing, teaching, and learning, and second, that this reworking occurs as it moves between various temporal and spatial locations. Throughout the volume, the variety and flexibility of English across the globe are both advocated and revealed, rejecting dominant Anglophone perspectives and instead placing language in cross-cultural contexts. Brimming with informative and thought-provoking insights, Reworking English in Rhetoric and Composition breathes new life into the field and provides direction for scholars and teachers looking to the future of English. |
| from silence to words writing as struggle: Landmark Essays on Writing Centers Christina Murphy, Joe Law, 2013-10-18 This collection introduces the reader to the ideas that have shaped writing center theory and practice. The essays have been selected not only for the insight they offer into issues but also for their contributions to writing center scholarship. These papers help to chart the legitimation of writing centers by providing both a history and an examination of the philosophies, praxis, and politics that have defined this emerging field. They demonstrate the ways a clearer profile of the discipline has emerged from the research and reflection of writers, like those represented here. This volume charts the emergence of writing centers and the growing recognition of their contributions, roles, and importance. As a nascent discipline, writing centers reflect the concerns with marginality and with finding a respected place in the academy that characterize any new field of academic inquiry, practice, and research. Concomitantly, professionals in these fields seek standing within the academy and a way of defining and validating their contributions to the educational process. Contemporary writing center theorists look to interdisciplinary and multidisciplinary investigations to interpret the work they do and to clarify their aims to the academy at large. Their work employs a variety of philosophical perspectives -- ranging from sociolinguistics to psychoanalytic theory -- to show the complex nature and potential of writing center interactions. The idea has now become the multidimensional realities of the writing center within the academy and within society as a whole. What its role will be in future redefinitions of the educational process, how that role will be negotiated and evaluated, and how professionals will shape educational values will constitute the future landmark directions and essays on writing center theory and practice. |
| from silence to words writing as struggle: Literacy as Social Exchange Maureen M. Hourigan, 1994-09-27 Literacy as Social Exchange examines the intersection of culture and literacy education. In particular, it explores the roles that class, race, ethnicity, and gender play in students' learning to negotiate the conventions of academic discourse. It argues that recent literacy scholarship has tended to isolate class, gender, and culture as discrete, marginalizing factors, but such isolation may unintentionally silence voices from non-Western, non-mainstream cultures. Writing program administrators and writing teachers who are interested in constructing programs that address the needs of all students in increasingly multicultural classrooms, will need to examine how cultural factors influence the way students learn to read, write, and think critically. The author points out that some of the most influential scholars writing about the plight of underprivileged writers teach at some of the most exclusive institutions in the nation. These basic writers are not nearly so disadvantaged as many of the student writers most writing teachers encounter every day. The author explores enrollment trends in higher education that indicate conclusively that writing classrooms will soon be filled with students from non-Western, non-mainstream cuiltures. Because these students' rhetorical and literacy traditions will be unlike both those of their teachers and of the basic writers upon which so much literacy scholarship focuses, educators and literacy scholars need to increasingly conceptualize literacy in its larger political, social, and economic contexts. |
| from silence to words writing as struggle: Teaching and Advocating to Prepare Student Leaders for a Diverse Workplace Mary Alice Trent, Peggy Stevenson Ratliff, 2024-10-11 Each contributing author offers a unique perspective from their specific college discipline. Some of the scholarly essays focus on issues of health and wellbeing during the COVID crisis and what college educators can learn from those experiences to better equip them for handling such disruptions in the future. Other contributing authors focus on diversity of race and gender by exploring injustices as revealed in ethnic and minority literature and gender-focused literature. Some scholarly essays reveal how teaching foreign languages can foster a diversity consciousness in students and expose them to cultural experiences and cross-cultural communication of diverse people around the world. Some of the contributing authors use their agency to advocate for access for students who have experienced underrepresentation and to promote building an inclusive multicultural campus. Students with developed critical thinking skills, collaborative skills, and cultural intelligence will be prepared for leadership stateside and abroad. |
| from silence to words writing as struggle: The Divided States Laura J. Beard, Ricia Anne Chansky, 2023-01-10 What is an “American” identity? The tension between populism and pluralism, between homogeneity and heterogeneity, has marked the United States since its inception. In The Divided States, leading scholars and critics argue that the US is, and has always been, a site where multiple national identities intersect in productive and challenging ways. Scrutinizing conflicting nationalisms and national identities, the authors ask, Whose stories get told and whose do not? Who or what promotes the idea of a unified national identity in the United States? How is the notion of a unified national identity disrupted? What myths and stories bind the US together? How representative are these stories? What are the counternarratives? And, if the idea of national homogeneity is a fallacy, what does tie us together as a nation? Working across auto/biography studies, American studies, and human geography—all of which deal with the current interest in competing narratives, “alternative facts,” and accountability—the essays engage in and contribute to critical conversations in classrooms, scholarship, and the public sphere. The authors draw from a variety of fields, including anthropology; class analysis; critical race theory; diasporic, refugee, and immigration studies; disability studies; gender studies; graphic and comix studies; Indigenous studies; linguistics; literary studies; sociology; and visual culture. And the genres under scrutiny include diary, epistolary communication, digital narratives, graphic narratives, literary narratives, medical narratives, memoir, oral history, and testimony. This fresh and theoretically engaged volume will be relevant to anyone interested in the multiplicity of voices that make up the US national narrative. |
| from silence to words writing as struggle: Academic Reading - Second Edition Janet Giltrow, 2002-03-21 This reader has been designed to accompany Giltrow’s Academic Writing, one of the key principles of which is that there is a close connection between the processes of reading and of writing academic prose. Each reading is preceded by introductory commentary, questions, and suggestions for discussion, and the book also includes a brief general introduction. As with Giltrow’s Academic Writing, her Academic Reading is a challenging text. At its core are examples of actual academic writing of the sort that students must learn to deal with daily, and to write themselves. As newcomers to the scholarly community, students can find that community’s ways of reading and writing mysterious, unpredictable and intimidating. Academic Reading demystifies the scholarly genres, shedding light on their discursive conventions. Throughout, Academic Reading respects the student writer; it engages the reader’s interest without ever condescending, and it avoids entirely the arbitrary and the dogmatic. The second edition is expanded to include twenty-one selections, nineteen of which come from scholarly publications, and more than half of which are new to this edition. |
| from silence to words writing as struggle: Learners in Transition Yoke Sim Fong, 2018-10-26 As the number of Chinese students learning English increases worldwide, the need for teachers to understand the characteristics and challenges facing this group of learners grows. This is particularly true for those students moving from an English as a Foreign Language context to an English as a Second Language/International Language one where they experience academic, linguistic and sociocultural transitions. Drawing on over 20 years’ experience teaching English courses to Chinese learners, the author aims to highlight key findings to aid understanding, improve teachers’ practice and offer pedagogical recommendations. Using students’ voices, the book covers: how the traditional Chinese culture of learning plays a role; how new learning contexts provide opportunities and empowerment; how learners’ beliefs and strategies are interconnected; how their motivation and identity underscore the power of real and imagined communities, and finally, that affect matters, showing how learners are propelled by the trajectory of their emotions. The book cites from the rich data collected over a five-year period to authenticate the findings and recommendations but also to give voice to this group of learners to challenge the stereotype of the passive Chinese learner. The essential insights contained within are useful for pre- and in-service teachers of English and researchers interested in language education around the world. |
| from silence to words writing as struggle: "Strangers" of the Academy Guofang Li, Gulbahar H. Beckett, 2023-07-12 No less than other minorities, Asian women scholars are confronted with racial discrimination and stereotyping as well as disrespect for their research, teaching, and leadership, and are underrepresented in academia. In the face of such barriers, many Asian female scholars have developed strategies to survive and thrive. This book is among the first to examine their lived experience in Western academic discourses. It addresses the socio-cultural, political, academic, and personal issues that Asian female scholars encounter in higher education. The contributors to this book include first- and second-generation immigrants who are teachers and researchers in higher education and who come from a wide range of Asian nations and backgrounds. They here combine new research and personal narratives to explore the intersecting layers of relationships that impact their lives—language, culture, academic discourses, gender, class, generation, and race. The book is replete with the richness and complexity of these scholars’ struggles and triumphs in their professional and personal realms.This powerful and engaging volume:* Examines and celebrates the struggles and triumphs that Asian female scholars experience as they try to “make it” in academic environments that may differ sharply from the culture of their countries of origin; * Highlights the unique contributions the authors have made to research, theory, and the profession;* Establishes the authors’ claim to visibility and a voice for themselves and more generally for Asian women in the academy; * Opens a dialogue on these critical issues by sharing the academic and personal experiences of senior and junior scholars alike; and * Contributes to the on-going discussion on issues pertinent to the status of minority female scholars in higher education. |
| from silence to words writing as struggle: Gender and the Journal Associate Professor of English and Director of Core Writing Cinthia Gannett, Cinthia Gannett, 1992-01-01 This book explores the gendered historical and social contexts and discursive traditions that have characterized journals and diaries in academic discourse. The tension between the term journal, which has a variety of positive public and scholarly connotations, and the term diary, which is currently understood as a feminized, trivial, and confessional kind of writing inappropriate for school, is a critical part of the problem. This book uses the developing and shifting notions of diary and journal to explore several critical questions about the larger relations between gender, language, canonicity, and academic discourse. |
| from silence to words writing as struggle: Learning to Rival Linda Flower, Elenore Long, Lorraine Higgins, 2000-04-01 Learning to Rival tells the inside story of college and high school writers learning to rival--to actively seek rival hypotheses and negotiate alternative perspectives on charged questions. It shows how this interdisciplinary literate practice alters with the context of use and how, in learning to rival in school and out, students must often negotiate conflicts not apparent to instructors. This study of the rival hypothesis stance--a powerful literate practice claimed by both humanities and science--initially posed two questions: * how does the rival hypothesis stance define itself as a literate practice as we move across the boundaries of disciplines and genres, of school and community? * how do learners crossing these boundaries interpret and use the family of literate practices, especially in situations that pose problems of intercultural understanding? Over the course of this project with urban teenagers and minority college students, the rival hypothesis stance emerged as a generative and powerful tool for intercultural inquiry, posing in turn a new question: how can the practice of rivaling support the difficult and essential art of intercultural interpretation in education? The authors present the story of a literate practice that moves across communities, as well as the stories of students who are learning to rival across the curriculum. Learning to Rival offers an active, strategic approach to multiculturalism, addressing how people negotiate and use difference to solve problems. In the spirit of John Dewey's experimental way of knowing, it presents a multifaceted approach to literacy research, combining contemporary research methods to show the complexity of rivaling as a literate practice and the way it is understood and used by a variety of writers. As a resource for scholars, teachers, and administrators in writing across the curriculum studies, writing program administration, service learning, and community based projects, as well as literacy, rhetoric, and composition, this volume reveals how learning a new literate practice can force students to encounter and negotiate conflicts. It also provides a model of an intercultural inquiry that uses difference to understand a shared problem. |
| from silence to words writing as struggle: Singular Texts/plural Authors Lisa S. Ede, Andrea A. Lunsford, 1992 Why write together? the authors ask. They answer that question here, in the first book to combine theoretical and historical explorations with actual research on collaborative and group writing. Lisa Ede and Andrea Lunsford challenge the assumption that writing is a solitary act. That challenge is grounded in their own personal experience as long-term collaborators and in their extensive research, including a three-stage study of collaborative writing supported by the Fund for the Improvement of Post-Secondary Education. The authors urge a fundamental change in our institutions to accommodate collaboration by radically resituating power in the classroom and by instituting rewards for collaborative work that equal rewards for single-authored work. They conclude with the injunction: Today and in the twenty-first century, our data suggest, writers must be able to work together. They must, in short, be able to collaborate. |
| from silence to words writing as struggle: Teachers' Voices Freema Elbaz Luwisch, 2006-04-01 This book draws on ideas about the nature of teaching and teacher knowledge, teacher development and school reform, and narrative as methodology for understanding the lives and work of teachers. These ideas have been elaborated over the past 20 years or so by many researchers who see storytelling as the interactive process, which constitutes the site of the production of teachers’ knowledge. Narrative research makes it possible to pay attention to the wider concerns that shape the work of teaching, looking at the whole lives of teachers and other educational practitioners, and exploring those lives as embedded in multiple contexts. Listening to teachers speak about whatever most concerns them in their work, it is not surprising that we hear a wide range of different voices not only from different teachers but within the speech of any one teacher. The purpose of this book is to reflect back to the field a multidimensional, multivoiced portrayal of teaching as it is, bringing our attention to both the complexity and the possibility inherent in the work of teachers. Approaching teaching in this way, as multivoiced, allows us to hear possibilities for change and development in the stories of teachers and classrooms. |
| from silence to words writing as struggle: Like What We Imagine David Bartholomae, 2021-11-16 David Bartholomae has been a prominent figure in the field of composition and rhetoric for almost five decades. This is an end-of-career book, a collection of late essays that reflect on the teaching of reading and writing, on the challenges and value of students’ work, and on the place of English in the university curriculum. The chapters are unified by a thread that connects some of the books and ideas, people and places, students and courses that shaped and sustained his work as a scholar and teacher over time. Several chapters present and discuss extended examples of student writing. The essays trace his formation from the early days of “Basic Writing” to his final engagements with study abroad and travel writing, where he had the chance to think again, and in radically different settings, about the fundamental problems of communication across linguistic and cultural divides. |
| from silence to words writing as struggle: Publishing in Rhetoric and Composition Gary A. Olson, Todd W. Taylor, 1997-03-13 Publishing in Rhetoric and Composition is a collection of essays about the politics and practices of generating scholarship in rhetoric and composition. The contributors to this book, many of whom are current or past editors of the discipline's most prestigious scholarly journals, undoubtedly have their finger on the pulse of composition's most current scholarship and offer invaluable insight into the production and publication of original research. They discuss publishing articles and reviews, as well as book-length projects, including scholarly monographs, edited collections, and textbooks. They also address such topics as how composition research is valued in English departments, recent developments in electronic publishing, the work habits of successful academic writers, and the complications of mentoring graduate students in a publish-or-perish profession. An inviting and helpful tone makes this an ideal textbook for research methodology and professional writing courses. |
| from silence to words writing as struggle: Crossing Cultures Judith Oster, 2003 In this important new study, Judith Oster looks at the literature of Chinese Americans and Jewish Americans in relation to each other. Examining what is most at issue for both groups as they live between two cultures, languages, and environments, Oster focuses on the struggles of protagonists to form identities that are necessarily bicultural and always in process. Recognizing what poststructuralism has demonstrated regarding the instability of the subject and the impossibility of a unitary identity, Oster contends that the writers of these works are attempting to shore up the fragments, to construct, through their texts, some sort of wholeness and to answer at least partially the questions Who am I? and Where do I belong? --Book Jacket. |
| from silence to words writing as struggle: Politics Of Remediation Mary Soliday, 2002-09-01 While some students need more writing instruction than others, The Politics of Remediation reveals how that need also pertains to the institutions themselves. Mary Soliday argues that universities may need remedial English to alleviate their own crises in admissions standards, enrollment, mission, and curriculum, and English departments may use remedial programs to mediate their crises in enrollment, electives, and relationships to the liberal arts and professional schools.Following a brief history of remedial English and the political uses of remediation at CCNY before, during, and after the open admissions policy, Soliday questions the ways in which students' need for remedial writing instruction has become widely associated with the need to acculturate minorities to the university. In disentangling identity politics from remediation, she challenges a powerful assumption of post-structuralist work: that a politics of language use is equivalent to the politics of access to institutions. |
| from silence to words writing as struggle: Building a Community, Having a Home Jennifer Sano-Franchini, Terese Guinsatao Monberg, 2017-02-18 Documents how Asian/Asian American teacher-scholars have emerged within and contributed to a number of areas in rhetoric and composition, as well as the National Council of Teachers of English and the Conference on College Composition and Communication in diverse and substantial ways from the 1960s to contemporary times. |
| from silence to words writing as struggle: Teaching in the 21st Century Alice Robertson, Barbara Smith, 2002-05-03 The essays in this book argue that the active learning strategies that teachers trained in composition use for their literature courses can be exported to other disciplines to enhance both teacher performance and student learning. The book provides and explains examples of those strategies and illustrates how they have been effectively used in other disciplines. |
| from silence to words writing as struggle: Toward a Grammar of Passages Richard M. Coe, Conference on College Composition and Communication (U.S.), 1988 Richard M. Coe has developed such a “grammar,” one which uses a simple graphic instrument to analyze the meaningful relationships between sentences in a passage and to clarify the function of structure in discourse. Working in the tradition of Christensen’s generative rhetoric, Coe presents a two-dimensional graphic matrix that effectively analyzes the logical relations between statements by mapping coordinate, subordinate, and superordinate relationships. Coe demonstrates the power of his discourse matrix by applying it to a variety of significant problems, such as how to demonstrate discourse differences between cultures (especially between Chinese and English), how to explain precisely what is “bad” about the structure of passages that do not work, and how best to teach structure. This new view of the structure of passages helps to articulate crucial questions about the relations between form and function, language, thought and culture, cognitive and social processes. |
| from silence to words writing as struggle: Good God but You Smart! Nichole E. Stanford, 2016-10-14 Taking Cajuns as a case study, Good God but You Smart! explores the subtle ways language bias is used in classrooms, within families, and in pop culture references to enforce systemic economic inequality. It is the first book in composition studies to examine comprehensively, and from an insider’s perspective, the cultural and linguistic assimilation of Cajuns in Louisiana. The study investigates the complicated motivations and cultural concessions of upwardly mobile Cajuns who “choose” to self-censor—to speak Standardized English over the Cajun English that carries their cultural identity. Drawing on surveys of English teachers in four Louisiana colleges, previously unpublished archival data, and Pierre Bourdieu’s theory of the legitimate language, author Nichole Stanford explores how socioeconomic and political pressures rooted in language prejudice make code switching, or self-censoring in public, seem a responsible decision. Yet teaching students to skirt others’ prejudice toward certain dialects only puts off actually dealing with the prejudice. Focusing on what goes on outside classrooms, Stanford critiques code switching and cautions users of code meshing that pedagogical responses within the educational system are limited by the reproductive function of schools. Each theory section includes parallel memoir sections in the Cajun tradition of storytelling to open an experiential window to the study without technical language. Through its explication of language legitimacy and its grounding in lived experience, Good God but You Smart! is an essential addition to the pedagogical canon of language minority studies like those of Villanueva, Gilyard, Smitherman, and Rose. |
My Experience with Loud, Screaming Tinnitus: Struggles, …
Feb 24, 2025 · Aww, to hear silence. How lovely for you. As for me, my tinnitus does not really bother me in daily life, but it affects my ability to sleep. If I could learn to sleep with it without …
My Tinnitus Becomes Calm in Silence and Aggravates After Noise …
Dec 26, 2024 · I developed tinnitus a little over two weeks ago and am still unsure of the cause, though I have some ideas: Job-related noise: I've been working in a factory for a month. The …
Back to Silence | Page 20 | Tinnitus Talk Support Forum
Dec 7, 2014 · Remove my reactive/sound sensitive debilitating aspect to my tinnitus, and I could master "Back to Silence" with all my tinnitus sounds in about 2 weeks. Reactivity is such a …
Should I Be in Silence or Expose Myself to Sound? (Reactive …
Jan 16, 2025 · Listen to the screaming tinnitus in silence. Turn on soothing sounds but endure the reactive beeping, even at very low volumes. I've tried to stay positive, focusing on encouraging …
Avoiding Silence: Why? | Tinnitus Talk Support Forum
Dec 4, 2016 · One day in silence, a few hours of silence isn't really a problem at all. It's just that some people consciously avoid sounds because they fear that it will increase or affect their T …
Being in Silent Environments Reduces My Tinnitus
Nov 2, 2024 · Here's what I've noticed: silence tends to reduce my tinnitus, while noise seems to make it worse. Often, when I wake up in the morning, my tinnitus is almost non-existent, but as …
Treating Tinnitus with Silence? | Tinnitus Talk Support Forum
Sep 27, 2014 · Total silence does not give the ears "a break." Total silence puts tremendous strain on the auditory system as it strives mightily to do what it was intended to do in the first …
What Is Silence Like? Please Describe It — I Can't Remember a Day ...
Apr 21, 2021 · I haven't heard absolute silence like prior to tinnitus in nearly 4 years. But about 2½ years ago I had a cold that somehow reduced my tinnitus 90% for a little while, and the best …
Back to Silence | Page 3 | Tinnitus Talk Support Forum
Dec 7, 2014 · Here's how I did the Back To Silence method. I can only demonstrate how it worked for me. Hopefully it'll work for you too. In 4 months I went from being very nervous and …
Decades of Tinnitus: A Rare Glimpse of Silence
Jan 19, 2025 · Welcome to the forum, and thank you for sharing your positive story. You have the potential to inspire others, offering hope that their tinnitus may fade or that they can eventually …
My Experience with Loud, Screaming Tinnitus: Struggles, …
Feb 24, 2025 · Aww, to hear silence. How lovely for you. As for me, my tinnitus does not really bother me in daily life, but it affects my ability to sleep. If I could learn to sleep with it without …
My Tinnitus Becomes Calm in Silence and Aggravates After Noise …
Dec 26, 2024 · I developed tinnitus a little over two weeks ago and am still unsure of the cause, though I have some ideas: Job-related noise: I've been working in a factory for a month. The …
Back to Silence | Page 20 | Tinnitus Talk Support Forum
Dec 7, 2014 · Remove my reactive/sound sensitive debilitating aspect to my tinnitus, and I could master "Back to Silence" with all my tinnitus sounds in about 2 weeks. Reactivity is such a …
Should I Be in Silence or Expose Myself to Sound? (Reactive …
Jan 16, 2025 · Listen to the screaming tinnitus in silence. Turn on soothing sounds but endure the reactive beeping, even at very low volumes. I've tried to stay positive, focusing on encouraging …
Avoiding Silence: Why? | Tinnitus Talk Support Forum
Dec 4, 2016 · One day in silence, a few hours of silence isn't really a problem at all. It's just that some people consciously avoid sounds because they fear that it will increase or affect their T in a …
Being in Silent Environments Reduces My Tinnitus
Nov 2, 2024 · Here's what I've noticed: silence tends to reduce my tinnitus, while noise seems to make it worse. Often, when I wake up in the morning, my tinnitus is almost non-existent, but as …
Treating Tinnitus with Silence? | Tinnitus Talk Support Forum
Sep 27, 2014 · Total silence does not give the ears "a break." Total silence puts tremendous strain on the auditory system as it strives mightily to do what it was intended to do in the first place - …
What Is Silence Like? Please Describe It — I Can't Remember a Day ...
Apr 21, 2021 · I haven't heard absolute silence like prior to tinnitus in nearly 4 years. But about 2½ years ago I had a cold that somehow reduced my tinnitus 90% for a little while, and the best way …
Back to Silence | Page 3 | Tinnitus Talk Support Forum
Dec 7, 2014 · Here's how I did the Back To Silence method. I can only demonstrate how it worked for me. Hopefully it'll work for you too. In 4 months I went from being very nervous and …
Decades of Tinnitus: A Rare Glimpse of Silence
Jan 19, 2025 · Welcome to the forum, and thank you for sharing your positive story. You have the potential to inspire others, offering hope that their tinnitus may fade or that they can eventually …
