• Login
    View Item 
    •   The Repository@TWU Home
    • TWU Dissertations & Theses
    • College of Arts & Sciences
    • English, Speech, & Foreign Languages
    • View Item
    •   The Repository@TWU Home
    • TWU Dissertations & Theses
    • College of Arts & Sciences
    • English, Speech, & Foreign Languages
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Beyond Johnny can't write: Tracing the identification of basic writers as deficient, disabled, and foreign others in developmental composition textbooks

    Thumbnail
    View/Open
    AZARD-DISSERTATION-2017.pdf (760.0Kb)
    Date
    12/15/2017
    Author
    Azard, Marc G.
    0000-0002-8300-2655
    Metadata
    Show full item record
    Abstract
    The purpose of this study is to explore how contemporary composition textbooks employ writing pedagogy that stigmatize students and their writing as deviant and inadequate. Specifically, writing textbooks are often founded on a romanticized view of writing instruction, a desire to return to a simpler time where students were excellent writers who adhered to writing conventions. As used within a university, textbooks attempt to bridge the gap between students’ lack of understanding of the subject matter and the instructors’ familiarity with the educational material; however, textbooks may inadvertently perpetuate long-standing assumptions of basic writers’ abilities and limitations of basic writers themselves. Such beliefs perpetuate assumption of literacy--an unwavering belief that one’s acquisition of western forms of literacy can successfully correctly social and economic equalities. As a consequence, a student’s inability to write is perceived as an indication of his or her in ability to follow coded rules of “good academic discourse.” However, the assumption that writing is the end result of adherence to the “rules” is categorically false. Rather, this inherent disconnect between student’s inability to write and an instructor’s desire to teach reflects the inherent complexity of writing. The study concludes with teaching suggestions that better target student writing issues.
    URI
    http://hdl.handle.net/11274/9913
    Collections
    • 2017 Theses and dissertations
    • English, Speech, & Foreign Languages

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
    TDL
    Theme by 
    Atmire NV
     

     

    Browse

    All of DSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    Login

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
    TDL
    Theme by 
    Atmire NV