Mattius Rischard Volume 5 Chapter Description Our sense of place not only affects our perspective, but also the way in which we represent our home to others. It is vital that students learn to write about spaces that civically engage them on a personal level. The structural elements of the built environment that contribute to […]
Environmental Justice: Writing Urban Spaces Read More »
Lisa Tremain Volume 5 Chapter Description This essay explores how discourse communities change over time and through participation, and it shows how we can negotiate the expectations for discourse through translanguaging and code-meshing. As discourse community members learn and practice the language rules of a community, they also act as agents to develop, change, or
Kristin DeMint Bailey, An Ha, & Anthony J. Outlar Volume 5 Chapter Description In this chapter, a community college writing professor and two of her first-year writing students collaboratively address the issue of Whiteness in academic writing. Specifically, we challenge the notion that academic language is neutral as well as the expectation that all academic
What Color Is My Voice? Academic Writing and the Myth of Standard English Read More »
Zack DePiero and Ryan Dippre Volume 5 Chapter Description The writing process is often oversimplified as a series of linear steps: brainstorming, drafting, revising, editing, and publishing. While this notion enables students, like you, to conceptualize writing as something that improves over time, it also conceals the chaos of writing and its social, emotional, and
How Writing Happens Read More »
Jason McIntosh Volume 5 Chapter Description Grades are an important part of school. Among other things, they tell students how well they met assignment outcomes, whether they are on track to pass their courses and graduate, and if they qualify for certain scholarships and extracurricular activities. However, grades are also the cause of a great
Jennifer Wells Volume 5 Chapter Description Many of us have something we want to learn to do that is beyond what we are currently able to do. While there are a number of key factors that can influence our success (or contribute to our failure), one of the most important is our own orientation toward
Dispositions Towards Learning Read More »
Glenn Lester, Sydney Doyle, Taylor Lucas, and Alison Overcash Volume 5 Chapter Description Many college students write for one reason and one reason only: to complete a class assignment. But students who subscribe to this view of writing—writing as merely a means to an end, a tool to achieve a grade—are seriously limiting themselves. In
We Write Because We Care: Developing Your Writerly Identity Read More »
Danielle DeRise Volume 5 Chapter Description The polarization of American society means almost every topic is ripe for controversy. Students in first year writing classes reflect this noisy information ecosystem, commonly, by focusing on the degree of bias an author displays. In some cases, these observations result in savvy choices about source credibility, but in
Everything’s Biased: A Guide to Determining when Bias Matters Read More »
Kefaya Diab Volume 5 Chapter Description Students in writing courses often circulate inaccessible and hard-to-read digital documents to their teachers and peers, thus disabling the readers. This essay is inspired by my experience with my students and the activities I design to help them notice the importance of composing readable and accessible digital texts. The
Enabling the Reader Read More »
Michelle Sprouse Volume 5 Chapter Description Students are often encouraged to annotate while reading. However, annotation is often framed as an individual undertaking, a conversation between a reader and text. This chapter repositions annotation in the writing classroom as a social activity that can support students’ literacy development. Beginning with opportunities for students to reflect
Reading in Conversation: A Student’s Guide to Social Annotation Read More »
