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Mapping Errors And Expectations For Basic Writing : From The "Frontier Field" To "Border Country"., Bruce Horner 2016 University of Louisville

Mapping Errors And Expectations For Basic Writing : From The "Frontier Field" To "Border Country"., Bruce Horner

Bruce Horner

No abstract provided.


Relocating Basic Writing., Bruce Horner 2016 University of Louisville

Relocating Basic Writing., Bruce Horner

Bruce Horner

I frame the continuing value of basic writing as part of a long tradition in composition studies challenging dominant beliefs about literacy and language abilities, and I link basic writing to emerging--e.g."translingual"--approaches to language. I identify basic writing as vital to the field of composition in its rejection of simplistic notions of English, language, and literacy; its insistence on searching out the different in what might appear to be the same and the familiar; and its commitment to work with students consigned by dominant ideologies to the social periphery as in fact central, leading edge. These positions ...


Ideologies Of Literacy, "Academic Literacies," And Composition Studies., Bruce Horner 2016 University of Louisville

Ideologies Of Literacy, "Academic Literacies," And Composition Studies., Bruce Horner

Bruce Horner

In my contribution to this symposium, I take up the call of this journal in its mission statement for “new interactions between Literacy and Composition Studies.” From the framework of competing ideologies of literacy, I explore points of intersection as well as divergence between strands of what’s known as “composition studies” and what has come to be identified as the “academic literacies” approach to academic literacy. My focus on “academic literacies” rather than the broader area of literacy studies signals at least three of my biases: first, I wish to counter the tendency to allow the cultural norm for ...


James Slevin And The Identifying Practices Of Composition., Bruce Horner 2016 University of Louisville

James Slevin And The Identifying Practices Of Composition., Bruce Horner

Bruce Horner

No abstract provided.


Translinguality, Transmodality, And Difference : Exploring Dispositions And Change In Language And Learning., Bruce Horner, Cynthia Selfe, Tim Lockridge 2016 University of Louisville

Translinguality, Transmodality, And Difference : Exploring Dispositions And Change In Language And Learning., Bruce Horner, Cynthia Selfe, Tim Lockridge

Bruce Horner

This collaborative piece explores the potential synergy arising from the confluence of two growing areas of research, teaching, and practice in composition (broadly defined): multi- (or trans-)modality, and trans- (or multi-) linguality.


“Students’ Right,” English Only, And Re-Imagining The Politics Of Language., Bruce Horner 2016 University of Louisville

“Students’ Right,” English Only, And Re-Imagining The Politics Of Language., Bruce Horner

Bruce Horner

Argues that a lack of language legislation is indicative of a pervasive, tacit policy of "English Only" in composition and of a constellation of assumptions about languages, and language users that continues to cripple public debate on English Only and compositionists' approaches to matters of "error." Proposes an approach to language and "error" considering the relations of language to power.


Translingual Literacy, Language Difference, And Matters Of Agency., Min-Zhan Lu, Bruce Horner 2016 University of Louisville

Translingual Literacy, Language Difference, And Matters Of Agency., Min-Zhan Lu, Bruce Horner

Bruce Horner

We argue that composition scholarship’s defenses of language differences in student writing reinforce dominant ideology’s spatial framework conceiving language difference as deviation from a norm of sameness. We argue instead for adopting a temporal-spatial framework defining difference as the norm of utterances, and defining languages, literacy practices, conventions, and contexts as always emergent, ongoing products of iterations, and thus manifestations of writer agency. Using the “White Shoes” essay from David Bartholomae’s “Inventing the University,” we show how such a framework addresses the writer’s agency iterating the “same,” and how it resolves concerns to meet students’ need ...


Students, Authorship, And The Work Of Composition., Bruce Horner 2016 University of Louisville

Students, Authorship, And The Work Of Composition., Bruce Horner

Bruce Horner

Reviews the dominant pedagogical strategies compositionists have devised in response to the dilemma posed by the author/student writer binary. Reviews Raymond Williams's analysis of the approaches to the "sociality" of authorship. Describes the contradictions in which dominant composition pedagogies have become entangled.


Composing In A Global-Local Context : Careers, Mobility, Skills., Min-Zhan Lu, Bruce Horner 2016 University of Louisville

Composing In A Global-Local Context : Careers, Mobility, Skills., Min-Zhan Lu, Bruce Horner

Bruce Horner

When composition students look to their teachers for vocational guidance, both groups should acknowledge that the contexts of such terms as career, mobility, and skills have radically changed. In particular, the economy now links the global with the local, and capitalism has shifted from the fordist model, dominant through much of the twentieth century, to a newer, “fast” model.


Discoursing Basic Writing., Bruce Horner 2016 University of Louisville

Discoursing Basic Writing., Bruce Horner

Bruce Horner

No abstract provided.


Language Difference In Writing : Toward A Translingual Approach., Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, John Trimbur 2016 University of Louisville

Language Difference In Writing : Toward A Translingual Approach., Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, John Trimbur

Bruce Horner

Arguing against the emphasis of traditional U.S. composition classes on linguistically homogeneous situations, the authors contend that this focus is at odds with actual language use today. They call for a translingual approach, which they define as seeing difference in language not as a barrier to overcome or as a problem to manage, but as a resource for producing meaning in writing, speaking, reading, and listening.


Working Rhetoric And Composition., Bruce Horner, Min-Zhan Lu 2016 University of Louisville

Working Rhetoric And Composition., Bruce Horner, Min-Zhan Lu

Bruce Horner

Given the multiple meanings of rhetoric and composition, as well as the vexed history of institutional relationships between these two terms, it is important for scholars to trace how they are “worked”—that is, how they materially function—in a variety of specific circumstances.


Traditions And Professionalization : Reconceiving Work In Composition., Bruce Horner 2016 University of Louisville

Traditions And Professionalization : Reconceiving Work In Composition., Bruce Horner

Bruce Horner

The derogation of the “traditional” in the discourse of academic professionalism in composition studies overlooks practices within tradition that may be counter or alternative to the hegemonic. Aspects of the Amherst College “tradition” of English 1–2 illustrate, in idealized form, alternative practices drawing from residual elements of dominant culture.


Toward A Multilingual Composition Scholarship : From English Only To A Translingual Norm., Bruce Horner, Samantha NeCamp, Christiane Donahue 2016 University of Louisville

Toward A Multilingual Composition Scholarship : From English Only To A Translingual Norm., Bruce Horner, Samantha Necamp, Christiane Donahue

Bruce Horner

Against the limitations English monolingualism imposes on composition scholarship, as evident in journal submission requirements, frequency of references to non-English medium writing, bibliographical resources, and our own past work, we argue for adopting a translingual approach to languages, disciplines, localities, and research traditions in our scholarship, and propose ways individuals, journals, conferences, and graduate programs might advance composition scholarship toward a translingual norm.


Rewriting Composition : Moving Beyond A Discourse Of Need., Bruce Horner 2016 University of Louisville

Rewriting Composition : Moving Beyond A Discourse Of Need., Bruce Horner

Bruce Horner

This essay argues that calls to end, move beyond, or expand composition participate in a discourse of need that accepts and reinforces the legitimacy of dominant, and restricted, definitions of not only composition but also alternatives to it: what we are led to believe is “new,” “different,” and therefore “better” than composition as conventionally defined. I analyze the operation of this discourse in David Smit’s The End of Composition Studies, Sidney Dobrin’s Postcomposition, and calls to make up for composition’s ostensible lacks by supplementing it with rhetoric or multimodal composition or by renaming it “writing studies.” Drawing ...


Introduction : Translingual Work., Min-Zhan Lu, Bruce Horner 2016 University of Louisville

Introduction : Translingual Work., Min-Zhan Lu, Bruce Horner

Bruce Horner

This issue both reflects and builds on the efforts prompted by the 2011 College English essay “Language Difference in Writing: Toward a Translingual Approach,” by Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur. Contributions to this symposium contextualize the emergence of a translingual approach, explore the tension and interconnections between a translingual approach and a variety of fields, and explore the viability of a translingual approach in light of existing academic structures.


Thou And It: Personhood Actualized Through Water Rights, Kierra M. Powell 2016 Oglethorpe University

Thou And It: Personhood Actualized Through Water Rights, Kierra M. Powell

Oglethorpe Journal of Undergraduate Research

While issues of racial and gendered discrimination are more visible and widely discussed, poverty and water based discrimination is often a silent fact of life for the many. As one of the most critical elemental resources required for the sustainability of human life, safe water has been designated a human right, but the current global distribution of water does not mirror this sentiment. The divide in quality water distribution provokes the question: whose life is intrinsically valued? This study seeks to determine the status of personhood as displayed by the movement of water in relation to the underprivileged. I first ...


The Briseno Dilemma, T. Alper, S. Rudenstine 2016 Berkeley Law

The Briseno Dilemma, T. Alper, S. Rudenstine

Ty Alper

No abstract provided.


The Briseno Dilemma, T. Alper, S. Rudenstine 2016 Berkeley Law

The Briseno Dilemma, T. Alper, S. Rudenstine

Ty Alper

No abstract provided.


Formulating An Intentional Curriculum For Spiritual Leadership Development At The West University Church Of Christ, Daniel A. McGraw 2016 Abilene Christian University

Formulating An Intentional Curriculum For Spiritual Leadership Development At The West University Church Of Christ, Daniel A. Mcgraw

Doctor of Ministry Project/Theses

This project addresses the lack of a formal curriculum for spiritual leadership formation in the West University Church of Christ in Houston, Texas. While the West University Church of Christ has been blessed by strong congregational leaders in both the past and present, recent conversations revealed the need for a deeper connection to God and a better understanding of spiritual leadership on the part of the congregation’s leaders. The problem I identified was a lack of understanding about spiritual leadership in contrast to secular understandings of leadership and the lack of a formal curriculum to help address this problem ...


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