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Articles 1 - 6 of 6
Full-Text Articles in English Language and Literature
A Bridge Over Troubled Waters : Jazz, Diaspora Discourse, And E. B. Dongala's "Jazz And Palm Wine" As Response To Amiri Baraka's "Answers In Progress"., Ann Elizabeth Willey
A Bridge Over Troubled Waters : Jazz, Diaspora Discourse, And E. B. Dongala's "Jazz And Palm Wine" As Response To Amiri Baraka's "Answers In Progress"., Ann Elizabeth Willey
Faculty Scholarship
This essay explores how Emmanuel Dongala’s story “Jazz and Palm Wine” (1970) rewrites Imiri Baraka’s story “Answers in Progress” (1967). Baraka’s story calls for a black revolution based in furturist thinking and diaspora consciousness embodied in jazz. In rewriting Baraka, Dongala resists discourses of coherent and stable identity through a recasting of the aesthetic functions of futurism and jazz. Dongala’s intertextual use of, and emendations to, Baraka’s story suggest his discomfort with articulations of diaspora identity that, in the late 60s, were increasingly defined by cultural symbols. In transposing Baraka’s futurist fable of the revolution to the African continent, Dongala …
Translingual Literacy, Language Difference, And Matters Of Agency., Min-Zhan Lu, Bruce Horner
Translingual Literacy, Language Difference, And Matters Of Agency., Min-Zhan Lu, Bruce Horner
Faculty Scholarship
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 and right to learn …
Handling A Social Threat : The Fate Of Women Beyond Victorian Societal Definition., Alexandra Clifton
Handling A Social Threat : The Fate Of Women Beyond Victorian Societal Definition., Alexandra Clifton
College of Arts & Sciences Senior Honors Theses
No abstract provided.
Reading And Critiquing : An Analysis Of Talk About Strong Books For Girls., Renita Schmidt, Amanda Thein, Kathryn F. Whitmore
Reading And Critiquing : An Analysis Of Talk About Strong Books For Girls., Renita Schmidt, Amanda Thein, Kathryn F. Whitmore
Faculty Scholarship
In exploring what makes strong books for girls, these authors begin by looking at their critical conversations with each other.
Translingualism In Post-Secondary Writing And Language Instruction : Negotiating Language Ideologies In Policies And Pedagogical Practices., Nancy Bou Ayash
Translingualism In Post-Secondary Writing And Language Instruction : Negotiating Language Ideologies In Policies And Pedagogical Practices., Nancy Bou Ayash
Electronic Theses and Dissertations
Drawing on text-oriented data from the American University of Beirut, Lebanon, this study examines how writing teachers and students constantly negotiate tensions between translingual sociolinguistic realities on one hand and monolingualist assumptions about language and language relations on another that dominate curricular and pedagogical designs in first year writing courses. The study involves a multiplicity of data sources, such as official institutional documents, individual instructional materials, classroom observations, structured interviews, and a method of "talk around texts." Writing teachers in this study sensitively grappled with tensions between the constant political pressures of generating the status quo and their ideological orientations …
Ideologies Of Literacy, "Academic Literacies," And Composition Studies., Bruce Horner
Ideologies Of Literacy, "Academic Literacies," And Composition Studies., Bruce Horner
Faculty Scholarship
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 academic …