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Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston
Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston
Publications and Research
Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used …
Reframing Readiness: Through The Cracked Looking Glass: The Framework For Success In Postsecondary Writing As Assessment Model, David Hyman
Publications and Research
The Framework for Success in Postsecondary Writing (Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project) describes experiences and habits of mind that will equip students for success in college writing. This column highlights examples of the values espoused by the Framework and aims to increase understanding of this statement, advocating for its rich conception of writing.
Reinventing The University: Finding The Place For Basic Writers, Jane E. Hindman
Reinventing The University: Finding The Place For Basic Writers, Jane E. Hindman
Publications and Research
A poststructuralist critique of basic writing placement and pedagogy, this paper argues that our notions of good writing (i.e., the criteria by which we as English professors and compositionists authorize and "place" students) come not from some general or transcendent standards, but rather from the practices by which we self-authorize within our own discourse community. Using Bartholomae and Petrosky's curriculum presented in Facts, Artifacts, Counterfacts as a point of departure, I propose a language-centered curriculum which uses discourse itself as the subject of the semester-Jong project wherein students eventually learn to critique our practices and create their own discourse communities. …