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| Autor/in | Duncan, Kathryn |
|---|---|
| Titel | Writing Centers: Straddling the Line between Oppression and Liberation. |
| Quelle | (1994), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Discourse; Discourse Modes; Higher Education; Standard Spoken Usage; Student Needs; Teacher Attitudes; Writing Across the Curriculum; Writing Difficulties; Writing Laboratories |
| Abstract | The potential for writing across the curriculum programs to oppress or to liberate students lies in the dualistic approach to such programs: (1) highlighting humanism, where writing is seen as enhancing the learning process in all academic disciplines, and (2) teaching the conventions of different communities. Few scholars would object to the first point but the second one raises several problems concerning where and how these conventions are to be taught. Instructors in the various disciplines complain that there is not time to teach these conventions and at the same time explain and call attention to their constructedness. Further, elementary composition is not an ideal location for examining this constructedness since it is also the place where some students struggle to grasp standard English. Not only do students entering composition classes within the English department face the hurdle of Standard English--a task that reinscribes the class system--they also must master the conventions of various disciplines in order to succeed, which is a further sorting mechanism. The solution to these difficulties may be writing centers, which offer a place where students and staff can interrogate what John Clifford class the "hundreds of minor and arbitrary truths that are taken for granted, unchallenged, accepted as inevitable" in the structure of academic discourse. Contains 10 references. (TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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