Beteiligte: | |
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In: | Journal of Basic Writing, 36, 2017, 2, S. 54-77 |
veröffentlicht: |
City University of New York
|
Medientyp: | Artikel, E-Artikel |
Umfang: | 54-77 |
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ISSN: |
0147-1635
|
veröffentlicht in: | Journal of Basic Writing |
Sprache: | Englisch |
Kollektion: | sid-55-col-jstoras14 JSTOR Arts & Sciences XIV Archive |
<p>This article uses the translingual turn in composition/rhetoric studies as a springboard to argue for the development of students’ meta-linguistic and meta-rhetorical awareness as it took place for first-year college writers in the local context of a SEEK classroom at a branch college of the City University of New York. I theorize and describe a semester-long assignment sequence that positioned students’ ordinary language repertoires as the primary site of academic inquiry. Students collected linguistic ethnographic information and synthesized it with related research to write case studies that interpret their everyday language and literacy practices from a variety of perspectives. The article offers a close-up on the work of one student in particular.</p> |