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1. Living inside the Bible (Belt) (EJ776456)
Author(s):
Carter, Shannon
Source:
College English, v69 n6 p572-595 Jul 2007
Pub Date:
2007-07-00
Pub Type(s):
Journal Articles; Opinion Papers; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Christianity; Social Sciences; Graduate Students; Humanities; Biblical Literature; Religion; Religious Factors; Spiritual Development; Higher Education; Educational Environment
Abstract: When evangelical Christian students enter the academy, they often find that its tenets and values conflict with their reliance on the Bible as a source of truth and evidence. In this essay, the author attempts to articulate the ways in which rhetorical dexterity might enable students to use literacies they already possess (like deep knowledge of the Bible and its applications in day-to-day life) to negotiate those the academy expects them to exhibit. In that much of the current argument rests on the tensions between a community of practice that "lives inside the Bible" and one that is often perceived to be openly hostile to it, she relates the stories of two graduate students in their program who--though they were able to maintain deep ties with both their religious communities and their academic ones--experienced some rather painful lessons early on about the irreconcilability of Christianity and the academy. She takes a much closer look at conservative and evangelical literacies as articulated in public discourse within and beyond the academy. Academics, particularly those in the humanities and social sciences, appear to many conservative and evangelical leaders as promoting agendas of "secular humanism" and "cultural relativism," agendas they view as antithetical to their own position. (Contains 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Redefining Literacy as a Social Practice (EJ759701)
Journal of Basic Writing (CUNY), v25 n2 p94-125 Fall 2006
2006-00-00
Journal Articles; Reports - Descriptive
Descriptors: Assignments; Basic Writing; Literacy Education; Adult Literacy; Reading Skills; Writing Skills; Mathematics Skills; Persuasive Discourse; Validity; Student Attitudes; Public Colleges; Standardized Tests; Ideology
Abstract: Despite multiple and persuasive arguments against the validity of doing so, many basic writers continue to be identified by what Brian V. Street calls the "autonomous model of literacy," a model that research tells us is as artificial and inappropriate as it is ubiquitous. This article describes a curricular response to the political, material, and ideological constraints placed on basic writing via this autonomous model and instead treats literacy as a social practice. After a brief description of the local conditions from which our program emerged, I articulate what I call a "pedagogy of rhetorical dexterity," the new model upon which our curriculum is based. Informed by both the New Literacy Studies and activity theory, rhetorical dexterity teaches writers to effectively read, understand, manipulate, and negotiate the cultural and linguistic codes of a new community of practice based on a relatively accurate assessment of another, more familiar one. The final sections of the article describe the assignments included in a recent version of our curriculum, as well as selected student responses to these assignments and readings. Accepting that a curricular solution to the institutionalized oppression implicit in much literacy learning is necessarily partial and temporary, I argue that fostering students' awareness of the ways in which an autonomous model deconstructs itself when applied to real-life literacy contexts empowers them to work against this system. (Contains 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Writing Center Internships: The Case for Collaboration and Integration? (ED439428)
N/A
2000-04-00
Reports - Descriptive; Speeches/Meeting Papers
Descriptors: Course Descriptions; Higher Education; Internship Programs; Tutor Training; Tutoring; Writing Instruction; Writing Laboratories
Abstract: This paper considers the best way to design a training program for prospective and current writing center tutors. The paper uses the writing center at Texas Woman's University as an example, for even after training, weekly meetings, and focused readings, peer tutors were at a loss for what to do--most of the peer tutors just were not able to get at "the art of tutoring." According to the paper, an experimental course (mandatory for those wishing to be tutors) called "Writing Center Internship" has proved to be very helpful. The paper outlines the course in detail. It explains that: the course's first phase was devoted to theory and the students' personal experiences with their own writings; the second stage was developed around student observations of tutorial sessions; the third stage had students get out and practice all they have been watching, reading, discussing, and pondering; and the fourth stage synthesizes the whole of the course agenda. The paper concludes with wisdom gleaned from experiences of the tutors-in-training. (NKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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