Negotiating Academic Literacies

Auteur
Vivian Zamel, Ruth Spack

Résumé
A cross-over volume in the literature between first- and second-language/literacy research. This anthology of articles brings together different voices from a range of publications and unites them in pursuit of an understanding of the teaching and learning of academic literacy.

Contenu

Contents: Preface. M. Shaughnessy, Diving In: An Introduction to Basic Writing. M. Rose, The Language of Exclusion: Writing Instruction at the University. M. Cliff, A Journey Into Speech. E. Kutz, Between Students' Language and Academic Discourse: Interlanguage as Middle Ground. J.P. Gee, What Is Literacy? B. Mellix, From Outside, In. M-Z. Lu, From Silence to Words: Writing as Struggle. R. Spack, Initiating ESL Students Into the Academic Discourse Community: How Far Should We Go? K. Spellmeyer, A Common Ground: The Essay in the Academy. F. Shen, The Classroom and the Wider Culture: Identity as a Key to Learning English Composition. R.E. Land, Jr., C. Whitley, Evaluating Second Language Essays in Regular Composition Classes: Toward a Pluralistic U.S. Rhetoric. P. Elbow, Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues. M.L. Pratt, Arts of the Contact Zones. V. Zamel, Questioning Academic Discourse. P.N. Limerick, Dancing With Professors: The Trouble With Academic Prose. L.D. Delpit, The Politics of Teaching Literate Discourse. L.L. Blanton, Discourse, Artifacts, and the Ozarks: Understanding Academic Literacy. H.G. Widdowson, The Ownership of English. V. Zamel, Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum. A. Pennycook, Borrowing Others' Words: Text, Ownership, Memory, and Plagiarism. R. Spack, The (In)visibility of the Person(al) in Academe. N. González, Blurred Voices: Who Speaks for the Subaltern?