Liminal Spaces of Writing in Adolescent and Adult Education sheds new light on persistent issues plaguing student writing. Through a compilation of approaches centered around the convergence of structure and agency in practicing writing, the book offers invaluable insights into cultivating agentic student writing for literacy researchers.
Liminal Spaces of Writing in Adolescent and Adult Education sheds new light on persistent issues plaguing student writing. Through a compilation of approaches centered around the convergence of structure and agency in practicing writing, the book offers invaluable insights into cultivating agentic student writing for literacy researchers.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Mellinee Lesley is professor in the Language, Diversity & Literacy Studies program in the College of Education at Texas Tech University. René Saldaña, Jr. is associate professor of Language, Diversity & Literacy Studies in the Department of Curriculum and instruction at Texas Tech University. Julie Smit is associate professor of Language, Diversity & Literacy Studies in the Department of Curriculum and Instruction at Texas Tech University. Jin Kyeong Jung is assistant professor of Language, Diversity & Literacy Studies in the Department of Curriculum and Instruction at Texas Tech University.
Inhaltsangabe
Preface Mellinee Lesley, René Saldaña, Jr., Julie Smit, Jin Kyeong Jung Introduction: The Role of Liminality in Developing Useful Writing René Saldaña, Jr., Mellinee Lesley, Julie Smit, Jin Kyeong Jung Chapter One: More than the Second 'R': Revisiting Writing Instruction for Young Adults Kristine E. Pytash and Mellinee Lesley Chapter Two: Why We Write: The Scribal Identities of Adolescents Working against Standardization R. Joseph Rodriguez Chapter Three: The Shifting Identities of Literacy Graduates: From Learners of Writing Instruction to Novice Teachers of Adolescent Writers Thea Yurkewecz-Stellato, Shelby Erhard, and Richard Rappold Chapter Four: In Search of the Aesthetic: An Arts-based Approach to Writing Up Our Research Elizabeth Stewart and René Saldaña, Jr. Chapter Five: Literacy Legacies Stephanie Millet Chapter Six: Creating a Liminal Writing Class for Multilingual Adolescent Writers Jin Kyeong Jung Chapter Seven: Video Games in the Middle School Reading Classroom: A Cultural Canon or a Social Bomb? Elizabeth Davis Jones Chapter Eight: Writing Interviews Kelly DeLong Chapter Nine: Writing Catharsis: Inviting Students to Think and Then Write Outside of the Box Rachel R. Graham Chapter Ten: "I Really Wish More Girls Would Tell their Story": Adolescent Girls' Composing for Advocacy in the Liminal Space of Digital Media Mellinee Lesley Chapter Eleven: Voices from an "Underperforming" English Class Whitney Beach Chapter Twelve: "Places so far that I Could Only Dream": An Interview with Cameron James Cameron James, Mellinee Lesley and René Saldaña, Jr. List of Contributors
Preface Mellinee Lesley, René Saldaña, Jr., Julie Smit, Jin Kyeong Jung Introduction: The Role of Liminality in Developing Useful Writing René Saldaña, Jr., Mellinee Lesley, Julie Smit, Jin Kyeong Jung Chapter One: More than the Second 'R': Revisiting Writing Instruction for Young Adults Kristine E. Pytash and Mellinee Lesley Chapter Two: Why We Write: The Scribal Identities of Adolescents Working against Standardization R. Joseph Rodriguez Chapter Three: The Shifting Identities of Literacy Graduates: From Learners of Writing Instruction to Novice Teachers of Adolescent Writers Thea Yurkewecz-Stellato, Shelby Erhard, and Richard Rappold Chapter Four: In Search of the Aesthetic: An Arts-based Approach to Writing Up Our Research Elizabeth Stewart and René Saldaña, Jr. Chapter Five: Literacy Legacies Stephanie Millet Chapter Six: Creating a Liminal Writing Class for Multilingual Adolescent Writers Jin Kyeong Jung Chapter Seven: Video Games in the Middle School Reading Classroom: A Cultural Canon or a Social Bomb? Elizabeth Davis Jones Chapter Eight: Writing Interviews Kelly DeLong Chapter Nine: Writing Catharsis: Inviting Students to Think and Then Write Outside of the Box Rachel R. Graham Chapter Ten: "I Really Wish More Girls Would Tell their Story": Adolescent Girls' Composing for Advocacy in the Liminal Space of Digital Media Mellinee Lesley Chapter Eleven: Voices from an "Underperforming" English Class Whitney Beach Chapter Twelve: "Places so far that I Could Only Dream": An Interview with Cameron James Cameron James, Mellinee Lesley and René Saldaña, Jr. List of Contributors
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