Avoiding the Difference Fixation: Identity Categories, Markers of Difference, and the Teaching of Writing

Autor/in	Kerschbaum, Stephanie L.
Titel	Avoiding the Difference Fixation: Identity Categories, Markers of Difference, and the Teaching of Writing
Quelle	In: College Composition and Communication, 63 (2012) 4, S.616-644 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-096X
Schlagwörter	Stellungnahme; Writing (Composition); Higher Education; Rhetoric; Identification; Writing Instruction; Writing Research; Deafness; Classification; Discourse Analysis; College Students; Student Attitudes; Communication (Thought Transfer) + Suchen Sie Ihr Suchwort? Schreibübung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rhetorik; Identifikation; Identifizierung; Schreibunterricht; Schreibforschung; Gehörlosigkeit; Taubstummheit; Classification system; Klassifikation; Klassifikationssystem; Diskursanalyse; Collegestudent; Schülerverhalten; Communication; thought; Kommunikation; Gedanke
Abstract	In this essay, the author aims to show how a specific focus on interactionally emergent and rhetorically negotiated elements of a communicative situation can enrich the study of difference in composition research. She develops this argument by first identifying two strategies used by writing researchers when forwarding new understandings of difference. She then demonstrates that these strategies take categories as a central unit of analysis and interpretation. (Contains 5 notes and 1 table.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10