The List



The List

I. Language, Class and Culture

This section represents my major focus and area of interest: minority students’ writing. Because of the complex and interwoven nature of the issues surrounding the way minority students write, the way that writing is received (or perceived), the way the students themselves are viewed, the language(s) that they employ, etc., I am including works from a wide range of sources. Part 1 is primarily from the field of rhetoric and composition and focuses on the issues that affect minority students including basic writing, power, and resistance. Much of the work that has been done in this area has focused on African American students and that is reflected in this list. Part 2 contains materials from the field of sociolinguistics, including the integration of native (first) languages into the classroom, language maintenance, and language discrimination. Part 3 focuses on my personal area of interest—language in Hawai‘i. These works are predominantly from the field of sociolinguistics because there has been little work published on non-fictional writing in non-standard englishes in Hawai‘i.

Part 1: Rhetorical & Composition Theory as It Pertains to “Disadvantaged Students”

One of the main issues for me as a teacher and a rhet/comp scholar is why some students seem to “get it” and others don’t—even if these students come from similar educational backgrounds, such as those labeled “disadvantaged.” Students identified for the EOP writing course do not do equally well. It still seems like students from white families, and perhaps “middle class” backgrounds tend to figure “it” out on their own through trial and error, regardless of our teaching. The other students, however, who are mostly of ethnic minority groups, do not seem to make the same kinds of connections on their own about the academic genres we teach. This section, then, looks at previous research on this population of students that tries to address the issue of teaching students from non-mainstream cultures (race/ethnicity as well as class) and how that relates to education in general and writing in particular. These works also address the problematic nature of having separate programs for these students, which may in fact set them further apart from the mainstream university culture and population.

Ball, A. F. (1999). Evaluating the Writing of Culturally and Linguistically Diverse Students: The Case of the African American Vernacular English Speaker. In C. R. Cooper & L. Odell (Eds.), Evaluating Writing: The Role of Teachers' Knowledge about Text, Learning, and Culture (pp. 225-248). Urbana, IL: NCTE.

Ball, Arnetha, and Ted Lardner. “Dispositions toward Language: Teacher Constructs of Knowledge and the Ann Arbor Black English Case.” CCC 48.4 (Dec 1997): 469-485.

Baratz, Joan C. and Roger W. Shuy, eds. Teaching Black Children to Read. Washington, DC: Center for Applied Linguistics, 1969.

Bartholomae, D. (1993). The Tidy House: Basic Writing in the American Curriculum. Journal of Basic Writing 12 (pp. 4-21).

Bullock, R., & Trimbur, J. (Eds.). (1991). The Politics of Writing Instruction: Postsecondary. Portsmouth, NH: Boynton/Cook.

← Wall, S., & Coles, N. (1991). Reading Basic Writing: Alternatives to a Pedagogy of Accommodation. pp. 227-246.

← Trimbur, J. (1991). Literacy and the Discourse of Crisis. pp. 277-296.

← Holzman, M. (1991). Observations on Literacy: Gender, Race, and Class. pp. 297-306.

Dudley-Marling, C., & Edelsky, C. (Eds.). (2001). The Fate of Progressive Language Policies and Practices. Urbana, IL: NCTE.

Dueñas González, Roseann with Ildikó Melis. (Eds.) (2000). Language Ideologies: Critical Perspectives on the Official English Movement. Urbana, IL: National Council of Teachers of English.

← Schmid, Carol. The Politics of English Only in the United States: Historical, Social, and Legal Aspects. pp. 62-86.

← Garcia, Eugene E. Treating Linguistic and Cultural Diversity as a Resource: The Research Response to the Challenges Inherent in the Improving America’s Schools Act and California’s Proposition 227. pp. 90-113.

← Krashen, Stephen D. Bilingual Education: The Debate Continues. pp. 137-160.

← Judd, Elliot L. English Only and ESL Instruction: Will It Make a Difference? pp. 163-176.

← Lippi-Green, Rosina. That’s Not My Language: The Struggle to (Re)Define African American English. pp. 230-247.

← Okawa, Gail Y. From “Bad Attitudes” to(ward) Linguistic Pluralism: Developing Reflective Language Policy among Preservice Teachers. pp. 276-296.

← Cliett, Victoria. Between the Lines: Reconciling Diversity and Standard English. pp. 297-317.

← Rodriguez Connal, Louise. Transcultural Rhetorics for Cultural Survival. pp. 318-332.

Fox, H. (1994). Listening to the World: Cultural Issues in Academic Writing. Urbana, IL: NCTE.

Fox, Tom. Defending Access: A Critique of Standards in Higher Education. Portsmouth, NH: Boynton/Cook, Heinemann, 1999.

Gilyard, K. (Ed.). (1999). Race, Rhetoric, and Composition. Portsmouth, NH: Boynton/Cook.

← Powell, M. Blood and Scholarship: One Mixed-Blood’s Story. pp. 1-16.

← Gilyard, K. Higher Learning: Composition’s Racialized Reflection. pp. 44-52.

← Holmes, D. G. Fighting Back by Writing Black: Beyond Racially Reductive Composition Theory. pp. 53-66.

Greenbaum, Andrea, ed. Insurrections: Approaches to Resistance in Composition Studies. Albany, NY: SUNY Press, 2001.

[See especially Gilyard and Richardson, Brown, and Wells]

Horner, B., & Lu, M.-Z. (1999). Representing the "Other": Basic Writers and the Teaching of Basic Writing. Urbana, IL: NCTE.

Howard, Rebecca Moore. “The Great Wall of African American Vernacular English in the American College Classroom.” JAC 16.2 (1996): 265-83.

Hurlbert, C. M., & Totten, S. (Eds.). (1992). Social Issues in the English Classroom. Urbana, IL: NCTE.

Kawakami, Alice J., and Kathryn Hu Pei. “Encouraging Reading and Language Development in Cultural Minority Children.” Topics in Language Disorders 6.2 (Mar 1986): 71-80.

McNenny, Gerri. (Ed.) (2001). Mainstreaming Basic Writers: Politics and Pedagogies of Access. Mahwah, NJ: Lawrence Erlbaum Associates.

← Ch. 1: McNenny, Gerri. “Writing Instruction and the Post-Remedial University: Setting the Scene for the Mainstreaming Debate in Basic Writing.”

← Ch. 6: Agnew, Eleanor and Margaret McLaughlin. “Those Crazy Gates and How They Swing: Tracking the System That Tracks African-American Students.”

← Ch. 7: Singer, Marti. “Moving the Margins.”

← Ch. 11: Smoke, Trudy. “Mainstreaming Writing: What Does This Mean for ESL Students?”

Minow, Martha. “The Dilemma of Difference.” Academic Discourse: Readings for Argument and Analysis. Ed. Gail Stygall. Thomson Custom Publishing, 2001. pp.

Parks, S. (2000). Class Politics: The Movement for the Students' Right to Their Own Language. Urbana, IL: NCTE.

Schroeder, C., Fox, H., & Bizzell, P. (Eds.). (2002). ALT DIS: Alternative Discourses and the Academy. Portsmouth, NH: Boynton/Cook.

← Bizzell, P. The Intellectual Work of “Mixed” Forms of Academic Discourses. pp. 1-11

← Powell, M. Listening to Ghosts: An Alternative (non)argument. pp. 11-22.

← Lan, H. Contrastive Rhetoric: A Must in Cross-Cultural Inquiries. pp. 68-79.

← Kremer, B. So It Was This Beautiful Night: Infecting the Hybrid. pp. 97-111.

← Elbow, P. Vernacular Englishes in the Writing Classroom? Probing the Culture of Literacy. pp. 126-138.

← Schroeder, C. From the Inside Out (or the Outside In, Depending). pp. 178-190.

← Matsuda, P. K. Alternative Discourses: A Synthesis. pp. 191-196.

Severino, C., Guerra, J. C., & Butler, J. E. (Eds.). (1997). Writing in Multicultural Settings. New York: MLA.

← Lisle & Mano. Embracing a Multicultural Rhetoric. pp. 12-26.

← Troutman, D. Whose Voice Is It Anyway? Marked Features in the Writing of Black English Speakers. pp. 27-39.

← Campbell, K. “Real Niggaz’s Don’t Die”: African American Students Speaking Themselves into Their Writing. pp. 67-78.

← Okawa, G. Cross-Talk: Talking Cross-Difference. pp. 94-105.

← Severino, C. Two Approaches to “Cultural Text”: Toward Multicultural Literacy. pp. 106-117.

← Hesford, W. Writing Identities: The Essence of Difference in Multicultural Classrooms. pp. 133-149.

← Guerra, J. The Place of Intercultural Literacy in the Writing Classroom. pp. 248-260.

← Soliday, M. The Politics of Difference: Toward a Pedagogy of Reciprocity. pp. 261-272.

← Miller, C. “Better Than What People Told Me I Was”: What Students of Color Tell Us about the Multicultural Classroom. pp. 287-297.

← Mangelsdorf, K. Students on the Border. pp. 298-306.

← Gilyard, K. Cross-Talk: Toward Transcultural Writing Classrooms. pp. 325-332.

Shaughnessy, M. P. (1977). Errors and Expectations : A Guide for the Teacher of Basic Writing. New York: Oxford University Press.

Smitherman, Geneva. (2000). Talkin That Talk: Language, Culture and Education in African America. London and New York: Routledge.

← English Teacher, Why you Be Doing the Thangs You Don’t Do? pp. 123-131.

← Ebonics, King, and Oakland: Some Folk Don’t Believe Fat Meat is Greasy. pp. 150-162.

← African American Student Writers in the NAEP, 1969-88/89 and “The Blacker the Berry, the Sweeter the Juice.” pp. 163-194. (See also List 3, Part 3: Methodology.)

Stuckey, Elspeth. (1991). The Violence of Literacy. Portsmouth, NH: Boynton/Cook.

Stygall, Gail. (1994). Resisting Privilege: Basic Writing and Foucault’s Author Function. CCC 45:3 (pp. 320-341).

Stygall, Gail. (1999). Unraveling at Both Ends: Anti-Undergraduate Education, Anti-Affirmative Action, and Basic Writing at Research Schools. Journal of Basic Writing 18:2 (pp. 4-22).

Soliday, Mary. The Politics of Remediation. Pittsburgh, PA: U of Pittsburgh Press, 2002.

Sternglass, Marilyn. Time to Know Them. Matwah, NJ: Erlbaum, 1995.

Tollefson, J. W. (1991 (1994)). Planning Language, Planning Inequality: Language Policy in the Community. London: Longman.

Villanueva, V. Jr. (1993). Bootstraps. Urbana, IL: NCTE. (See also List 3, Part 2: Ethnographies.)

---. (Ed.). (1997) Cross-Talk in Comp Theory: A Reader . Urbana, IL: NCTE.

← Lunsford, A. Cognitive Development and the Basic Writer. pp. 277-288.

← Rose, M. Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism. pp. 323-364.

← Bizzell, P. Cognition, Convention, and Certainty: What We Need to Know about Writing. pp. 365-390.

← Elbow, P. The Language of Exclusion: Writing Instruction at the University. pp. 525-548.

← Delpit, L. D. The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children. pp. 565-588.

← Hairston, M. Diversity, Ideology, and Teaching Writing. pp. 659-676.

← Bizzell, P. “Contact Zones” and English Studies. pp. 735-742.

Part 2: What We Know from Our Friends in Sociolinguistics

I cannot imagine talking about writing and the teaching of writing without talking about language. In particular, the criteria for who is relegated to such programs as EOP are often based on students’ ability to use language in particular ways that are deemed appropriate for college. At the UW, for example, student essay exams are divided into 3 groups: those with significant ESL-type issues go into 103, those with “writing issues” go into 104-105, and those that show a savviness with language (in the “appropriate” way) are passed on to 131. These “appropriate” ways are usually based on Western models of logic, argument, and evidence—aspects of writing and language use that may not be the same for all students. Sociolinguistics, then, allows me a way to examine how languages themselves are constructed, how they behave in a social context, and how the prestige of certain languages and language varieties influences the way communication is perceived, sometimes in spite of the message being conveyed.

Bickerton, Derek. Roots of Language.

Bourhis, Richard Y. “Acculturation, Language Maintenance, and Language Shift.” In Klatter-Foler and Avermaet. 5-38.

Lanehart, Sonja L. “African American Vernacular English and Education.” Journal of English Linguistics 26:2 (June 1998): 122-136.

Lippi-Green, Rosina. English with an Accent: Language, Ideology and Discrimination in the United States. London: Routledge, 1997.

Milroy, Leslie. “Bridging the Micro-Macro Gap: Social Change, Social Networks and Bilingual Repertoires.” In Klatter-Foler and Avermaet. 39-64.

Rickford, John R., and Angela E. Rickford. “Dialect Readers Revisited.” Linguistics and Education 7.2 (1995): 107-128.

Roberts, Peter A. “Integrating Creole into Caribbean Classrooms.” Journal of Multilingual and Multicultural Development 15.1 (1994): 47-62.

Ryan, E. B. (1979). Why Do Low-Prestige Language Varieties Persist? In H. Giles & R. St. Clair (Eds.), Language and Social Psychology (pp. 145-157). Oxford: Basil Blackwell.

Siegel, J. (1997). Using a Pidgin Language in Formal Education: Help or Hindrance? Applied Linguistics, 18(1), 86-100.

Part 3: It’s All About Hawai‘i, Baby!

My area of interest is specifically the writing by Native Hawaiian students in Hawai‘i. Hawai‘i presents a complex situation in terms of the social, political and economic forces that constrain the kinds of writing validated by education. For Native Hawaiians, language is often trilingual (English, Hawaiian and Pidgin/HCE) with each language having various levels of overt and covert prestige, and writing is often formal and in contrast to a highly oral culture. The works in this section highlight the specific issues concerning language and education in Hawai‘i.

Canady, Claudia, Christine Y. Sumimoto, and Ronda Wojcicki. “A Comparison of Hawaiian Creole and Standard American English Speakers by Listeners Familiar and Unfamiliar with Hawaiian Creole.” Asia Pacific Journal of Speech, Language, and Hearing 5.3 (2000): 157-162.

Fujikane, Candace. “Between Nationalisms: Hawaii’s Local Nation and Its Troubled Racial Paradise.” Critical Mass: A Journal of Asian American Cultural Criticism. 1:2 Spring 1994

Meyer, Manulani Aluli. Native Hawaiian Epistemology: Contemporary Narratives. Dissertation. Harvard University Graduate School of Education. 1998.

Rodgers, Theodore S. “Poisoning Pidgins in the Park: The Study and Status of Hawaiian Creole.” Georgetown University Roundtable on Languages and Linguistics. Washington, DC: Georgetown UP, 1996. 221-235.

Romaine, Suzanne. “Hau fo Rait Pijin: Writing in Hawai’i Creole English. English Today 10.2 (Apr 1994): 20-24.

Sato, Charlene. “Linguistic Inequality in Hawaii: The Post-Creole Dilemma.” Language of Inequality. Eds. N Wolfson and J. Manes. Berlin: Mouton, 1985. 255-272.

Sonomura, Marion Okawa. Idiomaticity in the Basic Writing of American English: Formulas and Idioms on the Writing of Multilingual and Creole-Speaking Community College Students in Hawai’i. New York: Peter Lang, 1996.

Tamura, Eileen H. “African American Vernacular English and Hawai’i Creole English: A Comparison of Two School Board Controversies.” Journal of Negro Education 71.1-2 (Win-Spr 2002): 17-30.

Warner, Sam L. No‘eau. (1999). “Kuleana: The Right, Responsibility, and Authority of Indigenous Peoples to Speak and Make Decisions for Themselves in Language and Cultural Revitalization.” Anthropology and Education Quarterly 30.1 pp. 68-93.

Watson-Gegeo, Karen Ann. “Language and Education in Hawai’i: Sociopolitical and Economic Implications of Hawai’i Creole English.” Language and the Social Construction of Identity in Creole Situations. Ed. Marcyliena Morgan. Los Angeles, CA: Center for Afro-American Publications, 1994. 101-120. (Central Washington U. has it)

Wood, Houston. (1999). Displacing Natives: The Rhetorical Production of Hawai‘i. Lanham, MD: Rowman and Littlefield.

II. Discourse Analysis and Narrative Theory

This section represents my primary secondary methods for examining the issues of language and culture as they appear in the writing of minority students. These works provide methodologies and theories for analyzing texts and thinking about the way minority students write, particularly in terms of the way these students make meaning in writing.

Part 1: Discourse Analysis and Critical Discourse Analysis

I look to CDA as a way to examine texts, especially the writing by students from non-mainstream backgrounds and to theorize about power dynamics within discourse. CDA allows for the language analysis of student texts and what those texts say as manifestations or products of the contexts in which they exist, are produced, and are interpreted. In many ways I feel that CDA lends itself to the quantification of linguistic features and patterns of those features that can then illuminate areas of interest for further investigation through narrative theory, genre theory and ethnography.

Fairclough, Norman. (1992). Discourse and Social Change. Cambridge, MA: Polity Press.

Foucault, Michel. (1982). The Archaeology of Knowledge and the Discourse on Language. Random House, Inc.

Mills, Sarah. (1997) Discourse. London, New York: Routledge.

Goffman, Erving. (1986). Frame Analysis: An Essay on the Organization of Experience. Boston: Northeastern UP, HM291 .G583 1986

Schiffrin, Deborah. (1987). Discourse Markers. New York: Cambridge University Press. P302 .S335 1987

van Dijk, Teun (Ed.). (1997). Discourse Studies: A Multidisciplinary Introduction. vol 1 London: Sage Publications P302 .D562 1997

← Selections

van Dijk, Teun (Ed.). (1997). Discourse Studies: A Multidisciplinary Introduction. vol 2 London: Sage Publications

← van Dijk, Teun. “Discourse as Interaction in Society” (Chapter 1)

← Blum-Kulka, Shoshana. “Discourse Pragmatics” (Chapter 2)

← Pomerantz, Ania and B.J. Fehr. “Conversation Analysis: An Approach to the Study of Social Action as Sense Making Practices.” (Chapter 3)

← Fairclough, Norman and Ruth Wodak. “Critical Discourse Analysis.” (Chapter 10)

van Dijk, Teun. (1985). Handbook of Discourse (vol 1). London, Orlando: Academic Press. P302 .H343 1985

Part 2: Narrative Theory

Narrative Theory provides a way to deal with the often oral nature of writing by students from non-mainstream backgrounds. That is, the rhetorical moves that students make in their writing tend to be attributed to a narrative style associated with orality. Narrative theory also provides ways to think about cultural epistemology—how one narrativizes cultural experience, organizes the world or makes sense of the world, and normalizes certain values, views, logic, etc.—that may be at odds with the structures of Western science, logic and argument.

Bal, Mieke. (1997). Narratology: Introduction to the Theory of Narrative. 2nd ed. Toronto: U Toronto P.

Barthes, R. (1966). Introduction to the Structural Analysis of Narratives. In Sontag, S. (Ed.) A Barthes Reader. Vintage, 1993.

Chafe, Wallace, ed. (1980). The Pear Stories: Cognitive, Cultural and Linguistic Aspects of Narrative Production. Norwood, NJ: Ablex.

Cortazzi, M. (1999). Narrative Analysis. Ch. 23 in Alan Bryman and Robert Burgess. (Eds.) Methods of Qualitative Research, Vol. 2. Thousand Oaks, CA: Sage Publications.

Hymes, Dell H. (1996). Ethnography, Linguistics, and Narrative Inequality: Toward an Understanding of Voice. London: Taylor and Francis.

Johnstone, Barbara. (1990). Stories, Community, and Place: Narratives from Middle America. Bloomington, IN: IU Press.

Josselson, R. and Lieblich, A. (1993). The Narrative Study of Lives. Newbury Park, CA: Sage.

Journal of Narrative and Life History. (1997). Special Issue. 7.1-4.

Labov, William. (1997). Some Further Steps in Narrative Analysis. Journal of Narrative and Life History. .

---. (1999). “The Transformation of Experience in Narrative.” In The Discourse Reader. Eds. Adam Jaworski and Nikolas Coupland. London and New York: Routledge. pp. 221-235.

Labov, W. and Waletzky, J. (1967). Narrative Analysis: Oral Versions of Personal Experience. pp. 12-44. In J. Helm (Ed.). Essays on the Verbal and Visual Arts. Seattle: University of Washington Press.

Lieblich, A., Tuval-Mashiach, R. & Zilber, T. (1998). Narrative Research: Reading, Analysis, and Interpretation. Thousand Oaks, CA: Sage Publications.

Linde, Charlotte. (1993). Life Stories: The Creation of Coherence. Oxford: OUP.

McAdams, Daniel. (1988). Power, Intimacy, and the Life Story: Personological Inquiries into Identity. Guilford Press.

Mcquillan, Martin. (Ed.). (2000). The Narrative Reader. London and New York: Routledge.

← Ch 3: Post-Narratology pp. 128-174.

▪ Genette, G. From Narrative Discourse Revisited.

▪ Prince, G. On Narratology (Past, Present, Future).

▪ Barthes, R. Textual Analysis: Poe’s “Valdemar.”

▪ Hernstein Smith, B. Narrative Versions, Narrative Theories.

▪ Brooks, P. From Reading for the Plot.

▪ Gibson, A. From Towards a Postmodern Theory of Narrative.

▪ Lyotard, J-F. From The Postmodern Condition.

▪ McCloskey, D. Storytelling in Economics.

▪ Jackson, B. Narrative Theories and Legal Discourse.

▪ Harre, R. Some Narrative Conventions of Scientific Discourse.

▪ McClary, S. The Impromptu That Trod on a Loaf: or How Music Tells Stories.

▪ Berger, J. Stories.

Norrick, Neal R. (1997). “Twice Told Tales: Collaborative Narration of Familiar Stories.” Language in Society 45.2 pp. 199-220.

Ochs, Elinor. (1997). “Narrative.” In Discourse as Structure and Process. Ed. Teun van Dijk. London: Sage. 185-297.

Ochs, Elinor and Lisa Capps. (2001). Living Narrative: Creating Lives in Everyday Storytelling. Cambridge: Harvard UP.

Polanyi, Livia. (1989). Telling the American Story. Cambridge, MA: MIT.

Riesman, Catherine. (1993). Narrative Analysis. Thousand Oaks, CA: Sage.

Scollon, Ron and S. Scollon. (1981). Narrative, Literacy, and Face in Interethnic Communication. Norwood, NJ: Ablex.

Toolan, Michael. (1988). Narrative: A Critical Linguistic Introduction. London, New York: Routledge.

III. Genre Theory and Ethnography List

This section represents my secondary primary methods for examining the issues of language and culture as they appear in the writing of minority students. These works provide methodologies for examining and theories for thinking about how the writing of minority students and its features, values, ideologies, epistemologies, etc. fit in (or not) with mainstream academic writing. This list, in particular, is a way for me to contextualize the writing of minority students within the larger discussions of composition and rhetoric, education, and pedagogy.

Part 1: Genre Theory

Genre Theory is one of the primary ways that I can imagine the relationship of discourses, their functions, contexts, and ideologies with minority students who may hold values that are in conflict with the ideologies of those discourses. It is through theories of genre systems and activity systems—the relationships within and between systems—that I can argue about the influence of culture on students’ concepts of writing as well as the writing they produce. Additionally, Genre Theory includes the element of ethnography in its interest in contextualization of the text, the author’s position, and the audience, as well as the patterns or recurrent nature of these contexts. I look to Genre Theory in particular to substantiate the need for explicit teaching of genres to students from non-mainstream backgrounds so that they can both participate and resist the ways in which language is used in the academy.

Bakhtin, M. (1986). The Problem of Speech Genres. In C. Emerson & M. Holquist (Eds.), Speech Genres and Other Late Essays (pp. 60-102). Austin, TX: University of Texas Press.

Bawarshi, A. (2003). Genre and the Invention of the Writer: Reconsidering the Place of Invention in Composition. Logan, UT: Utah University Press.

Bazerman, C. (1994). Systems of Genres and the Enactment of Social Intentions. In A. Freedman & P. Medway (Eds.), Genre and the New Rhetoric (pp. 79-101). London: Taylor and Francis.

Berkencotter, C. (2002). Genre Systems at Work: DMS-IV and Rhetorical Recontextualization in Psychotherapy Paperwork. Written Communication 18:3 (pp. 326-349).

Berkencotter & Huckin. (1995). Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power. Hillsdale: Lawrence Erlbaum.

Bishop, W., & Ostrom, H. (Eds.). (1997). Genre and Writing: Issues, Arguments, Alternatives. Portsmouth: Boynton/Cook.

← Bishop, Wendy. Preaching What We Practice as Professionals in Writing. pp. 3-16.

← Devitt, Amy J. Genre as Language Standard. pp. 45-55.

← Lyne, William. White Purposes. pp. 73-80.

← Love, Monifa A. and Evans D. Hopkins. Deep-Rooted Cane: Consanguinity, Writing , and Genre. pp. 81-90.

← Freedman, Aviva. Situating “Genre” and Situated Genres: Understanding Student Writing from a Genre Perspective. pp. 179-189.

Coe, R., and, L. L., & Teslenko, T. (Eds.). (2002). The Rhetoric and Ideology of Genre: Strategies for Stability and Change. Cresskill, NJ: Hampton University Press.

Devitt, A.J., Bawarshi, A, and Reiff, M.J. (2003) Materiality and Genre in the Study of Discourse Communities. College English (pp. 541-558).

Freedman, A. (1994). "Do as I Say": The Relationship Between Teaching and Learning New Genres. In A. Freedman & P. Medway (Eds.), Genre and the New Rhetoric (pp. 191-210). London: Taylor and Francis.

Freedman, A. & Medway, P. (Eds.). (1994). Learning and Teaching Genre.

← Dias, Patrick. Chapter 11: Initiating Students into the Genres of Discipline-Based Reading and Writing. (pp. 193-206).

← Green, Bill and Alison Lee. Chapter 12: Writing Geography: Literacy, Identity and Schooling. (pp. 207-224).

Freedman, A. & Smart, G. Navigating the Current of Economic Policy: Written Genres and the Distribution of Cognitive Work at a Financial Institution. Mind, Culture, and Activity. 4:4 (pp. 238-255).

Giltrow, J. (2002). Meta-Genre. In R. Coe, Lorelei Lingard and Tatiana Teslenko (Ed.), The Rhetoric and Ideology of Genre: Strategies for Stability and Change (pp. 187-205). Cresskill, NJ: Hampton University Press.

Halliday, M. (1978). Language as Social Semiotic. London: Edward Arnold.

Johns, A. (Eds.) (2002). Genre in the Classroom: Multiple Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.

← Flowerdew, John. Genre in the Classroom: A Linguistic Approach. (pp. 91-102).

← Pang, Terence T.T. Textual Analysis and Contextual Awareness Building: A Comparison of Two Approaches to Teaching Genre. (pp. 145-161).

← Guleff, Virginia. Approaching Genre: Prewriting as Apprenticeship to Communities of Practice. (pp. 211-223).

← Johns, Ann. Destablilizing and Enriching Novice Students’ Genre Theories. (pp. 237-246).

← Grabe, Williams. Narrative and Expository Macro-Genres. (pp. 249-267).

← Martin, J.R. A Universe of Meaning—How Many Practices? (pp. 269-278).

← Bhatia, V.J. Applied Genre Analysis: Analytical Advances and Pedagogical Procedures. (pp. 279-283).

← Berkencotter, C. Response(s) to William Grabe’s “Narrative and Expository Macro-Genre.” (pp. 285-288).

Miller, C. (1994). Genre as Social Action. In A. Freedman & P. Medway (Eds.), Genre and the New Rhetoric (pp. 21-42). London: Taylor and Francis.

Miller, C. (1994). Rhetorical Community: the Cultural Basis of Genre. In A. Freedman & P. Medway (Eds.), Genre and the New Rhetoric (pp. 67-78). London: Taylor and Francis.

Pare, A. (2002). Genre and Identity: Individuals, Institutions, and Ideology. In R. Coe, Lorelei Lingard and Tatiana Teslenko (Ed.), The Rhetoric and Ideology of Genre: Strategies for Stability and Change (pp. 57-71). Cresskill, NJ: Hampton University Press.

Russell, D. R. (1997). Rethinking Genre in School and Society: An Activity Theory Analysis. Written Communication, 14(4), 504-554.

Threadgold, T. Talking about Genre. Cultural Studies 3.1 (pp. 101-27).

Part 2: Ethnographies

One of my primary concerns about researching marginalized students is the crisis of representation: who has the authority to represent these people, who decides what representations are made public, and the political and social impact of those representations for the people being studied. These ethnographies, then, are a way for me to consider various ethnographies, their purposes as well as their methodologies—particularly, how their methodologies reflect their driving purpose or research questions and the people and social contexts they address.

Besnier, Niko. (1995). Literacy, Emotion and Authority: Reading and Writing on a Polynesian Atoll. Cambridge, New York: Cambridge University Press.

Cushman, Ellen. (1998). The Struggle and the Tools: Oral and Literate Strategies in an Inner City Community. Albany: SUNY Press.

Fine, Michelle and Lois Weis. (1998). The Unknown City: Lives of Poor and Working-Class Young Adults. Boston: Beacon Press.

Gee, James Paul. (1996). Social Linguistics and Literacies: Ideology in Discourses. 2nd ed London: Falmer.

Gregory, Eve and Ann Williams. (2000). City Literacies: Learning to Read Across Generations and Cultures. London, New York: Routledge.

Guerra, Juan C. (1998). Close to Home: Oral and Literate Practices in a Transnational Mexican Community. New York: Teacher’s College Press.

Heath, Shirley Brice. (1983). Ways with Words: Language, Life, and Work in Communities and Classrooms. Cambridge: Cambridge UP.

Moll, Luis. “Inspired by Vygotsky: Ethnographic Experiments in Education.” In Carol D. Lee and Peter Smagorinsky, eds. Vygotskian Perspectives on Literacy Research. 2000. 256-268.

Phillips, Susan Urmstron. (1983). The Invisible Culture: Communication in Classroom and Community on the Warm Springs Indian Reservation. Prospect Heights: Waveland Press.

Philipsen, Gerry. (1992). Speaking Culturally: Explorations in Social Communication. Albany: SUNY Press.

Rose, Mike. (1989). Lives on the Boundary: A Moving Account of Struggles and Achievements of America’s Underclass. New York: Penguin.

Scollon, Ron and Suzanne B. K. Scollon. (1981). Narrative, Literacy, and Face in Interethnic Communication. Norwood: Ablex Pub. Corp.

Shuman, Amy. (1986). Storytelling Rights: the uses of oral and written texts by urban adolescents. Cambridge, New York : Cambridge University Press.

Street, B.V. (1995). Social Literacies: Critical Perspectives on Literacy in Development, Ethnography and Education. London: Longman.

Villanueva, Jr., Victor. (1993). Bootstraps. Urbana, IL: NCTE. (See also List13, Part 1: Rhet/Comp.)

Zentella, Ana Celia. (1997). Growing Up Bilingual. Malden: Blackwell.

Part 3: Qualitative Methodology and Theory of Ethnography

This section looks at ethnography as a qualitative research method. In particular, I am interested in the crisis of representation. As more students from non-mainstream backgrounds enter the university system—and some remain as faculty—the issue of representation comes to the forefront for ethnographies that previously were about the Other who had little access to the discourses written about them. The works in this section highlight the need for thoughtful reflection on how we talk about marginalized groups and how best to represent them, and possibly collaborate with them in creating that representation, through ethnographic research—participation and observation of their social contexts.

Agar, Michael. (1996). The Professional Stranger: An Informal Introduction to Ethnography San Diego: Academic Press.

Barton, Ellen. “More Methodological Matters: Against Negative Argumentation.” CCC 51.3 (2000): 399-416.

Barton and Hamilton. (1998). Local Literacies: Reading and Writing in One Community. London, New York: Routledge.

Bazerman, C. and P. Prior. (2004). What Writing Does and How It Does It. Lawrence Erlbaum.

← Bazerman, Charles. Chapter 4: Intertextuality: How Texts Rely on Other Texts. pp. 83-96.

← Buell, Marcia Z. Chapter 5: Code-Switching and Second Language Writing: How Multiple Codes are Combined in a Text. pp. 97-122.

← Leander, Kevin and Paul Prior. Chapter 8: Speaking and Writing: How Talk and Text Interact in Situated Practices. pp. 201-238.

← Bazerman, Charles. Chapter 11: Speech Acts, Genres, and Activity Systems: How Texts Organize Activity and People. pp. 309-340.

Bleich, David. “Ethnography and the Study of Literacy: Prospects for Socially Generous Research.” Into the Field: Sites of Composition Studies. Ed. Anne Ruggles Gere. NY: MLA, 1993, 176-192.

Brodkey, Linda. “Writing Critical Ethnographic Narratives.” Anthropology and Education Quarterly. 18 (1987). 67-76.

Debs, Mary Beth. “Reflexive and Reflective Tensions: Considering Research Methods from Writing-Related Fields.” Writing in the Workplace: New Research Perspectives. Ed. Rachel Spilka. Carbondale: SIUP, 1993. 238-252.

Denzin, Norman K. and Yvonna Lincoln. (1998). The Landscape of Qualitative Research: Theories and Issues. Thousand Oaks: Sage.

← Denzin, Norman K. and Yvonna S. Lincoln. “Introduction: Entering the Field of Qualitative Research.” 1-34.

← Guba, Egon G. and Yvonna S. Lincoln. “Competing Paradigms in Qualitative Research.” 195-211.

← Marcus, George E. “What Comes After (Just) ‘Post’”?: The Case of Ethnography.” 383-402.

Dyson, Anne and Celia Genishi. (Eds.) (1994). The Need for Story: Cultural Diversity in Classroom and Community. Urbana, IL: National Council of Teachers of English.

Heath, Shirley Brice. “The Madness (es) of Reading and Writing Ethnography.” Anthropology & Education 24 (1993): 256-268.

Kleine, Michael. “Beyond Triangulation: Ethnography, Writing, and Rhetoric” JAC 10 (1990): 117-25.

Lewis, Cynthia. (2001). Literary Practices as Social Acts: power, status and cultural norms in the classroom. Mahwah, NJ : L. Erlbaum Associates.

Marcus, George, Ed. (1999). Critical Anthropology Now: Unexpected Contexts, Shifting Constituencies, Changing Agendas. Santa Fe: School of American Research Press.

Marcus, George E. “The Redesign of Ethnography after the Critique of Its Rhetoric.” Goodman Robert F. and Walter R. Fisher. Eds. Rethinking Knowledge: Reflections across the Disciplines Albany: Sunny Press, 1995. 103-121.

Mortensen, Peter and Gesa E. Kirsch, Eds. (1996). Ethics and Representation in Qualitative Studies of Literacy. Urbana: NCTE.

← Mortensen, Peter and Gesa E. Kirsch. “Introduction: Reflections on Methodology in Literacy Studies.” xix-xxxiv.

← Williams, Cheri L. “Dealing with the Data: Ethical Issues in Case Study Research.” 40-57.

← McCarthy, Lucille Parkinson and Stephen M. Fishman. “A Text for Many Voices: Representing Diversity in Reports of Naturalistic Research.” 155-176.

Smitherman, Geneva. (2000). African American Student Writers in the NAEP, 1969-88/89 and “The Blacker the Berry, the Sweeter the Juice.” In Talkin That Talk: Language, Culture and Education in African America. London and New York: Routledge. pp. 163-194. (See also List 1, Part 1: Rhet/Comp.)

Spindler, George. (Ed.) (1997). Education and Cultural Processes: Anthropological Approaches. Prospect Heights, IL: Waveland Press.

Spradley, Jack. (1979). The Ethnographic Interview. New York: Holt, Rinehart and Winston.

Van Mannen, J. (1988). Tales of the Field: On Writing Ethnography. Chicago: U of Chicago Press.

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