English
http://hdl.handle.net/10211.3/7450
2024-03-29T14:54:45Z
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Diversity, language, and possibility: four new studies of what might be
http://hdl.handle.net/10211.3/194521
Diversity, language, and possibility: four new studies of what might be
Inoue, Asao B.
The article reviews several books including "The Cherokee Syllabary: Writing the People's Perseverance" by Ellen Cushman, "Keepin' It Hushed: The Barbershop and African American Hush Harbor Rhetoric" by Vorris L. Nunley, and "Diverse by Design: Literacy Education Within Multicultural Institutions" by Christopher Schroeder.
From College Composition & Communication. Feb2013, Vol. 64 Issue 3, p559-579. Copyright © 2013 by National Council of Teachers of English (NCTE).
2013-02-01T00:00:00Z
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Writing to Connect Minds: Bing Xin as a Feminist Rhetorician
http://hdl.handle.net/10211.3/194520
Writing to Connect Minds: Bing Xin as a Feminist Rhetorician
Wang, Bo
The article discusses the May Fourth Movement (1919-1925) which reveals the group of modern Chinese women writers in the early twentieth century. It includes the historic mission of enlightenment by essayist Bing Xin who shared her belief in the power of language that can be equally acquired by men or women. It adds that Bing Xin has been relegated as less important writer in the modern Chinese literature histories despite her sigificant literary accomplishments.
From College Composition & Communication. Jun2009, Vol. 60 Issue 4, p834. Copyright © 2009 by National Council of Teachers of English (NCTE).
2009-06-01T00:00:00Z
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Engaging "Nüquanzhuyi": The Making of a Chinese Feminist Rhetoric
http://hdl.handle.net/10211.3/194519
Engaging "Nüquanzhuyi": The Making of a Chinese Feminist Rhetoric
Wang, Bo
An essay is presented on the engagement and involvement of women in rhetoric through speaking, writing, and other culture-making activities. The author refers to several studies conducted by Western and Chinese historians and rhetoricians on the comparison between rhetoric and literature from each respective context into a transnational perspective. Also investigated are the major approaches for the appraisal of women's writing as it forms part of their role in political, social and cultural upheavals.
From College English. Mar2010, Vol. 72 Issue 4, p385-405. Copyright © 2010 by National Council of Teachers of English (NCTE).
2010-03-01T00:00:00Z
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Theorizing Failure in US Writing Assessments
http://hdl.handle.net/10211.3/194518
Theorizing Failure in US Writing Assessments
Inoue, Asao B.
How do teachers define failure when learning to write? We don’t ask the question often enough.
In this article, I attempt to offer a definition and critique of the nature and production of failure
in writing classrooms and programs. I argue that the production of failure in writing assessments
can create more purposeful consequences, particularly for those historically most likely
to suffer “failures” in writing classrooms: students of color, multilingual students, and workingclass
students. Drawing upon survey and grade data from California State University, Fresno, I
examine two kinds of failure produced in writing classrooms, quality-failure and labor-failure.
I argue that quality-failure (associated with judging the quality of drafts) is the least useful kind
of failure for writing classrooms, while labor-failure (associated with work and effort) offers better
consequences for student-writers and can help articulate a more robust writing construct by
including noncognitive dimensions of writing. I conclude by proposing “productive failure” as a
future possibility for writing classrooms.
From Research in the Teaching of English. Feb2014, Vol. 48 Issue 3, p330-352. Copyright © 2014 by National Council of Teachers of English (NCTE).
2014-02-01T00:00:00Z