Reverberating Words and the "Rewriting of the World" in Adult Literacy: Designing for Meaning-Making and Powerful Literacy in GED 2014 Writing Pedagogy

• In Event: 35.082 - Roundtable Session 14
  In Roundtable Session: 35.082-19 - Disruptive, Powerful, and Adaptive Writing Pedagogies

Abstract

In the recent revision of the General Education Development (GED) exam, there is a much greater focus on the testing of academic writing skills. Because of this, it is important to reflect on how to develop empowering GED academic writing pedagogy in order not to further marginalize adult literacy students. The following details the design and research of a theoretically-mixed instructional framework that seeks to successfully prepare students for the new GED writing sections while also attending to the complexities of meaning-making in learning how to write academically, ultimately helping GED students develop “powerful literacy” (Gee, 1996).

Author

• Sasha V. Lotas, University of Washington - Seattle