Teaching Writing Through the Lens of Linguistic Justice Using the Ideological Model of Literacy

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Justice and Criticality in Literacy Education: An In-Depth Examination (Table 19)

Abstract

This research study explored the ways in which adjunct instructors of a first-year writing program taught writing skills to students. It identified lessons and activities that were grounded in the autonomous model of literacy, and those that were more ideological and based on new literacies theories. The data collected and analyzed in this comparative case study, revealed that students were more engaged in a writing classroom with a new literacies stance. The voices of students and formation of writing identities were visible, and space was created to address inequities. This study provided insight into the challenges of teaching college writing, and the pitfalls that can occur when the focus is only on grammar and mechanics.

Author

• Odette J. Reid, University at Buffalo - SUNY