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Critical Literacy in 'White Ethnic' Classrooms: When Empowered Writing Reveals Class.

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Title: Critical Literacy in 'White Ethnic' Classrooms: When Empowered Writing Reveals Class.
Language: English
Authors: Hourigan, Maureen M.
Peer Reviewed: N
Page Count: 18
Publication Date: 1998
Document Type: Reports - Descriptive
Speeches/Meeting Papers
Descriptors: Academic Discourse, Basic Writing, Grammar, Higher Education, Lower Class, Socioeconomic Influences, Student Attitudes, Student Empowerment, Teaching Methods, Writing Assignments, Writing Attitudes
Geographic Terms: U.S.; Ohio
Abstract: A basic writing course instructor attempted to facilitate her students' survival in the academy by demystifying writing conventions while teaching them how to analyze discourses about literacy, especially in relation to cultural and economic forces. Students were asked to design an ideal basic writing course as a final journal assignment. Instruction in the institutionalized definition of "good writing" was what they wanted most. The "empowering" assignments the instructor had considered successful (letters to the editor, demanding crackdowns on drug-infested housing projects, for example) had no place. Students' responses from the following semester helped the instructor to realize that her students felt that a mastery of sophisticated grammar constructions would guarantee their place in the middle class, while the "real world" writing she required, supported as it was by examples from their own lives, identified them as lower class economically, an identity they cared not to confront. Three student essays are attached. (RS)
Notes: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (49th, Chicago, IL, April 1-4, 1998).
Journal Code: RIEAPR1999
Entry Date: 1999
Accession Number: ED424578
Database: ERIC
FullText Text:
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  Data: Critical Literacy in 'White Ethnic' Classrooms: When Empowered Writing Reveals Class.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Hourigan%2C+Maureen+M%2E%22">Hourigan, Maureen M.</searchLink>
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1998
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Descriptive<br />Speeches/Meeting Papers
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Academic+Discourse%22">Academic Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Writing%22">Basic Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Lower+Class%22">Lower Class</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Influences%22">Socioeconomic Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Attitudes%22">Writing Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Ohio%22">U.S.; Ohio</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A basic writing course instructor attempted to facilitate her students' survival in the academy by demystifying writing conventions while teaching them how to analyze discourses about literacy, especially in relation to cultural and economic forces. Students were asked to design an ideal basic writing course as a final journal assignment. Instruction in the institutionalized definition of "good writing" was what they wanted most. The "empowering" assignments the instructor had considered successful (letters to the editor, demanding crackdowns on drug-infested housing projects, for example) had no place. Students' responses from the following semester helped the instructor to realize that her students felt that a mastery of sophisticated grammar constructions would guarantee their place in the middle class, while the "real world" writing she required, supported as it was by examples from their own lives, identified them as lower class economically, an identity they cared not to confront. Three student essays are attached. (RS)
– Name: Note
  Label: Notes
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  Data: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (49th, Chicago, IL, April 1-4, 1998).
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  Data: 1999
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  Data: ED424578
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      – Text: English
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        PageCount: 18
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      – SubjectFull: Academic Discourse
        Type: general
      – SubjectFull: Basic Writing
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Lower Class
        Type: general
      – SubjectFull: Socioeconomic Influences
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Writing Assignments
        Type: general
      – SubjectFull: Writing Attitudes
        Type: general
      – SubjectFull: U.S.; Ohio
        Type: general
    Titles:
      – TitleFull: Critical Literacy in 'White Ethnic' Classrooms: When Empowered Writing Reveals Class.
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            NameFull: Hourigan, Maureen M.
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              M: 04
              Type: published
              Y: 1998
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