Tackling Diversity through First-Year Composition
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Date
2016-01-01
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Department
English
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Texts, Technologies, and Literature
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Access limited to the UMBC community. Item may possibly be obtained via Interlibrary Loan thorugh a local library, pending author/copyright holder's permission.
This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by UMBC for non-commercial research and education. For permission to publish or reproduce, please see http://aok.lib.umbc.edu/specoll/repro.php or contact Special Collections at speccoll(at)umbc.edu
This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by UMBC for non-commercial research and education. For permission to publish or reproduce, please see http://aok.lib.umbc.edu/specoll/repro.php or contact Special Collections at speccoll(at)umbc.edu
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Abstract
Since the early 1970s, the field of Rhetoric and Composition has recognized that the diverse classrooms require more dynamic approaches instead of those that are solely concentrating on assessing students against Standard English language acquisition. First-year composition classrooms are not linguistically homogeneous; on-going disciplinary discussions have sought to re-imagine what it means to teach students to write when English is not standard for everyone. The most recent of these re-imaginings calls for a curriculum driven by the "translingual approach" to teaching Composition.