Tackling Diversity through First-Year Composition

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dc.contributor.advisorMaher, Jennifer
dc.contributor.authorKuznetsova, Daria
dc.contributor.departmentEnglish
dc.contributor.programTexts, Technologies, and Literature
dc.date.accessioned2021-09-01T13:55:44Z
dc.date.available2021-09-01T13:55:44Z
dc.date.issued2016-01-01
dc.description.abstractSince 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.
dc.formatapplication:pdf
dc.genretheses
dc.identifierdoi:10.13016/m2lpqi-prxs
dc.identifier.other11493
dc.identifier.urihttp://hdl.handle.net/11603/22886
dc.languageen
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Texts, Technologies, and Literature Department Collection
dc.relation.ispartofUMBC Theses and Dissertations Collection
dc.relation.ispartofUMBC Graduate School Collection
dc.relation.ispartofUMBC Student Collection
dc.sourceOriginal File Name: Kuznetsova_umbc_0434M_11493.pdf
dc.subjectmulticulturalism
dc.subjectOther
dc.subjecttranslingualism
dc.titleTackling Diversity through First-Year Composition
dc.typeText
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