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2016 September College English, v79.1

Non-Member Price: $12.50

NCTE Member Price: $4.25

Level(s): College

ISBN/ISSN: 0010-0994


From the Editor
Kelly Ritter

“Keep the Appalachian, Drop the Redneck”’: Tellable Student Narratives of Appalachian Identity
Sara Webb-Sunderhaus
Abstract: This article explores the performance of Appalachian identity via the use of tellable narratives by students in two composition classrooms that were the focus of an ethnographic case study. Utilizing examples gleaned from interviews, classroom observations, and student writing, I illustrate how the students in my study demonstrated narrative complexity as they skillfully and creatively mediated the rhetorical situations they faced, crafting tellable and untellable narratives of Appalachian identity in response to their audience's needs.

Literate Misfitting: Disability Theory and a Sociomaterial Approach to Literacy
Elisabeth Miller
Abstract:  By examining the literate practices of persons with aphasia, or language disability after stroke or other brain injury, this essay develops the concept of literate misfitting—the conflicts readers and writers encounter when their bodies and minds do not fit with the materials and expectations of literacy. I analyze how literate misfitting reveals both how persons with disabilities are often excluded from normative conceptions of literacy and how their experiences adapting and innovating in the face of literate misfits offer vital insights into the social and material aspects of literacy.

“The video was what did it for me”: Developing Meta-Awareness about Composition across Media
Crystal VanKooten
Abstract:  In this article, I draw from a qualitative case study supported by theoretical framing from John Dewey and Gregory Schraw to explore how and why video composition could be a particularly useful site for the development of meta-awareness about composition within a writing course. Specifically, video opened space for rhetorically layered actions, metacognitive articulations, and interest, which led students to consider, plan for, or recount the transfer of compositional knowledge across media.

LGBT Literature Courses and Questions of Canonicity
John Pruitt
Abstract: Through a review of syllabi of LGBT literature courses and interviews with their instructors, this article investigates the rationales behind primary text selection and how texts and course objectives inform one another in the absence of a generally established set of readings. Through such an investigation, questions of canonization emerge, thus shedding a broader light on strategies behind successful means of reading, teaching, and assessing in a course with a generally self-selected group of students.

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A Professional Association of Educators in English Studies, Literacy, and Language Arts