Gender Tracing and Literacy Narratives [electronic resource] / Michael Kuhne.
A good way "to get at gender" is to ask students to write about their literacy because literacy is a good catalyst for discussion and analysis regarding the complexities of gender. A number of recent articles connect composition studies with issues of gender, including those by Elizabeth F...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1995.
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MARC
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| 100 | 1 | |a Kuhne, Michael. | |
| 245 | 1 | 0 | |a Gender Tracing and Literacy Narratives |h [electronic resource] / |c Michael Kuhne. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1995. | ||
| 300 | |a 16 p. | ||
| 500 | |a ERIC Document Number: ED381799. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (46th, Washington, DC, March 23-25, 1995). |5 ericd. | ||
| 520 | |a A good way "to get at gender" is to ask students to write about their literacy because literacy is a good catalyst for discussion and analysis regarding the complexities of gender. A number of recent articles connect composition studies with issues of gender, including those by Elizabeth Flynn, Geoff Sirc, Linda Peterson, Don Kraemer Jr., and Lester Faigley. Further, articles by Janet Carey Eldred and Peter Mortensen, Mary Soliday, Linda Brodkey, and Deborah Brandt stress the usefulness of literacy narratives. Indeed Brandt's article did much to change one instructor's approach to teaching literacy narratives. Working with other instructors, he has recently changed the literacy assignment, away from the "narrative" or the "literary" and toward a student accounting of his or her literacy. In his class, students exchange their accounts of literacy with one another and in small groups of three to four, they do collaborative, quasi-ethnographic studies of them. They write impressions and share those impressions; they sift and sort different aesthetic and critical scrims, usually of their own devising, and invariably groups will return to gender as one of those scrims. (Contains 20 references.) (TB) | ||
| 650 | 0 | 7 | |a Cooperation. |2 ericd. |
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| 650 | 1 | 7 | |a Literacy. |2 ericd. |
| 650 | 0 | 7 | |a Sex Role. |2 ericd. |
| 650 | 0 | 7 | |a Student Reaction. |2 ericd. |
| 650 | 1 | 7 | |a Writing (Composition) |2 ericd. |
| 650 | 0 | 7 | |a Writing Instruction. |2 ericd. |
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