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Zusatztext "The book is addressed to scholars in the fields of academic discourse and academic writing! writing instructors! community college administrators! and those who are interested in academic discourse! community college education! education policy as well as education for social change. ? A very complete! well-exemplified and detailed data analysis and a clear and accessible writing style make the book a successful example of a critical view of the academic writing classroom and an enticing invitation to reflection." (Pamela Olmos-López! Discourse & Society! Vol. 28 (6)! 2017) Informationen zum Autor Jan Osborn is Assistant Professor in the Rhetoric and Writing Studies Program in the Department of English at Chapman University, USA. Klappentext Community Colleges and First-Generation Students examines a community college writing classroom through ten students from diverse linguistic, ethnic, socio-economic, and national backgrounds. Students are introduced to a version of academic discourse that challenges their identities and visions of the future. Zusammenfassung Community Colleges and First-Generation Students examines a community college writing classroom through ten students from diverse linguistic! ethnic! socio-economic! and national backgrounds. Students are introduced to a version of academic discourse that challenges their identities and visions of the future. Inhaltsverzeichnis 1. Intersecting Place, Purpose, and Practice: A Community College Context 2. Identities: A Context of Multiplicity 3. Linguistic Ideologies 4. Institutionalized Identities 5. Classroom Discourse 6. Student Voices 7. Homogenizing Identities 8. A Call To Action: What We Say and What We Do
List of contents
1. Intersecting Place, Purpose, and Practice: A Community College Context
2. Identities: A Context of Multiplicity
3. Linguistic Ideologies
4. Institutionalized Identities
5. Classroom Discourse
6. Student Voices
7. Homogenizing Identities
8. A Call To Action: What We Say and What We Do
Report
"The book is addressed to scholars in the fields of academic discourse and academic writing, writing instructors, community college administrators, and those who are interested in academic discourse, community college education, education policy as well as education for social change. ... A very complete, well-exemplified and detailed data analysis and a clear and accessible writing style make the book a successful example of a critical view of the academic writing classroom and an enticing invitation to reflection." (Pamela Olmos-López, Discourse & Society, Vol. 28 (6), 2017)
