Writing Studies and Linguistic Justice
Since NCTE’s statement on SRTOL in 1974, teachers of writing in English have been working to respect, nurture, celebrate, and write about the diversity of Englishes on college campuses across the United States. International Exchanges for the Study of Writing book series invites you to read how researchers studying outside the US/Anglophone countries have much to offer all writing teachers seeking a means to linguistic justice.
Working within the framework of translanguaging, the contributors to this collection offer nuanced explorations of how translingual dispositions can be facilitated in English-medium postsecondary writing programs and classrooms. The authors and editors comprise a wide array of writing scholars from diverse teaching and learning contexts with a corresponding array of institutional, disciplinary, and pedagogical expectations and pressures.
Sample Chapter:
Baalbaki, Fakhreddine, Khoury, and Riman
“Arabic, as a Home Language, Acts as a Resource in an English Writing Class: Borrowing Translation Strategies in a First Year Writing Course”
Applying local and global scholarship that represents the research of the European Association of Teachers of Academic Writing (EATAW), this edited collection examines how we can meet the challenges of teaching and publishing in complex, culturally and linguistically diverse contexts.
Sample Chapter:
Montserrat Castelló
“Research Writing, What Do We Know and How to Move Forward”
The contributors to this volume explore how the practice of doctoral writing is entangled with broader concerns within doctoral education, including attrition, timeliness, the quality of supervision, the transferability of knowledge and skills to industry settings, research impact, research integrity, and the decolonization of the doctorate.
Sample Chapter:
Sharin Shajahan Naomi
“Writing a Doctoral Thesis in a Non-Western Voice”