Through ethnographic research with students, this book contends
that many composition teachers' training in critical theory may
lead them to misread implicit social meanings in working class,
minority, and immigrant students' writing and thinking. The author
examines how the local perspectives and discursive strategies of
students from these backgrounds often complicate the translation of
these theories to practice. The author offers concrete assignments
and curriculum design as well as reflections on the process of the
teaching approaches and discussion of student's writing projects.
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