This volume constitutes a unique contribution to the literature on
literacy and culture in several respects. It links together aspects
of social variation that have not often been thus juxtaposed:
ethnicity/nationality, gender, and participant role relations. The
unifying theme of this collection of papers is that all of these
factors are aspects of writers' identities -- identities which are
simultaneously expressed and constructed in text.
The topic of social identity and writing can be approached from a
variety of scholarly avenues, including humanistic, critical, and
historical perspectives. The papers in the present volume make
reference to and contribute to such humanistic perspectives;
however, this book lies squarely within the tradition of social
science. It draws primarily upon the disciplines of linguistics,
discourse analysis, anthropology, social and cognitive psychology,
and education studies.
The constituent topics of social identity, style, and writing
themselves lie at the intersections of several related fields of
scholarship. Writing remains of peak interest to educators from
many fields, and is still a "hot" topic. The instructional
ramifications of the particular issues addressed in this volume are
of vital concern to educational systems adjusting to the realities
of our multicultural society. This publication, therefore, should
attract a substantial and diverse readership of scholars,
educators, and policymakers affiliated with many fields including
applied linguistics, composition and rhetoric, communication
studies, dialect studies, discourse analysis, English composition,
English/language arts education, ethnic studies, language behavior,
literacy, sociolinguistics, stylistics, women's studies, and
writing research and instruction.
General
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