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Lu, Min-Zhan; Horner, Bruce – College English, 2013
We argue that composition scholarship's defenses of language differences in student writing reinforce dominant ideology's spatial framework conceiving language difference as deviation from a norm of sameness. We argue instead for adopting a temporal-spatial framework defining difference as the norm of utterances, and defining languages,…
Descriptors: Literacy, Writing (Composition), Literacy Education, Language Usage
Horner, Bruce; Lu, Min-Zhan – College English, 2010
The constitution of "rhetoric and composition" as a discipline is the subject of a long-standing and ongoing debate that grapples with what each of the terms might be said to signify in relation to the other, and why. Given the multiple meanings of rhetoric and composition, as well as the vexed history of institutional relationships…
Descriptors: Rhetoric, Applied Linguistics, Definitions, Writing (Composition)
Peer reviewed
Lu, Min-Zhan – College Composition and Communication, 1999
Outlines four goals of the ideal literate self and describes them as an active response to various abuses of the "political potential of the personal." Recognizes that literacy is a trope and poses a literate self in the interest of social justice. Discusses four abuses and three examples regarding the politics of critical affirmation.…
Descriptors: Audience Awareness, Cultural Differences, Cultural Interrelationships, Definitions