Descriptor
| Higher Education | 2 |
| Case Studies | 1 |
| Cooperative Learning | 1 |
| Educationally Disadvantaged | 1 |
| Elementary Secondary Education | 1 |
| English Instruction | 1 |
| Illiteracy | 1 |
| Literacy | 1 |
| Politics of Education | 1 |
| Social Class | 1 |
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Source
| Writing Center Journal | 2 |
Author
| Cooper, Marilyn M. | 2 |
Publication Type
| Journal Articles | 2 |
| Opinion Papers | 2 |
| Book/Product Reviews | 1 |
| Guides - Non-Classroom | 1 |
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Showing all 2 results
"We Don't Belong Here, Do We?" A Response to "Lives on the Boundary" and "The Violence of Literacy."
Peer reviewedCooper, Marilyn M. – Writing Center Journal, 1991
Focuses on the deep understanding conveyed in two books (Mike Rose's "Lives on the Boundary" and J. Elspeth Stuckey's "The Violence of Literacy") of exactly what is at stake in the literary crisis and how literacy is used to ratify the status quo. Considers their different, but complementary, suggestions about what writing teachers and tutors…
Descriptors: Educationally Disadvantaged, Elementary Secondary Education, Higher Education, Illiteracy
Peer reviewedCooper, Marilyn M. – Writing Center Journal, 1994
Argues that writing centers have the essential function of critiquing institutions and creating knowledge about writing. Explains how this function has clear implications for what tutors should know and how they should be trained. Enlists Antonio Gramsci's theory of culture to analyze traditional composition teaching and research. (HB)
Descriptors: Case Studies, Cooperative Learning, English Instruction, Higher Education
