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ERIC Number: ED399535
Record Type: Non-Journal
Publication Date: 1996-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
To and through the Academic Conversation.
Adler-Kassner, Linda
In a basic-level writing course at the University of Minnesota, students were asked to read and engage in intelligent conservation about Keith Gilyard's "Voices of the Self." The book is about education but alternates autobiographical material with scholarly analysis. Literacy researchers expect students to read a text, understand what it has to say, and use it in some way (in writing or speaking) that demonstrates their understanding as part of the conversation of their classes. Many students, however, are not familiar with academic culture and ideology; they do not know what constitutes a literate reading; and they do not have the confidence to read texts that would be considered standard in the academy. Writing instructors may want to help students overcome these limitations but they also want to make the experience of academic discourse human and meaningful. Students need to make sense of their reading in light of their own experience and lives. Frequent and informal writing assignments handled over electronic mail can help attain these objectives since the instructor has a chance to respond personally to the development of each student, to encourage them to cultivate their own readings of a text. Excerpts from students' e-mail messages and essays shows their noteworthy development over the course of a semester. In the final weeks of the class, they communicated with Gilyard himself. Their understanding of literate conversation is shown by the critical nature of their questions. (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A