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Horner, Bruce; NeCamp, Samantha; Donahue, Christiane – College Composition and Communication, 2011
Against the limitations English monolingualism imposes on composition scholarship, as evident in journal submission requirements, frequency of references to non-English medium writing, bibliographical resources, and their own past work, the authors argue for adopting a translingual approach to languages, disciplines, localities, and research…
Descriptors: Writing (Composition), Multilingualism, Monolingualism, Scholarship
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Horner, Bruce; Trimbur, John – College Composition and Communication, 2002
Identifies in the formation of United States college composition courses a tacit policy of English monolingualism based on a chain of reifications of languages and social identity. Shows this policy continuing in assumptions underlying arguments for and against English Only legislation and basic writers. (SG)
Descriptors: Basic Writing, College English, Curriculum Design, English Only Movement
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Horner, Bruce – College Composition and Communication, 2000
Claims dominant conceptions of tradition may prevent professionals in the field from realizing the full potential of work in composition. Calls for relinquishing the quest for academic professionalism in defining the work of Composition and constructing a sense of tradition as an active and activating force central to its work. (NH)
Descriptors: Higher Education, Intellectual Disciplines, Traditionalism, Writing (Composition)
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Gorzelsky, Gwen; France, Alan W.; Lalicker, William B.; Teutsch, Chris; Horner, Bruce – College Composition and Communication, 2000
Offers two essays responding to Horner's article in a previous issue of this journal. Argues for redefinition of "professionalization,""evaluation," and the uses of professional authority in relation to students' and other laypeople's knowledges. Discusses the need for professional organizations and unions, and the ongoing need…
Descriptors: Higher Education, Intellectual Disciplines, Professional Associations, Traditionalism
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Horner, Bruce – College Composition and Communication, 1996
Explores how insights of the 1970s are being lost, namely, those about why and how the academy thinks about basic writing and students deemed "illiterate" or "remedial." Examines a discourse that the author calls Basic Writing and how it has marginalized basic writing courses, teachers, and students. (TB)
Descriptors: Basic Skills, Basic Writing, Educational History, Higher Education