Date of Award
Spring 5-18-2024
Document Type
Honors Project
University Scholars Director
Dr. Joshua Tom
First Advisor/Committee Member
Dr. Kristine Mensonides-Gritter
Keywords
writing pedagogy, dialect, writing rubrics, black language, peer feedback
Abstract
This article adapts Peter Elbow’s framework for the teacherless writing classroom laid out in Writing Without Teachers for two purposes: first, to create a standardized means of measurement along new axes for use in writing rubrics and, second, to be more accommodating to nonformal English dialects. As writing pedagogy makes moves to be more understanding of the breadth of voices, typical rubric guidelines display an outdated understanding of the essay as a format. Elbow’s depiction of scholarly writing as an exploration of the self allows for a new grading paradigm to surface, one that reinforces academic English as a standard while giving permission for students to interact with, and rebel against, that standard.
Recommended Citation
Hayden, Maxwell P., "The Translingual College Classroom: Repurposing Essays for Inclusivity and Practicality" (2024). Honors Projects. 210.
https://digitalcommons.spu.edu/honorsprojects/210
Copyright Status
http://rightsstatements.org/vocab/InC/1.0/
Additional Rights Information
Copyright held by author.
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Language and Literacy Education Commons
