College English Sep 2006

Performing Working-Class Identity in Composition: Toward a Pedagogy of Textual Practice

Donna LeCourt

Abstract

Drawing on students’ literacy autobiographies, this article critiques the premise that academic discourse and working-class identity are not only static but also in complete opposition. The author argues for a more performative theory of class, a theory that would, she explains, recognize that academic discourse creates social class distinctions through processes that can be critiqued and reshaped.

Journal
College English
Published
2006-09-01
DOI
10.58680/ce20065831
CompPile
Open Access
Closed
Topics
Export
BibTeX RIS

Citation context

Cited by in this index (16)

  1. Loe (2024)
    “What it is exactly that circulates”: Affective value, re/production, and rheto…
    Computers and Composition
  2. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  3. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  4. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  5. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
Show all 16 →
  1. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  2. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  3. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  4. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  5. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  6. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  7. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  8. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  9. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  10. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  11. Virtanen (2008)
    What's Wrong with Larry? Or a Case for Writing Appropriate Comment on Student Writing
    Open Words: Access and English Studies

References (0)

No references on file for this article.

CrossRef global citation count: 17 View in citation network → Build reading path →

Related articles

  1. Written Communication Jul 2026
    Meaning Across Modes: Social Purpose and Intermodality in Children’s School Writing and Drawing ↗
    Sofia Hort; Oscar Björk
    discourse analysis writing pedagogy teacher development multimodality literacy studies
  2. Written Communication Jul 2025
    Does ChatGPT Write Like a Student? Engagement Markers in Argumentative Essays ↗
    Feng (Kevin) Jiang; Ken Hyland
    discourse analysis writing pedagogy argument artificial intelligence literacy studies
  3. Written Communication Jul 2025
    Synthesizing Professional Knowledge and Racial Literacy Content Through Explicit Composing Instruction: A Discourse Synthesis Study ↗
    Jenifer Jasinski Schneider; James R. King; Gretchen Dodson
    discourse analysis writing pedagogy teacher development argument assessment literacy studies race and writing
  4. Research in the Teaching of English May 2025
    Argument as Architecture: Constructing an Alternative K–12 Writing Paradigm for Collective Civic Futures ↗
    Nicole Mirra; Kia Turner; Antero Garcia
    discourse analysis writing pedagogy argument assessment multimodality literacy studies
  5. Technical Communication Quarterly Oct 2024
    Editors’ Use of Comprehensive Style Guides: The Case of Singular They ↗
    Jo Mackiewicz; Shaya Kraut; Allison Durazzi
    rhetorical criticism discourse analysis first-year composition writing pedagogy graduate education teacher development writing centers technical communication professional writing digital rhetoric multilingual writers grammar and mechanics literacy studies race and writing public rhetoric editorial matter