College Composition and Communication
Sep 2007
Accessing Disability: A Nondisabled Student Works the Hyphen
Abstract
This article challenges current assumptions about the teaching and assessment of critical thinking in the composition classroom, particularly the practice of measuring critical thinking through individual written texts. Drawing on a case study of a class that incorporated disability studies discourse, and applying discourse analysis to student work, “Accessing Disability” argues that critical thinking can be taught more effectively through multi-modal methods and a de-emphasis on the linear progress narrative.
- Journal
- College Composition and Communication
- Published
- 2007-09-01
- DOI
- 10.58680/ccc20076380
- CompPile
- Open Access
- Closed
- Topics
-
discourse analysis writing pedagogy teacher development argument assessment qualitative research disability studies
- Export
- BibTeX RIS
Citation context
Cited by in this index (5)
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Wilde (2022)College Composition and Communication
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Ho et al. (2020)Pedagogy
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Owens et al. (2013)Computers and Composition
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Moe (2012)Rhetoric Review
-
Lillis (2008)Written Communication
References (0)
No references on file for this article.
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