College Composition and Communication Dec 2005

Performing Writing, Performing Literacy

Jenn Fishman ; Andrea A. Lunsford ; Beth McGregor ; Mark Otuteye

Abstract

This essay reports on the first two years of the Stanford Study of Writing, a five-year longitudinal study aimed at describing as accurately as possible all the kinds of writing students perform during their college years. Based on an early finding about the importance students attach to their out-of-class or self-sponsored writing and subsequent interviews with study participants, we argue that student writing is increasingly linked to theories and practices of performance. To illustrate the complex relationships between early college writing and performance, we explore the work of two study participants who are also coauthors of this essay.

Journal
College Composition and Communication
Published
2005-12-01
DOI
10.58680/ccc20054028
CompPile
Open Access
Closed
Topics
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Citation context

Cited by in this index (30)

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  10. Takayoshi (2015)
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  12. Henry et al. (2015)
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  13. Sutherland (2014)
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  14. Fox (2013)
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  15. George (2012)
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  16. Wardle et al. (2012)
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  17. Rice (2011)
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  18. LeCourt et al. (2011)
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  19. Wood (2011)
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  20. Yi et al. (2010)
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  21. Bartholomae et al. (2010)
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  22. Henry (2009)
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  23. Long (2008)
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  24. Miller (2007)
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  25. Journet (2007)
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