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Volume 79, Issue 1
  • ISSN: 0010-0994
  • E-ISSN: 2161-8178


This article explores the performance of Appalachian identity via the use of tellable narratives by students in two composition classrooms that were the focus of an ethnographic case study. Utilizing examples gleaned from interviews, classroom observations, and student writing, I illustrate how the students in my study demonstrated narrative complexity as they skillfully and creatively mediated the rhetorical situations they faced, crafting tellable and untellable narratives of Appalachian identity in response to their audience’s needs.


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  • Article Type: Research Article
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