Skip to content
2018
Volume 107, Issue 6
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

This article describes the implementation of a persuasive writing unit with mostly Latinx students in a “focused track” at a Midwestern high school. The authors scaffold not only writing skills but also the experience of engaging policy issues and power structures.

Loading

Article metrics loading...

/content/journals/10.58680/ej201829709
2018-07-01
2023-11-29
Loading full text...

Full text loading...

References

  1. Alsup Janet, Michael Bernard Donals “The Fantasy of the ‘Seamless Transition.’” Teaching Writing in High School and College: Conversations and Collaborations, edited byThomas C Thompson. NCTE 2002, pp.115–35.
    [Google Scholar]
  2. Brown David. “The Writing Classroom as a Laboratory for Democracy: An Interview with Don Rothman.” Higher Education Exchange 2005, pp.43–55 National Writing Project www.nwp.org/cs/public/print/resource/2474.
    [Google Scholar]
  3. Christensen Linda. Reading, Writing, and Rising Up: Teaching about Social Justice and the Power of the Written Word. Rethinking Schools 2000.
    [Google Scholar]
  4. Ladson-Billings Gloria “I ain’t writin’ nuttin’: Permissions to Fail and Demands to Succeed in Urban Classrooms.” The Skin That We Speak: Thoughts on Language and Culture in the Classroom edited by Lisa Delpit and Joanne Kilgour Dowdy, WW Norton 2002, pp.107–20.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.58680/ej201829709
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error