This article explores how prior experiences influence instructors’ responses to African American English–based writing. The author examines why her reaction to a student essay differed from several colleagues’; she suggests that current standards for college writing leave little room for effective nonmainstream strategies and that writing pedagogy should cultivate appreciation for such work.
Ideology, Expectation, and Evaluation: How Linguistic Experiences and Attitudes Inform Response to AAE-Strong Student Writing
Stephanie Boone Mosher earned her PhD in English, composition, and rhetoric from the University of South Carolina in 2017. She also holds a graduate TESOL certificate with a specialization in postsecondary writing from the University of South Carolina and an MFA in creative writing, nonfiction, from the University of Arizona. She is a proud graduate of Hiram College in Hiram, Ohio. She is currently an independent scholar based in Columbia, South Carolina.
Stephanie Boone Mosher; Ideology, Expectation, and Evaluation: How Linguistic Experiences and Attitudes Inform Response to AAE-Strong Student Writing. Pedagogy 1 October 2020; 20 (3): 431–452. doi: https://doi.org/10.1215/15314200-8544504
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