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.
African American English rhetoric, narrative interspersion, response, professionalization, academic writing
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© 2020 by Duke University Press
2020
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