This article proposes that writing instructors can present genre innovation as a strategy for asserting class (and other) identities within academic discourses. Drawing on sample student innovations of integrating emotions, expanding modes, and reconstructing audiences, this pedagogical approach seeks to value varied class identities and increase multivocality in academe.
Where Does Class Identity Belong?: Genre Innovation as a Bridge between Class Identity and Academic Discourses
Alisa Russell is an assistant professor of English at Wake Forest University. Her areas of interest include rhetorical genre studies, public writing, and writing across the curriculum, and her research focuses on increasing community access through writing and writing innovations. Alisa’s work has appeared in journals including Composition Forum, The WAC Journal, and The Clearing House, and she currently serves on the Executive Committee of the Association for Writing across the Curriculum.
Alisa Russell; Where Does Class Identity Belong?: Genre Innovation as a Bridge between Class Identity and Academic Discourses. Pedagogy 1 January 2021; 21 (1): 109–133. doi: https://doi.org/10.1215/15314200-8692720
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