Writing Ourselves Into Being Performance And Authenticity In Student Writing
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Writing Ourselves into Being: Performance and Authenticity in Student Writing
Author: Pasquale De Marco
language: en
Publisher: Pasquale De Marco
Release Date: 2025-04-18
**Writing Ourselves into Being: Performance and Authenticity in Student Writing** offers a new perspective on writing performance that will challenge your thinking and inspire you to create a more supportive and equitable learning environment for your students. This groundbreaking work examines the complex relationship between performance and authenticity in student writing. The author argues that student writing is not simply a reflection of the student's inner thoughts and feelings, but rather a complex performance that is shaped by a variety of factors, including the student's social and cultural context, the teacher's expectations, and the classroom environment. The book begins by exploring the concept of performance in writing. The author argues that performance is not simply a matter of putting on a show, but rather a way of making meaning. When students write, they are not simply expressing themselves, but rather they are constructing an identity and negotiating their place in the world. The book then goes on to examine the role of the teacher in shaping the student's writing performance. The author argues that teachers play a crucial role in creating a classroom environment that supports student writing. They can do this by providing students with opportunities to write, by giving them feedback on their writing, and by creating a classroom culture that values diversity and creativity. The book also explores the role of assessment in shaping the student's writing performance. The author argues that assessment can be used to promote authenticity in student writing, but only if it is used in a way that is fair and equitable. The book concludes by offering a vision for the future of writing performance. The author argues that writing performance is essential for students' success in school and beyond. By understanding the factors that shape writing performance, we can create classrooms that support all students in becoming effective writers. **Writing Ourselves into Being: Performance and Authenticity in Student Writing** is essential reading for anyone who is interested in improving the teaching and learning of writing. This book will challenge your thinking and inspire you to create a more supportive and equitable learning environment for your students. If you like this book, write a review on google books!
Authenticity and the Public Literary Self
This is the first book-length study on how authors of color present themselves in public literary discourse. The study utilizes data obtained from and around exemplary empirical case study participants – Junot Diaz, Madeleine Thien, and Mohsin Hamid. Relevant data includes the case study authors’ Twitter usage and the impact of the digital sphere in author self-presentation. Dr Iyer employs a combined theoretical framework of discourse analysis and interactional sociolinguistics, with an awareness of literary and creative writing studies. The theoretical approach uses four metapragmatic stereotypes regarding what constitutes an ‘authentic’ author. The theoretical approach and metapragmatic stereotype form an evaluative framework that can be applied on diverse data to replicate findings. The study originated from the author’s own exposure to prevailing literary discourse through public engagements as a writer. She became aware of the problematic nature of an author’s public self-presentation, with a requirement to ‘be yourself’. Each celebrity author of color faces a paradoxical positioning within literary discourse as a result of that requirement. Through her study, Dr Iyer sought to discover how authors of color negotiate themselves in public spheres, including digital social media platforms, in order to accomplish ‘authenticity’ discursively. This book is ideal for learners and practitioners in creative writing who are seeking strategies for self-presentation as published authors. It is also valuable for researchers in discourse analysis, including literary discourse and social media discourse, providing an empirical means of evaluating ‘authenticity’ as understood in contemporary times.
Supporting Student Literacy for the Transition to College
Focusing on the needs and experiences of underrepresented students in the US, this text explores how pre-college outreach programs can effectively support the development of students’ writing skills in preparation for the transition from high school to college. Synthesizing data from a longitudinal study focusing on multilingual, low-income, and first-generation students, this volume provides in-depth exploration of the strategies and resources used in a pre-college literacy program in the US. Grounded in an expansive, qualitative study, chapters reveal how outreach practices can encourage student-led research, writing, confidence, and collaboration. More broadly, programs are shown to help tackle issues of inequality, increase college readiness, and reduce difficulties with writing which can restrict minority students’ access to higher education and their longer-term college attainment. This text will benefit researchers, academics, and educators with an interest in English and literacy studies, multicultural education, and pre-college writing instruction. Those interested in bilingualism, translingualism, writing studies, English as a second language (ESL), and applied linguistics will also benefit from the volume.