Giving Voice to Students: A Rhetorical Analysis of the Frameworks

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Show simple item record Bucy, Rosalind Devereux, Gillian Kramer, Maric Powers, Jenne 2017-08-01T13:42:57Z 2017-08-01T13:42:57Z 2016
dc.identifier.citation Bucy, R., Devereux, G., Kramer, M., & Powers, J. (2016). Giving voice to students: A rhetorical analysis of the Frameworks. In R. McClure (Ed.), Rewired: Research-writing partnerships within the frameworks. Chicago: ACRL.
dc.identifier.isbn 978-0-8389-8904-3
dc.description.abstract In this chapter, we focus on the usage and frequency of terms related to the idea of student voice in our rhetorical analysis of three primary documents: The Framework for Success in Postsecondary Writing from the Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project (WPA, NCTE, and NWP); the related WPA Outcomes Statement for First-Year Composition; and the Framework for Information Literacy for Higher Education from the Association of College and Research Libraries (ACRL). This analysis informs our discussion of the emergence of student voice in the library, writing center, and other transitional spaces. It also allows us to present and reflect upon our current classroom collaborations and determine how successfully they foster student voice. Since student voice plays a crucial role in the development of postsecondary research and writing skills, fostering and amplifying student voice is the primary objective of our work. Students whose voices are heard and valued are much better positioned to develop the authoritative, authentic, and original voices they need in order to fully engage with their new communities and modes of discourse.
dc.language.iso en
dc.publisher Association of College & Research Libraries
dc.title Giving Voice to Students: A Rhetorical Analysis of the Frameworks
dc.type Book chapter

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