Abstract
This article argues that in the teaching of writing online, incidents of linguistic discrimination can be (in)directly caused by faculty unfamiliarity with online teaching best practices, lack of critical linguistic awareness, and the prevalent legacy of racist and monolingual ideologies. To address this issue, it is necessary to cultivate empathy as a bridge between instructors and students. This article calls for the interconnectedness of empathy and linguistic justice in online writing courses as tools to create more equitable and inclusive environments for all students. The article uses data from a longitudinal, cross-institutional study to apply an empathetic, linguistically just approach to OWI to examine assumptions around technology instructions and use. The authors stress the importance of understanding student perspectives and experiences and outline strategies that humanize students in online writing courses. Implications for teaching include a need for increased reflexivity and pedagogical clarity.
- Journal
- Composition Forum
- Published
- 2024
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
Cites in this index (0)
No references match articles in this index.
Related Articles
-
Business and Professional Communication Quarterly Jan 2026Business Communication as Cultural Text: The Use of Student-Made Online Advertisements in Teaching Intercultural Communicative Competence ↗Saheeh Shafi
-
Journal of Academic Writing Sep 2025Gayle Pringle Barnes
-
The Peer Review Sep 2025Moving Against the Grain: Combining Writing Center Theory and In-House Editing Services to Create a Graduate Writing Center ↗Brian Harrell; Brook Wyers; Craig Theissen
-
Computers and Composition Mar 2025High-context instruction: A case study of community college student responses for academic success in online composition courses ↗Roberto Rojas-Alfaro; Jeshua Enriquez
-
Computers and Composition Jun 2024Personalizing first-year writing course design and delivery: Navigating modality, shared curriculum, and contingent labor in a community of practice ↗Mary K. Stewart; Andrew Kelly Stewart