Written Communication Jul 2004

“The Song Is Unfinished”

Maisha T. Fisher Emory University

Abstract

In this article, the author builds on McHenry and Heath’s study of the “literate” and the “literary” and McHenry’s research on “forgotten readers” by examining the often undocumented literacy traditions and practices of men and women of African descent. First, the author traces the legacy of blended traditions of both written and spoken words in African American writing and activism. Continuing with an examination of Black literary and social movements, the author asserts that the recent renaissance of activities around literacy, such as spoken word poetry events as well as writing collectives, contributes to a historical continuum. Ultimately, the author shows the importance of the inextricable link between history, literacy studies, and the teaching of language arts.

Journal
Written Communication
Published
2004-07-01
DOI
10.1177/0741088304265475
Open Access
Closed
Topics
literacy studies race and writing multilingual writers

Citation Context

Cited by in this index (4)

  1. Stornaiuolo et al. (2023)
    Pocket Writing: How Adolescents’ Self-Sponsored Writing Circulates in School
    Written Communication
  2. Ríos (2020)
    Writing Oneself Into the Curriculum: Photovoice Journaling in a Secondary Ethni…
    Written Communication
  3. Muhammad (2015)
    Iqra
    Written Communication
  4. Duffy (2007)
    Recalling the Letter: The Uses of Oral Testimony in Historical Studies of Literacy
    Written Communication

Cites in this index (1)

  1. McHENRY et al. (1994)
    The Literate and the Literary
    Written Communication
Also cites 3 works outside this index ↓
  1. 10.2307/2295413
     ↗
  2. 10.1215/9780822384144
     ↗
  3. 10.4324/9780203065419
     ↗
CrossRef global citation count: 20 View in citation network →

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