Abstract

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.

Journal
Pedagogy
Published
2021-01-01
DOI
10.1215/15314200-8692720
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