College Composition and Communication Dec 2017

Cripping Time in the College Composition Classroom

Tara Wood

Abstract

This article shares findings from a qualitative study on the experiences of students with disabilities in college-level writing and writing-intensive classrooms. I argue that normative conceptions of time and production can negatively constrain student performance, and I offer the concept of crip time (borrowed from disability theorists and disability activists) as an alternative pedagogical framework.

Journal
College Composition and Communication
Published
2017-12-01
DOI
10.58680/ccc201729419
CompPile
Open Access
Closed
Topics
writing pedagogy writing across the curriculum qualitative research disability studies
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Citation Context

Cited by in this index (6)

  1. Fernandes et al. (2025)
    Drafting defensively, documenting authorship: An analysis of Draftback and Gram…
    Computers and Composition
  2. Nastal (2024)
    A Sociocognitive Grading Model for First-Year Writing Classes
    Pedagogy
  3. Zimmerman (2024)
    Enhancing Ungrading
    Pedagogy
  4. Carillo (2023)
    What I Learned about Teaching while TeachingMrs. Dallowayduring the Pandemic
    Pedagogy
  5. Wilde (2022)
    Composing Addiction: A Study of the Emotional Dimensions of Writing Processes
    College Composition and Communication
Show all 6 →
  1. Hashlamon et al. (2022)
    Teaching Participative Justice in Professional Writing
    Technical Communication Quarterly

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