College Composition and Communication Feb 2013

African American Language, Rhetoric, and Students’ Writing: New Directions for SRTOL

Staci M. Perryman-Clark

Abstract

This article offers a case study of how three African American students enrolled in a first-year writing course employ Ebonics-based phonological and syntactical patterns across writing assignments, including those that also require students to compose multigenre essays.

Journal
College Composition and Communication
Published
2013-02-01
DOI
10.58680/ccc201322719
Open Access
Closed
Topics
first-year composition qualitative research

Citation Context

Cited by in this index (7)

  1. Sano-Franchini (2025)
    2025 CCCC Chair’s Address: Timely, (Un)Disciplinary, and Solutions-Oriented: On…
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  2. Franz et al. (2024)
    Black Linguistic Justice from Theory to Practice
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  3. Frandsen et al. (2024)
    Challenging the Myth of the Traditional Grad Student: A Case Study about Academ…
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  4. Mosher (2020)
    Ideology, Expectation, and Evaluation
    Pedagogy
  5. Jackson et al. (2019)
    We Belong in the Discussion: Including HBCUs in Conversations about Race and Writing
    College Composition and Communication
Show all 7 →
  1. Flowers (2019)
    Writing Studies’ Concessions to the English-Only Movement: Revisiting CCCC’s Na…
    College Composition and Communication
  2. Cunningham (2014)
    Features of Digital African American Language in a Social Network Site
    Written Communication

Cites in this index (0)

No references match articles in this index.

CrossRef global citation count: 15 View in citation network →

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