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
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Open Access
Closed
Topics
rhetorical criticism first-year composition writing pedagogy qualitative research race and writing
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Citation Context

Cited by in this index (7)

  1. Sano-Franchini (2025)
    2025 CCCC Chair’s Address: Timely, (Un)Disciplinary, and Solutions-Oriented: On…
    College Composition and Communication
  2. Franz et al. (2024)
    Black Linguistic Justice from Theory to Practice
    College Composition and Communication
  3. Frandsen et al. (2024)
    Challenging the Myth of the Traditional Grad Student: A Case Study about Academ…
    College Composition and Communication
  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

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