Abstract

Using classroom play to promote comfort between composition students, encouraging greater participation and experimentation by helping students feel safe traversing educational and social boundaries, is supported in a theoretical lens connecting play to both pedagogy and various literacies valued in college writing. One practical framework, with student interviews, is described.

Journal
College Composition and Communication
Published
2023-12-01
DOI
10.58680/ccc2023752305
CompPile
Open Access
Closed
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