College Composition and Communication Sep 2007

Accessing Disability: A Nondisabled Student Works the Hyphen

Margaret Price

Abstract

This article challenges current assumptions about the teaching and assessment of critical thinking in the composition classroom, particularly the practice of measuring critical thinking through individual written texts. Drawing on a case study of a class that incorporated disability studies discourse, and applying discourse analysis to student work, “Accessing Disability” argues that critical thinking can be taught more effectively through multi-modal methods and a de-emphasis on the linear progress narrative.

Journal
College Composition and Communication
Published
2007-09-01
DOI
10.58680/ccc20076380
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Open Access
Closed
Topics
discourse analysis writing pedagogy teacher development argument assessment qualitative research disability studies
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Citation Context

Cited by in this index (5)

  1. Wilde (2022)
    Composing Addiction: A Study of the Emotional Dimensions of Writing Processes
    College Composition and Communication
  2. Ho et al. (2020)
    Cripping Neutrality
    Pedagogy
  3. Owens et al. (2013)
    Writing With(out) Pain: Computing Injuries and the Role of the Body in Writing …
    Computers and Composition
  4. Moe (2012)
    Revealing Rather Than Concealing Disability: The Rhetoric of Parkinson's Advoca…
    Rhetoric Review
  5. Lillis (2008)
    Ethnography as Method, Methodology, and “Deep Theorizing”: Closing the Gap Betw…
    Written Communication

References (0)

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