Bordered Writers
Latinx Identities and Literacy Practices at Hispanic-Serving Institutions
Published on 1. July 2019
Book
Hardback
266 pages
978-1-4384-7503-5 (ISBN)
Description
Examines innovative writing pedagogies and the experiences of Latinx student writers at Hispanic-Serving Institutions nationwide.
Winner of the 2021 Advancement of Knowledge Award presented by the Conference on College Composition and Communication
Bordered Writers explores how writing program administrators and faculty at Hispanic-Serving Institutions (HSIs) are transforming the teaching of writing to be more inclusive and foster Latinx student success. Like its 2007 predecessor, Teaching Writing with Latino/a Students, this collection contributes to ongoing conversations in writing studies about multicultural pedagogy and curriculum, linguistic diversity, and supporting students of color, while focusing further attention on the specific experiences and strategies of students and faculty at HSIs. Although members of Latinx communities comprise the largest underrepresented minority group in the nation, the needs and strengths of Latinx writers in college classrooms are seldom addressed. Bordered Writers thus helps to fill a critical gap, giving voice to past and present Latinx scholars, rhetoricians, and students, both in academic essays and in personal testimonios, in four pivotal areas: developmental English and bridge programs, first-year writing, professional and technical writing, and writing centers and mentored writing. Across contributions, the collection strives to connect all bordered writers and educators, making higher education today not only stronger but also more representative of the nation's population.
Winner of the 2021 Advancement of Knowledge Award presented by the Conference on College Composition and Communication
Bordered Writers explores how writing program administrators and faculty at Hispanic-Serving Institutions (HSIs) are transforming the teaching of writing to be more inclusive and foster Latinx student success. Like its 2007 predecessor, Teaching Writing with Latino/a Students, this collection contributes to ongoing conversations in writing studies about multicultural pedagogy and curriculum, linguistic diversity, and supporting students of color, while focusing further attention on the specific experiences and strategies of students and faculty at HSIs. Although members of Latinx communities comprise the largest underrepresented minority group in the nation, the needs and strengths of Latinx writers in college classrooms are seldom addressed. Bordered Writers thus helps to fill a critical gap, giving voice to past and present Latinx scholars, rhetoricians, and students, both in academic essays and in personal testimonios, in four pivotal areas: developmental English and bridge programs, first-year writing, professional and technical writing, and writing centers and mentored writing. Across contributions, the collection strives to connect all bordered writers and educators, making higher education today not only stronger but also more representative of the nation's population.
Reviews / Votes
"Bordered Writers constructs a full and complex image of Latinx writers ... This collection not only will expand the definition of bordered, Latinx writers in current scholarship, it will act as a beneficial tool for students, like those discussed within the collection, to recognize that our cultural experiences are valid and should not be removed from academic writing." - Rhetoric Review"Bordered Writers is a rare volume for our discipline that centers the voices, practices, and experiences of Latinx educators teaching at Hispanic-Serving Institutions." - Composition Studies
"This book is a concerted effort by a group of impassioned scholars who wish to contribute to a better understanding of the challenges Latinx students encounter as they embark on their college careers, especially in terms of the narrow, monolinguistic ideologies that continue to inform the teaching of writing in colleges across the country." - Juan C. Guerra, University of Washington
More details
Language
English
Place of publication
Albany, NY
United States
Target group
Professional and scholarly
US School Grade: College Graduate Student and over
Product notice
sewn/stitched
Cloth over boards
Illustrations
1 Tables, black and white; 6 Figures
Dimensions
Height: 231 mm
Width: 155 mm
Thickness: 23 mm
Weight
522 gr
ISBN-13
978-1-4384-7503-5 (9781438475035)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Isabel Baca | Yndalecio Isaac Hinojosa | Susan Wolff Murphy
Bordered Writers
Latinx Identities and Literacy Practices at Hispanic-Serving Institutions
E-Book
07/2019
1st Edition
State University of New York Press
from
€84.99
Available for download
Persons
Isabel Baca is Associate Professor of English at the University of Texas at El Paso. She is the editor of Service-Learning and Writing: Paving the Way for Literacy(ies) through Community Engagement. Yndalecio Isaac Hinojosa is Assistant Professor of English at Texas A&M University at Corpus Christi. Susan Wolff Murphy is Associate Professor of English at Texas A&M University at Corpus Christi. She is the coeditor (with Cristina Kirklighter and Diana Cardenas) of Teaching Writing with Latino/a Students: Lessons Learned at Hispanic-Serving Institutions, also published by SUNY Press.
Content
Foreword: Celebrating Bordered Writers
Cristina Kirklighter
Acknowledgments
Introduction
Isabel Baca, Yndalecio Isaac Hinojosa, and Susan Wolff Murphy
Testimonio 1
A Family Testimonio en Confianza: Becoming Pocho
Steven Alvarez
Part I. Developmental English and Bridge Programs
1. Translingualism and ALP: A Rhetorical Model for Bordered Latinx Writers
Lucas Corcoran and Caroline Wilkinson
2. Developmental Instructors in the Contact Zone: Perspectives from Hispanic-Serving Community Colleges
Erin Doran
3. "One Foot on the Bridge and One Foot off the Bridge": Navigating the Geographies of Access and Rhetorical Education at an HSI
Jens Lloyd
Testimonio 2
Finding Anzaldua: A West Texas Testimonio
Christine Garcia
Part II. First-Year Writing
4. Rhetorical Tools in Chicanx Thought: Political and Ethnic Inquiry for Composition Classrooms
Yndalecio Isaac Hinojosa and Candace de Leon-Zepeda
5. Familismo Teaching: A Pedagogy for Promoting Student Motivation and College Success
Yemin Sanchez, Nicole Nicholson, and Marcela Hebbard
6. Teaching with Bordered Writers: Reconstructing Narratives of Difference, Mobility, and Translingualism
Beatrice Mendez Newman and Romeo Garcia
Testimonio 3
Inhabiting the Border
Heather Lang
Part III. Professional and Technical Writing
7. Hispanic-Serving Institution as Programmatic Invention: Identifying Learning Objectives for HSI Writing Programs
Kendall Leon and Ayde Enriquez-Loya
8. Teaching Technical Communication on the Mexico/U.S. Border: A Brief Case Study
Laura Gonzales
Testimonio 4
English, Espanol, or Los Dos
Isabel Baca
Part IV. Writing Centers and Mentored Writing
9. On Longing and Belonging: Latinas in the Writing Center
Nancy Alvarez
10. Mentored Writing at a Hispanic-Serving Institution: Improving Student Facility with Scientific Discourse
Heather M. Falconer
Testimonio 5
The Invisibility of a Lack of Privilege and the Homelessness of a First-Generation Latina Student in Higher Education
Kaylee Cruz
Contributors
Index
Cristina Kirklighter
Acknowledgments
Introduction
Isabel Baca, Yndalecio Isaac Hinojosa, and Susan Wolff Murphy
Testimonio 1
A Family Testimonio en Confianza: Becoming Pocho
Steven Alvarez
Part I. Developmental English and Bridge Programs
1. Translingualism and ALP: A Rhetorical Model for Bordered Latinx Writers
Lucas Corcoran and Caroline Wilkinson
2. Developmental Instructors in the Contact Zone: Perspectives from Hispanic-Serving Community Colleges
Erin Doran
3. "One Foot on the Bridge and One Foot off the Bridge": Navigating the Geographies of Access and Rhetorical Education at an HSI
Jens Lloyd
Testimonio 2
Finding Anzaldua: A West Texas Testimonio
Christine Garcia
Part II. First-Year Writing
4. Rhetorical Tools in Chicanx Thought: Political and Ethnic Inquiry for Composition Classrooms
Yndalecio Isaac Hinojosa and Candace de Leon-Zepeda
5. Familismo Teaching: A Pedagogy for Promoting Student Motivation and College Success
Yemin Sanchez, Nicole Nicholson, and Marcela Hebbard
6. Teaching with Bordered Writers: Reconstructing Narratives of Difference, Mobility, and Translingualism
Beatrice Mendez Newman and Romeo Garcia
Testimonio 3
Inhabiting the Border
Heather Lang
Part III. Professional and Technical Writing
7. Hispanic-Serving Institution as Programmatic Invention: Identifying Learning Objectives for HSI Writing Programs
Kendall Leon and Ayde Enriquez-Loya
8. Teaching Technical Communication on the Mexico/U.S. Border: A Brief Case Study
Laura Gonzales
Testimonio 4
English, Espanol, or Los Dos
Isabel Baca
Part IV. Writing Centers and Mentored Writing
9. On Longing and Belonging: Latinas in the Writing Center
Nancy Alvarez
10. Mentored Writing at a Hispanic-Serving Institution: Improving Student Facility with Scientific Discourse
Heather M. Falconer
Testimonio 5
The Invisibility of a Lack of Privilege and the Homelessness of a First-Generation Latina Student in Higher Education
Kaylee Cruz
Contributors
Index