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Humanities 2017, 6(2), 11; doi:10.3390/h6020011

Writing Language: Composition, the Academy, and Work

Department of English, University of Louisville, Louisville, KY 40292, USA
Academic Editor: Ronald Strickland
Received: 4 December 2016 / Revised: 4 March 2017 / Accepted: 27 March 2017 / Published: 30 March 2017
(This article belongs to the Special Issue Saving the Humanities from the Neoliberal University)
View Full-Text   |   Download PDF [196 KB, uploaded 30 March 2017]

Abstract

This paper argues that while college composition courses are commonly charged with remediating students by providing them with the literacy skills they lack, they may instead be redefined as providing the occasion for rewriting language and knowledge. By bringing to the fore the dependence of language and knowledge on the labor of writing, a pedagogy of recursion, mediation, and translation of knowledge through writing and revision counters neoliberalism’s commodification of knowledge and language, and offers an alternative justification for continuing education as the occasion for students to remediate language and knowledge through writing. View Full-Text
Keywords: remedial education; writing pedagogy; transfer; translation; English as a Lingua Franca; knowledge mobilization; language commodification; neoliberal university remedial education; writing pedagogy; transfer; translation; English as a Lingua Franca; knowledge mobilization; language commodification; neoliberal university
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Horner, B. Writing Language: Composition, the Academy, and Work. Humanities 2017, 6, 11.

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