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Language Diversity and Academic Writing
First EditionSamantha Looker-Koenigs©2018
Language Diversity and Academic Writing encourages students to understand the diversity within their own and others' language and apply that knowledge to their academic writing. Readings by linguists, journalists, novelists, educators, writing researchers, and student writers explore a range of questions about language and writing: How does language reflect and construct our identities and influence how we are perceived by others? How do the features and rules of language and writing change over time and across situations? How do we position ourselves as writers in academic contexts and beyond? Questions and assignments for each selection provide a range of activities for students, and the website for the Spotlight series (macmillanlearning.com/spotlight) offers comprehensive instructor support with sample syllabi and additional teaching resources.
The Bedford Spotlight Reader Series is an exciting line of single-theme readers, each featuring Bedford’s trademark care and quality. An Editorial Board of more than a dozen compositionists at schools focusing on specific themes assists in the development of the series. The readers in the series collect thoughtfully chosen readings sufficient for an entire writing course—about 35 selections—to allow instructors to provide carefully developed, high-quality instruction at an affordable price. Bedford Spotlight Readers are designed to help students make inquiries from multiple perspectives, opening up topics such as subcultures,, music, borders, humor, monsters, happiness, money, food, sustainability, and gender to critical analysis. The readers are flexibly arranged in thematic chapters, each focusing in depth on a different facet of the central topic.
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Table of Contents
About the Bedford Spotlight Reader Series
Preface for Instructors
Contents by Discipline
Contents by Theme
Contents by Rhetorical Purpose
Introduction for Students
Chapter One: How Does Language Reflect Who We Are?
Lee Romney, Revival of Nearly Extinct Yurok Language Is a Success Story
Louise Erdrich, Two Languages in Mind, but Just One in the Heart
Amy Tan, Mother Tongue
Gloria Anzaldúa, How to Tame a Wild Tongue
Susan Tamasi and Lamont Antieau, Social Variables
Connie Eble, from Slang and Sociability: In-Group Language among College Students
H. Samy Alim, Hip Hop Nation Language
Chapter Two: How Does Language Affect How Others Perceive Us?
Marybeth Seitz-Brown, Young Women Shouldn’t Have to Talk Like Men to Be Taken Seriously
Dennis Preston, Some Plain Facts about Americans and Their Language
Cheryl J. Boucher, Georgina S. Hammock, Selina D. McLaughlin, and Kelsey N. Henry, Perceptions of Competency as a Function of Accent
Carmen Fought, Are White People Ethnic? Whiteness, Dominance, and Ethnicity
John McWhorter, Straight Talk: What Harry Reid Gets about Black English
Rusty Barrett, Rewarding Language: Language Ideology and Prescriptive Grammar
Kathryn Campbell-Kibler, Intersecting Variables and Perceived Sexual Orientation in Men
Chapter Three: How Does Language Change (Whether We Like It or Not)?
Mark Peters, He Said, Sheme Said
Tom Chatfield, OMG—It’s the Textual Revolution
Naomi S. Baron, Are Digital Media Changing Language?
Douglas Quenqua, They’re, Like, Way Ahead of the Linguistic Currrrve
Edwin L. Battistella, Slang as Bad Language
Robert MacNeil, English Belongs to Everybody
Erin McKean, How Are Dictionaries Made?
Robert MacNeil and William Cran, The Language Wars
Rosina Lippi-Green, The Standard Language Myth
Chapter Four: What Do We Do When We Write?
Kevin Roozen, Writing Is a Social and Rhetorical Activity
Kevin Roozen, Writing Is Linked to Identity
Paul Kei Matsuda, Writing Involves the Negotiation of Language Differences
Peter Elbow, Speaking and Writing
Susan Wyche, Time, Tools, and Talismans
Mike Rose, Rigid Rules, Inflexible Plans, and the Stifling of Language
Carie Gauthier, Metaphors in the Writing Process of Student Writers (student essay)
Chapter Five: What Does It Mean to Write "Academically"?
Dan Berrett, Students Come to College Thinking They’ve Mastered Writing
Chris Thaiss and Terry Myers Zawacki, What Is Academic Writing? What Are Its Standards?
Susan E. Schorn, A Lot Like Us, but More So: Listening to Writing Faculty Across the Curriculum
J. Paul Johnson and Ethan Krase, Writing in the Disciplines: A Case Study of Two Writers
Paul Kei Matsuda, The Image of College Students and the Myth of Linguistic Homogeneity
Helen Fox, Worldwide Strategies for Indirection
Vershawn Ashanti Young, The Problem of Linguistic Double Consciousness
Nancy Sommers and Laura Saltz, Writing that Matters: A Paradigm Shift
Anne E. Whitney, "I Just Turned In What I Thought": Authority and Voice in Student Writing