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Teaching a Critical Place-Based College Composition Course in Appalachia.

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Title: Teaching a Critical Place-Based College Composition Course in Appalachia.
Authors: Vozniak, Michael1 (AUTHOR)
Source: Writing & Pedagogy. Apr2025, Vol. 16 Issue 1, p68-84. 17p.
Subject Terms: *Student rights, *College curriculum, English language usage, Cultural capital, Linguistic rights
Abstract: In 1974, the Conference on College Composition and Communication (CCCC) drafted a statement recognizing students' right to their own language. However, many writing classes, including those in college, continue to teach Standard English as the only acceptable language in the classroom. In this article, I argue that a critical place-based college composition course can demonstrate to students that nonstandard dialects can coexist in the writing classroom. Drawing on my experiences teaching critical place-based composition courses, I describe the writing assignments that encourage students to reflect on how their "hometowns" have influenced their current identities as well as to critique the commonly held assumptions that marginalized communities, such as Appalachia, matter less than places with more cultural capital. I also demonstrate how the assignments in this class can encourage students to critique the assumption that Standard English is the only acceptable language in the writing classroom. A critical place-based composition course has the potential to increase students' sense of belonging in college, inspire students to be more culturally aware of the places they find themselves in, and aid in designing a composition curriculum that is more in line with the CCCC's statement recognizing students' right to their own language. [ABSTRACT FROM AUTHOR]
Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teaching a Critical Place-Based College Composition Course in Appalachia.
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  Data: *<searchLink fieldCode="DE" term="%22Student+rights%22">Student rights</searchLink><br />*<searchLink fieldCode="DE" term="%22College+curriculum%22">College curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22English+language+usage%22">English language usage</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+capital%22">Cultural capital</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+rights%22">Linguistic rights</searchLink>
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  Data: In 1974, the Conference on College Composition and Communication (CCCC) drafted a statement recognizing students' right to their own language. However, many writing classes, including those in college, continue to teach Standard English as the only acceptable language in the classroom. In this article, I argue that a critical place-based college composition course can demonstrate to students that nonstandard dialects can coexist in the writing classroom. Drawing on my experiences teaching critical place-based composition courses, I describe the writing assignments that encourage students to reflect on how their "hometowns" have influenced their current identities as well as to critique the commonly held assumptions that marginalized communities, such as Appalachia, matter less than places with more cultural capital. I also demonstrate how the assignments in this class can encourage students to critique the assumption that Standard English is the only acceptable language in the writing classroom. A critical place-based composition course has the potential to increase students' sense of belonging in college, inspire students to be more culturally aware of the places they find themselves in, and aid in designing a composition curriculum that is more in line with the CCCC's statement recognizing students' right to their own language. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3138/wap-2024-0012
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      – Code: eng
        Text: English
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      – SubjectFull: Student rights
        Type: general
      – SubjectFull: College curriculum
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      – SubjectFull: English language usage
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      – SubjectFull: Cultural capital
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      – SubjectFull: Linguistic rights
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              Text: Apr2025
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