Writing As Social Action

by Cooper, Marilyn M.; Holzman, Michael

• ISBN13: 9780867092448
• ISBN10: 0867092440
• Format: Paperback
• Copyright: 1989-02-16
• Publisher: Heinemann

Summary

Drawing on scholarship in a variety of disciplines - philosophy, political theory, sociology, sociolinguistics, anthropology, literary theory, rhetoric - the authors outline an approach to the study of literacy that does not neglect the cognitive or individual aspects of literacy but rather sees them as largely shaped by the social forces of our political, economic, and educational systems. Ranging from the first-year writing class to adult literacy programs, the essays point the way to effective teaching strategies, program design, and research opportunities.Seven new chapters - on such topics as collaborative writing, discourse communities, women's literacy, and functional literacy - and eight previously published ones make up the book, providing a comprehensive theory of writing as social action.

Author Biography

MARILYN M. COOPER is Associate Professor of English in the Humanities Department at Michigan Technological University. Cooper has published articles on writing theory, writing pedagogy, and linguistic approaches to literature.MICHAEL HOLZMAN is the author of Lukacss Road to God as well as articles on literacy, education, literary theory, and literacy history. He also edited the collection Workplace Literacy: Essays form the Model Literacy Project.

Table of Contents

Contents: Introduction

The Ecology of Writing

A Post-Freirean Model for Adult Literacy Education

Unhappy Consciousness in First-Year English: How to Figure Things Out for Yourself

Evaluation in Adult Literacy Programs

Talking About Protocols

More Talk About Protocols

Cohesion, Coherence, and Incoherence

Contet as Vehicle: Implicatures in Writing

The Social Context of Literacy Education

Women's Ways of Writing

Nominal and Active Literacy

Community-Based Organizations as Providers of Education

Educational Aspects of Civilian Volunteer Corps

Why Are We Talking About Discourse Communities? Or, Foundationalism Rears Its Ugly Head Once More

Teaching Is Remembering.