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Bordered Writers
Latinx Identities and Literacy Practices at Hispanic-Serving Institutions
Bordered Writers
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Isabel Baca - Editor
Yndalecio Isaac Hinojosa - Editor
Susan Wolff Murphy - Editor
Price: $95.00 
Hardcover - 266 pages
Release Date: July 2019
ISBN10: N/A
ISBN13: 978-1-4384-7503-5

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Summary Read First Chapter image missing

Examines innovative writing pedagogies and the experiences of Latinx student writers at Hispanic-Serving Institutions nationwide.

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.

“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

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.


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Table of Contents

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 León-Zepeda

5. Familismo Teaching: A Pedagogy for Promoting Student Motivation and College Success
Yemin Sánchez, Nicole Nicholson, and Marcela Hebbard

6. Teaching with Bordered Writers: Reconstructing Narratives of Difference, Mobility, and Translingualism
Beatrice Mendez Newman and Romeo García

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 Aydé Enríquez-Loya

8. Teaching Technical Communication on the Mexico/U.S. Border: A Brief Case Study
Laura Gonzales

Testimonio
4
English, Español, 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


Related Subjects
4-7503-5/4-7504-2(RAC/EM/MC)




 
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