Creole Composition

Description

Creole Composition is a collection featuring essays by scholars and teachers-researchers working with students in/from the Anglophone Caribbean. Arising from a need to define what writing instruction in the Caribbean means, Creole Composition expands the existing body of research literature about the teaching of writing at the postsecondary level in the Caribbean region. To this end, it speaks to critical disciplinary conversations of rhetoric and composition and academic literacies while addressing specific issues with teaching academic writing to Anglophone Caribbean students. It features chapters addressing language, approaches to teaching, assessing writing, administration, and research in postsecondary education as well as professionalization of writing instructors in the region. Some chapters reflect traditional Caribbean attitudes to postsecondary writing instruction; other chapters seek to reform these traditional practices. Some chapters’ interventions emerge from discussions in writing studies while other chapters reflect their authors’ primary training in other fields, such as applied linguistics, education, and literary studies. Additionally, the chapters use a variety of styles and methods, ranging from highly personal reflective essays to theoretical pieces and empirical studies following IMRaD format.

Creole Composition, the first of its kind in the region, provides much-needed knowledge to the community of teacher-researchers in the Anglophone Caribbean and elsewhere in the fields of rhetoric and composition, writing studies, and academic literacies. In suggesting frameworks around which to build and further institutionalize and professionalize writing studies in the region, the collection advances the broader field of writing studies beyond national boundaries.
Contributors include Tyrone Ali, Annife Campbell, Tresecka Campbell-Dawes, Valerie Combie, Jacob Dyer Spiegel, Brianne Jaquette, Carmeneta Jones, Clover Jones McKenzie, Beverley Josephs, Christine E. Kozikowski, Vivette Milson-Whyte, Kendra L. Mitchell, Raymond Oenbring, Heather M. Robinson, Daidrah Smith, and Michelle Stewart-McKoy.

Sujets

• Writting
• Disciplines
• Language Arts
• Sciences de l'éducation
• Composition

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 13 août 2019
• Nombre de lectures: 0
• EAN13: 9781643171142
• Langue: English
• Poids de l'ouvrage: 4 Mo

Extrait

Lauer Series in Rhetoric and Composition
Editors: Thomas Rickert and Jennifer Bay
The Lauer Series in Rhetoric and Composition honors the contributions Janice Lauer has made to the emergence of Rhetoric and Composition as a disciplinary study. It publishes scholarship that carries on Professor Lauer’s varied work in the history of written rhetoric, disciplinarity in composition studies, contemporary pedagogical theory, and written literacy theory and research.
Books in the Series
Creole Composition: Academic Writing and Rhetoric in the Anglophone Caribbean (Milson-Whyte, Oenbring, & Jaquette, 2019)
Retellings: Opportunities for Feminist Research in Rhetoric and Composition Studies (Enoch & Jack, 2019)
Facing the Sky: Composing through Trauma in Word and Image (Fox, 2016)
Expel the Pretender: Rhetoric Renounced and the Politics of Style (Wiederhold, 2015)
First-Year Composition: From Theory to Practice (Coxwell-Teague & Lunsford, 2014)
Contingency, Immanence, and the Subject of Rhetoric (Richardson, 2013)
Rewriting Success in Rhetoric & Composition Careers (Goodburn, LeCourt, Leverenz, 2012)
Writing a Progressive Past: Women Teaching and Writing in the Progressive Era ( Mastrangelo , 2012)
Greek Rhetoric Before Aristotle, 2e, Rev. and Exp. Ed. (Enos, 2012)
Rhetoric’s Earthly Realm: Heidegger, Sophistry, and the Gorgian Kairos (Miller, 2011) *Winner of the Olson Award for Best Book in Rhetorical Theory 2011
Techne , from Neoclassicism to Postmodernism: Understanding Writing as a Useful, Teachable Art (Pender, 2011)
Walking and Talking Feminist Rhetorics: Landmark Essays and Controversies (Buchanan & Ryan, 2010)
Transforming English Studies: New Voices in an Emerging Genre (Ostergaard, Ludwig, & Nugent, 2009)
Ancient Non-Greek Rhetorics (Lipson & Binkley, 2009)
Roman Rhetoric: Revolution and the Greek Influence , Rev. and Exp Ed. (Enos, 2008)
Stories of Mentoring: Theory and Praxis (Eble & Gaillet, 2008)
Writers Without Borders: Writing and Teaching in Troubled Times (Bloom, 2008)
1977: A Cultural Moment in Composition (Henze, Selzer, % Sharer, 2008)
The Promise and Perils of Writing Program Administration ( Enos & Borrowman, 2008)
Untenured Faculty as Writing Program Administrators: Institutional Practices and Politics , (Dew & Horning, 2007)
Networked Process: Dissolving Boundaries of Process and Post-Process (Foster, 2007)
Composing a Community: A History of Writing Across the Curriculum (McLeod & Soven, 2006)
Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline (L’Eplattenier and Mastrangelo, 2004). Winner of the WPA Best Book Award for 2004–2005
Rhetorics, Poetics, and Cultures: Refiguring College English Studies Exp. Ed. (Berlin, 2003)


Creole Composition
Academic Writing and Rhetoric in the Anglophone Caribbean
Edited by Vivette Milson-Whyte,
Raymond Oenbring, and Brianne Jaquette
Parlor Press
Anderson, South Carolina
www.parlorpress.com


Parlor Press LLC, Anderson, South Carolina, USA
© 2021 by Parlor Press
All rights reserved.
Printed in the United States of America
S A N: 2 5 4 - 8 8 7 9
Library of Congress Cataloging-in-Publication Data on File
Names: Milson-Whyte, Vivette, editor. | Oenbring, Raymond, 1979- editor. | Jaquette, Brianne, editor.
Title: Creole composition : academic writing and rhetoric in the anglophone Caribbean / Edited by Vivette Milson-Whyte, Raymond Oenbring, and Brianne Jaquette.
Description: Anderson, South Carolina : Parlor Press, [2021] | Series: Lauer series in rhetoric and composition | Includes bibliographical references and index. | Summary: “Essays trace the history and current practices of, and ways forward for, teaching composition in the Anglophone Caribbean. They contextualize disciplinary developments related to rhetoric and composition and academic literacies in the Caribbean and explore how academic writing is viewed and taught in the region”-- Provided by publisher.
Identifiers: LCCN 2021029186 (print) | LCCN 2021029187 (ebook) | ISBN 9781643171111 (paperback ; acid-free paper) | ISBN 9781643171128 (hardcover ; acid-free paper) | ISBN 9781643171135 (pdf) | ISBN 9781643171142 (epub)
Subjects: LCSH: English language--Rhetoric--Study and teaching (Higher)--Caribbean, English-speaking. | Academic writing--Study and teaching (Higher)--Caribbean, English-speaking. | English language--Composition and exercises--Study and teaching (Higher)--Caribbean, English-speaking.
Classification: LCC PE1405.C27 C74 2021 (print) | LCC PE1405.C27 (ebook)
| DDC 808/.0420711729--dc23
LC record available at https://lccn.loc.gov/2021029186
LC ebook record available at https://lccn.loc.gov/2021029187
2 3 4 5
Lauer Series in Rhetoric and Composition
Editors: Thomas Rickert and Jennifer Bay
Cover design by David Blakesley.
Front cover image: Photo by Jakob Owens on Unsplash.
Back cover image: “Caribbean Map,” Uwe Dedering [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)]
Printed on acid-free paper.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paper, cloth and eBook formats from Parlor Press on the World Wide Web at http://www.parlorpress.com or through online and brick-and-mortar bookstores. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina, 29621, or email [e-mail].


Contents
Preface: Hurricanes, Colonialism, and Language
Vivette Milson-Whyte, Raymond Oenbring, and Brianne Jaquette
Acknowledgments
Introduction: Expanding Linguistic Diversity
Vivette Milson-Whyte, Raymond Oenbring, and Brianne Jaquette
Section One: Reflections on Linguistic Turmoil
1 Teaching Literacy Skills in the Jamaican Creole-Speaking Environment: A Reflection
Carmeneta V. Jones
2 Building around Nation Language: A Critical Reflection on Teaching Composition at the University of The Bahamas
Jacob Dyer Spiegel
Section Two: Empirical Studies of Attitudes and Time Management
3 Teaching on Island Time: Deadlines, Procrastination, and Composition at the University of The Bahamas
Christine E. Kozikowski
4 Academic Writing in the Caribbean: Attitudes Matter
Melissa L. Alleyne
Section Three: Perspectives on Language and Error
5 Understanding and Shifting a Marking Community’s Response to Students’ Writing: Lessons from Jamaican Instructors’ “expression” Comments
Annife Campbell
6 Balancing Composition and Grammar in the UTech, Jamaica Classroom
Daidrah Smith and Michelle Stewart-McKoy
7 “African American” Anglophone Caribbean Writers in a Historically Black University Writing Center
Kendra Mitchell
Section Four: Institutional Contexts
8 Administrators’ and Lecturers’ Perceptions of English Language-Mediated Academic Literacy Skills Development at a Jamaican University
Clover Jones McKenzie and Beverley Josephs
9 Solving Problems and Signaling Potential in Writing Program Administration at The University of The West Indies, St. Augustine Campus (UWISTA)
Tyrone Ali
Section Five: Regional Perspectives: Archipelagic Thinking
10 The Small Island Polis : Rhetorical Pedagogy in the Caribbean
Raymond Oenbring
11 Transnational and Translingual Perspectives on Creoles in Education: Casting a Wider Net into the Caribbean Sea
Valerie Combie
Section Six: A Way Forward
12 Academic Literacies: Literacy Facilitators’ Framework for Self-Empowerment in the Anglophone Caribbean Postsecondary Context
Clover Jones McKenzie and Tresecka Campbell-Dawes
13 Postcolonial Composition: Appropriation and Abrogation in the Composition Classroom
Heather M. Robinson
Afterword: Creole Composition?
Contributors
Index to the Print Edition


Preface: Hurricanes, Colonialism, and Language
Vivette Milson-Whyte, Raymond Oenbring, and Brianne Jaquette
O n September 12, 2017, days after Hurricane Irma had devastated numerous Caribbean islands, the two major daily newspapers in the Bahamian capital, Nassau, went to press with the same above-the-fold headline (see Figure 1). Both papers were quoting Bahamian Prime Minister Dr. Hubert Minnis’s assessment of the state of the tiny underdeveloped settlement of Ragged Island in the southern Bahamas; Ragged Island was “unlivable.” Despite the seriousness of the plight of those affected by the storm, public and social media discourse in the Bahamas that day focused in significant part on a peculiar fact about the two competing headlines: the Nassau Guardian had spelled the word unlivable using the American spelling (Glinton, 2017), and the Nassau Tribune had spelled the same word using the distinctly British spelling unliveable (Russell, 2017). This peculiar incident placed in sharp relief the tension between British and American orthographies and educational cultures in the country, a tension that is no accident but stems from fact that the Bahamas is a former British colony heavily influenced by the language and culture of its geographically closer neighbor to the north, the United States—a situation that is mirrored in countries throughout the Caribbean reg