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Direct linkLu, Min-Zhan; Horner, Bruce – College English, 2013
We argue that composition scholarship's defenses of language differences in student writing reinforce dominant ideology's spatial framework conceiving language difference as deviation from a norm of sameness. We argue instead for adopting a temporal-spatial framework defining difference as the norm of utterances, and defining languages,…
Descriptors: Literacy, Writing (Composition), Literacy Education, Language Usage
