Undoing composition?

Luke, Allan (2012) Undoing composition? Literacy in Composition Studies, 1(1), pp. 70-74.

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This piece is a contribution to a symposium on the relationship of literacy studies to composition studies. Three central foci of literacy studies have direct implications for composition studies: the shift from canonical to everyday texts, practices and literacy events; acknowledgement of ubiquitious student and community cultural and linguistic diversity; and the impact of new technologies on writing and education. The case is made for a major reconnoitering of the historical foundations of composition studies in theories of rhetoric and grammar.

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ID Code: 56059
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: literacy, composition, university writing, genre pedagogy
ISSN: 2326-5620
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > COMMUNICATION AND MEDIA STUDIES (200100) > Communication Technology and Digital Media Studies (200102)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LITERARY STUDIES (200500) > Stylistics and Textual Analysis (200526)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Past > Institutes > Institute for Creative Industries and Innovation
Copyright Owner: Copyright 2012 the Author
Copyright Statement: This work is licensed under a Creative Commons Attribution 3.0 License.
Not to be reproduced without permission of the author.
Deposited On: 03 Jan 2013 04:04
Last Modified: 29 Nov 2013 02:13

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