City Comp: Identities, Spaces, Practices

City Comp: Identities, Spaces, Practices

Language: English

Pages: 260

ISBN: 0791455505

Format: PDF / Kindle (mobi) / ePub


Teaching writing in unique urban settings.

 

 

 

 

 

 

 

 

 

 

only succeed in an academic setting, but that they will also learn strategies for addressing some of the local “truths” that have been authorized by dominant institutional discourses. This hope relies on our ability to teach students how to recognize and validate alternative responses to the myths we have explored in this chapter, in addition to many others that they individually and collectively bring to the composition classroom. In the final section of this chapter, we illustrate three ways in

construction of the bridge in the mid-1960s. Recalling his grandfather’s final days, Jim offers an image of the old man squirming in his hospital bed, seemingly working the clutch and the brake of his crane. It is a moving piece of writing, intricately weaving the description of the bridge with information regarding his grandfather. Jim is a Wilmington native who had recently turned forty years old and had soured on his urban community because of rampant growth and a lack of clear vision on the

community expertise can add to situated problem analyses. Scott Goodrich and I have conducted several critical incident interviews (see Flanagan) in which local Pittsburgh food service workers were asked to recount instances of problems and successes from their own experience. The preliminary results of these interviews confirm that situated knowledge is crucial to solving problems. For example, the food service workers who spoke with me complained about missing their buses when management asked

has five suburban campuses in addition to its two in Chicago, DePaul is purposefully urban. The university works hard to serve the city, and it in turn capitalizes on the city’s intellectual riches as a resource for its curriculum and the co-curriculum. Finally, DePaul consciously tries to build on the work of St. Vincent dePaul, the sixteenth-century French priest who focused the church’s attention on the needs of the urban poor. The Vincentian character of DePaul calls on faculty, staff, and

book, an entry on the Midwest Buddhist temple, written in collaboration with the monk who presides at the temple (135). As in the immersion week, students in “Interreligious Dialogue and Cooperation in Chicago” were spending the autumn term learning to write in both academic and public discourse genres, to use their writing to construct new knowledge, and to internalize the ways their literate behaviors and the DePaul mission are intertwined. COLLEGE COMPOSITION, LIBERAL EDUCATION, AND

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