Winner of the 2021 Advancement of Knowledge Award presented by the Conference on College Composition and Communication
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.
สารบัญ
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
เกี่ยวกับผู้แต่ง
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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