Please take time to read these two documents to introduce the concepts and topics that we will explore together in this section:
Canagarajah, Suresh. “The Project.
(Links to an external site.)
” In A Geopolitics of Academic Writing. Canagrajah discusses academic literacy and publishing in the context of political/social forces. What features of your writing context facilitate/curtail your production of knowledge and how to they differ from those contextual elements that Canagrajah discusses? (The answers to these questions will be really helpful toward your completing the project on the next page!)
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Ratcliffe, Krista. “Eavesdropping: A Tactic for Listening to Scholarly Discourses
(Links to an external site.)
” from Rhetorical Listening. Southern Illinois University Press, 2005. PP. 101-132. Ratcliffe posits eavesdropping as a way to resist “the invisibility of gendered whiteness in scholarly discourses within rhetoric and composition studies.” What do her ideas suggest to us about integrative writing for diverse, global audiences? (In a sense, the project on the next page is asking you to eavesdrop on one of your former writing assignments.)
This exercise involves your composing a 500-word critical review of one of your past school writing projects, focusing on context of that writing and possibility for integrative and global approaches, and posting your review here on the date assigned.
Find a substantial essay (305scholarship paper) that you have written in another class (you can use a writing from this class if you have no other archive; a research paper might work best, but not necessarily). Write an essay that speaks to the qualities of your essay in the context of issues that Canagarajah and Ratcliffe bring up in terms of the contexts in which you write/access to resources and the possible gendered whiteness that may or may not have been prevalent in your prose or the assignment. Refer to other past readings as well, if they can be helpful, especially those that speak to diversity concerns and those that speak to opportunities for employing/integrating multiple disciplines.
If the teacher’s comments (not me, the teacher who originally assigned the work you are critiquing) are available, you might also speak to ways the teacher’s standards facilitated or curtailed your approach in assignment in an integrative, interdisciplinary way for diverse, global audiences. In other words, you can speak to ways the context of that previous (or current class) created or deterred opportunities for you to think about your work in terms of a global audience and across various disciplines. In even other words, you’re being asked, as Ratcliffe might say, to eavesdrop on this former paper as if it were a conversation between you and that instructor, looking particularly at ways culture/disciplinarity came into play.