Tag College Writing
Here is one of the handouts used by Whitney Gegg-harrison during her segment of the presentation “Anyone Can Code-Mesh: Teaching and Tutoring Strategies for the First-Year Classroom” at the Conference on Composition and Communication in March 2017. It is designed… Continue Reading →
“Developing Argumentative Writing Assignments that Involve Code-Meshing” is a handout used by Whitney Gegg-harrison during her portion of the University of Rochester’s Writing Speaking and Argument Program’s presentation at CCCC 2018.
SUNY COW 2016 :: Code-Meshing: Affordances and Challenges :: Formal Assignment Workshop Dr. Whitney Gegg-Harrison (whitney.gegg-harrison@rochester.edu) Developing Formal/Argumentative Paper Assignments Questions to consider towards developing an assignment that will work for YOUR class
Nero, S. J. (2010). Discourse tensions, Englishes, and the composition classroom. In B. Horner, M-Z Lu, and P. K. Matsuda (Eds.), Cross-language relations in composition (pp.142-157). Carbondale, IL: Southern Illinois University Press. Find the book at worldcat.org/isbn/0809329824
Shelton, C. D., & Howson, E. E. (2014). Disrupting authority: Writing mentors and code-meshing pedagogy. Praxis: A writing center journal 12(1), 77-83. Find the article here.
This is a segment of the presentation give by Sarah Lamade, who could not physically attend the Conference on College Composition and Communication herself. In this video, she discusses how to guide a code-meshing process in a one-on-one session with… Continue Reading →
How to introduce students to code-meshing? Stella Wang
This handout was given out as part of Sarah Lamade’s segment of the presentation “Anyone Can Code-Mesh: Teaching and Tutoring Strategies for the First-Year Classroom” at the 2017 Conference on College Composition and Communication. It describes certain strategies of promoting… Continue Reading →
SITUATIONS AND STRATEGIES FOR INCORPORATING CODE-MESHING INTO TUTORING Sarah Lamade, University of Rochester
The following essay is an example of student work that crosses registers and modalities to great effect. The essay, “It’s Written All Over Your Face: The Dynamic Synergy of Emotion and Social Interaction,” analyzes outer emotion to debunk the prevalent viewpoint that… Continue Reading →
