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dc.contributor Clark-Oates, Angela en
dc.contributor.advisor Heckathorn, Amy en
dc.contributor.author Lehman, Albert Eric en
dc.date.accessioned 2017-05-09T19:35:16Z en
dc.date.available 2017-05-09T19:35:16Z en
dc.date.issued 2017-05-09 en
dc.date.submitted 2017-05-03 en
dc.identifier.uri http://hdl.handle.net/10211.3/190754 en
dc.description Project (M.A., English (Composition))--California State University, Sacramento, 2017. en
dc.description.abstract In the 2015-2016 academic year, I conducted multiple case studies of Summer Bridge students who had been tracked into compensatory reading classes. I discovered academic literacies is not a static concept but is being continually remade through institutional practices. The students exhibited tendencies toward “hard-worker” personas and other work-related tropes in academic performances. They identified transitional experiences since completing Summer Bridge and entering the university. I recommend future classes establish a critical literacies focus that acknowledges students’ social and cultural academic experiences more fully through use of academic literacy narratives in conjunction with critical questions designed to explore different subjectivities and interests. en
dc.description.sponsorship English (Composition) en
dc.language.iso en_US en
dc.subject Summer Bridge en
dc.subject Academic literacies en
dc.subject Composition en
dc.subject Pedagogy en
dc.subject Basic writing en
dc.subject Critical reading en
dc.subject Rhetoric en
dc.title Rhetorics of work and transition in the academic performances of students of basic writing: 2 case studies of Summer Bridge students en
dc.type Project en


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