In composition classrooms, religious beliefs of students are often ignored, dismissed, or trivialized, and literacy studies that focus on religious affiliation and influence often emphasize the conflict between the literacy practices within a fundamentalist religious context and critical practices in an academic context, or they emphasize the behavior of students in relation to their beliefs to determine reading comprehension or biblical literacy. In The Crafty Reader, R. Scholes (2001, New Haven: Yale UP) describes the conflict between fundamentalist and critical practices as qnatural enemies.q Because we have avoided discussions about religious beliefs in academic contexts, a cartoon-like stereotype emerged that offered little to help students from highly religious communities who found their way into college composition classrooms, or their instructors.aquot;Other papers, aquot; he says, aquot;will be argumentative essays.aquot; (Field notes) Patrick proceeded to answer studentsa#39; specific questions about the point of the first formal writing assignment due that day and returned to the textbook, which mentionsanbsp;...
|Title||:||Fundamental Divide: Competing Literacies in the Composition Classroom|
|Author||:||Kathi Rasmussen Griffin|
|Publisher||:||ProQuest - 2008|