Carter, Genesea M., editorThelin, William H., editorUtah State University Press, publisher2017-12-112017-12-112017https://hdl.handle.net/10217/185427Includes bibliographical references and index.What college writing instructors should know about working-class students--their backgrounds, experiences, identities, learning styles, and skills--in order to support them in the classroom, across campus, and beyond. Contributors explore the nuanced and complex meaning of "working class" and the values these writers bring.--Provided by publisher.Pedagogy at the crossroads: intersections between instructor and student identities across institutional contexts / Aubrey Schiavone and Anna V. Knutson -- No homo!: toward an intersection of sexuality and masculinity for working-class men / Robert Mundy and Harry Denny -- Implications of re-defining "working class" in the urban composition classroom / Aaron Barlow and Patrick Corbett -- California dreams: working-class writers at the California State University system / Cassandra Dulin -- The writing space as dialectical space: disrupting the pedagogical imperative to prepare the 'underprepared' / Jacqueline Preston -- Changing definitions of work and class in the information economy / Edie-Marie Roper and Mike Edwards -- Telling our story: 'college writing' for trade unionists / Rebecca Fraser -- Emotional labor as imposters: working-class literacy narratives and academic identities / Nancy Mack -- We're all middle class? students' interpretation of childhood ethnographies to reflect on class difference and identity / Liberty Kohn -- Pedagogies of interdependence: writing as advocacy / Holly Middleton -- Never and forever just keep coming back again: class, access, and student writing performance / Missy Nieveen Phegley -- Social economies of literacy in rural Oregon: accounting for diverse sponsorship histories of working-class students in and out of school / Cori Brewster -- Rethinking 'class': poverty, pedagogy, and two-year college writing programs / Brett Griffiths and Christie Toth -- Retrograde movements and the educational encounter: working-class adults in first-year composition / James E. Romesburg -- "Being part of something gave me purpose": how community membership impacts first-year students' sense of self / Genesea M. Carter -- Literacy development as social practice in the lives of four working-class women / Gail G. Verdi and Miriam Eisenstein Ebsworth.born digitalbooksengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.All rights reserved. User is responsible for compliance. Please contact University Press of Colorado at https://upcolorado.com/our-books/rights-and-permissions for use information.Working class -- Education (Higher)College students' writingsClassroom environmentEnglish language -- Composition and exercises -- Study and teachingTextAccess is limited to the Adams State University, Colorado State University, Colorado State University Pueblo, Community College of Denver, Fort Lewis College, Metropolitan State University Denver, Regis University, University of Alaska Fairbanks, University of Colorado Boulder, University of Colorado Colorado Springs, University of Colorado Denver, University of Denver, University of Northern Colorado, University of Wyoming, Utah State University and Western Colorado University communities only.