Academic literacy and student diversity: The case for inclusive practice Ursula Wingate (2015) and Genre-based automated writing evaluation for L2 research writing: From design to evaluation and enhancement Elena Cotos (2014)

  • Carrie Aldrich University of Iowa
  • Amanda Gallogly University of Iowa
Keywords: Rhetorical Analysis, Linguistic Analysis, Genre Analysis, Corpus Research

Abstract

Academic literacy and student diversity: The case for inclusive practice Ursula Wingate (2015) ISBN-13: 978-1783093472. Pp. 208. Genre-based automated writing evaluation for L2 research writing: From design to evaluation and enhancement Elena Cotos (2014) ISBN-13: 978-1137333360. Pp. 302.

Author Biographies

Carrie Aldrich, University of Iowa

Carrie Aldrich is a third year PhD student in the Language, Literacy, and Culture program at the University of Iowa. She has an MA in Applied Linguistics from the University of Alaska Fairbanks and Bachelor’s degrees in Secondary English Education and Sociology from Indiana University. After six years studying and teaching in Fairbanks, Alaska, where she and her husband shared a one-room cabin with no running water, they traveled across 12 time zones to Riyadh, Saudi Arabia, where they spent four years teaching English and crisscrossing the Middle East in a 4x4. Her favorite thing to do is go camping with her husband, Ben, and two year old son, Jack.

Amanda Gallogly, University of Iowa

Amanda Gallogly is in the Language, Literacy, and Culture program at the University of Iowa. She has an MSW and a BA in Spanish and English literature, and her research interests include collaborative writing, critical pedagogy, and the sociocultural features of academic discourses. Upon completion of her undergraduate studies, she spent ten years in Santiago, Chile, where she provided translation, interpreting, and English instruction for adult language learners. In her free time, she enjoys perusing cookbooks – the fact that she never cooks notwithstanding – and dabbles in picking up new languages together with her son.

References

Bourdieu, P. and Passeron, J.C. (1994) Introduction: Language and the relationship to language in the teaching situation. In P. Bourdieu, J.C. Passeron & M. de Saint Martin, Academic discourse (pp. 1-34). Cambridge: Polity Press.
Published
2016-05-23
How to Cite
Aldrich, C., & Gallogly, A. (2016). Academic literacy and student diversity: The case for inclusive practice Ursula Wingate (2015) and Genre-based automated writing evaluation for L2 research writing: From design to evaluation and enhancement Elena Cotos (2014). Writing & Pedagogy, 8(1), 229-235. https://doi.org/10.1558/wap.v8i1.27807
Section
New Books