1887
Volume 5, Issue 3
  • ISSN 1018-2101
  • E-ISSN: 2406-4238

Abstract

In most societies the ability to write has become a significant criterion in judging one's "success or "failure" in becoming literate. This paper focuses on the classroom literacy practice called "writing," inasmuch as learning to write in a specific kind of way is part and parcel of children's literacy learning expectations. It is based on a study which examined cohesion patterns found in expository writing samples of sixth grade urban African American, urban Appalachian, and mainstream culture children attending a middle school in a large midwestern urban school system in the United States. This paper challenges the prevailing notion that ethnicity, social class and language variation influence the quality of writing these children produce.

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/content/journals/10.1075/prag.5.3.02aba
1995-01-01
2019-12-07
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