國立虎尾科技大學 |

Asking Appalachia : = Appalachian English in the Writing Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Asking Appalachia :/
Reminder of title:	Appalachian English in the Writing Classroom.
Author:	Hampton, Rachel N.
Description:	1 online resource (70 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-01.
Contained By:	Masters Abstracts International84-01.
Subject:	Pedagogy. -
Online resource:	click for full text (PQDT)
ISBN:	9798834025979

Asking Appalachia : = Appalachian English in the Writing Classroom.
Hampton, Rachel N.

Asking Appalachia :Appalachian English in the Writing Classroom. - 1 online resource (70 pages)

Source: Masters Abstracts International, Volume: 84-01.

Thesis (M.A.)--Eastern Kentucky University, 2022.

Includes bibliographical references

This thesis combines primary and secondary research in order to make an argument about the need for better educational practices for Appalachian students. A problem is first established that, because of how Appalachian people and their culture are represented in the media, negative stereotypes are spread about those from the region who are easily identified by their use of Appalachian English. Standard English is widely taught and students are encouraged to suppress their accent and dialect in order to mediate this. However, these practices allow no room for these students to use and embrace their own language. This thesis investigates the responses of Appalachian people regarding their perception of Appalachian English, experience in writing classrooms, and exposure to Appalachian literature which establishes that as students they are negatively impacted by the current treatment of their language. Further, this thesis lays groundwork for better pedagogical practices for Appalachian English speakers including the honoring students' own languages, assessment of student work, teaching of code-meshing, inclusion of positive examples of Appalachian culture, and use of creative writing in the classroom. This study aims to establish a more Appalachian-focused pedagogy that promotes a greater sense of pride for the students in the area, which will in turn lead to a reinvestment into the region.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798834025979Subjects--Topical Terms:

1148703
Pedagogy.
Subjects--Index Terms:

AppalachiaIndex Terms--Genre/Form:

554714
Electronic books.

Asking Appalachia : = Appalachian English in the Writing Classroom.
LDR:02744ntm a22003977 4500 001 1144748
005 20240611104909.5
006 m o d
007 cr mn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798834025979
035 $a (MiAaPQ)AAI29165462
035 $a AAI29165462
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hampton, Rachel N. $3 1469881
245 1 0 $a Asking Appalachia : $b Appalachian English in the Writing Classroom.
264 0 $c 2022
300 $a 1 online resource (70 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 84-01.
500 $a Advisor: Presley, Erin.
502 $a Thesis (M.A.)--Eastern Kentucky University, 2022.
504 $a Includes bibliographical references
520 $a This thesis combines primary and secondary research in order to make an argument about the need for better educational practices for Appalachian students. A problem is first established that, because of how Appalachian people and their culture are represented in the media, negative stereotypes are spread about those from the region who are easily identified by their use of Appalachian English. Standard English is widely taught and students are encouraged to suppress their accent and dialect in order to mediate this. However, these practices allow no room for these students to use and embrace their own language. This thesis investigates the responses of Appalachian people regarding their perception of Appalachian English, experience in writing classrooms, and exposure to Appalachian literature which establishes that as students they are negatively impacted by the current treatment of their language. Further, this thesis lays groundwork for better pedagogical practices for Appalachian English speakers including the honoring students' own languages, assessment of student work, teaching of code-meshing, inclusion of positive examples of Appalachian culture, and use of creative writing in the classroom. This study aims to establish a more Appalachian-focused pedagogy that promotes a greater sense of pride for the students in the area, which will in turn lead to a reinvestment into the region.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Pedagogy. $3 1148703
650 4 $a Language arts. $3 556677
653 $a Appalachia
653 $a Appalachian literature
653 $a Composition
653 $a Dialect
653 $a Pedagogy
653 $a Writing instruction
655 7 $a Electronic books. $2 local $3 554714
690 $a 0456
690 $a 0279
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Eastern Kentucky University. $b Department of English and Theatre. $3 1468561
773 0 $t Masters Abstracts International $g 84-01.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29165462 $z click for full text (PQDT)