The Rhetorical Role of Syllabi in Student Conversations about Disability Accommodations
Bibliographic Data
| ID | 21307832 |
|---|---|
| Authors | Neil Simpkins (corresponding author) |
| Year | 2023 |
| Volume | 74 |
| Issue | 4 |
| Pages | 673-694 |
| Publication date | 2023-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | College Composition and Communication (JOURNAL) |
| Journal identifiers | ISSN: 0010-096X • E-ISSN: 1939-9006 |
| Publisher | National Council of Teachers of English (PUBLISHER • US) |
| DOI | 10.58680/ccc202332522 |
| OpenAlex | W4385401827 |
| Language | EN |
| References cited | 17 |
This article examines the role that syllabi play in the current system of disability accommodations, and how disabled students use syllabi as a rhetorical tool in their approach to disability disclosure. I offer strategies for teachers to gauge how their syllabi encourage or discourage agentive disclosure of disability accommodations
Linguistics · Pedagogy · Rhetoric · Rhetorical question · Sociology · Syllabus · Discourse Analysis in Language Studies · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology
Academic Ableism
"If It Wasn't My Race, It Was Other Things Like Being a Woman, or My Disability"
“Like Coming Home”
Who Is It Really For? Trigger Warnings and the Maintenance of the Racial Status Quo
Fantasies of identification
Scenes of Subjection” in Public Education
Discussion-Based Approaches to Developing Understanding
The question of access
Limits of the Local
| Citation velocity | historical |
|---|---|
| Highly cited | No |