This paper aims to explore these questions and take seriously the influence that southern students’ regional affiliation has (or does not have) on their identification as a student writer. Since the scope of this topic is so vast, I plan to begin by drawing from and piecing together current scholarship and putting such research in deliberate, direct relationship to the writing processes of southern students. Put differently, this project will use already-established research to new ends in an effort to discover if a gap in research truly exists and, if so, help begin to bridge it.
Grego, Rhonda C. and Nancy S. Thompson. Teaching/Writing in Thirdspaces: The Studio Approach. Carbondale: Southern Illinois U Press, 2007.
Mitchell, Felicia. "Appalachian Dialects in the College Classroom: Linguistic Diversity and Sensitivity in the Classroom." Presentation for the Conference on College Composition and Communication, San Francisco, CA, 18 Mar. 2005.
Penrose, Anne M. "Academic Literacy Perceptions and Performance: Comparing First-generation and Continuing Generation Students." Research in the Teaching of English 36.4 (2002): 437-61.
Regional Rhetorics: Real and Imagined Spaces. Rhetorical Society Quarterly. Ed. Jenny Rice. London: Routledge, 2014.
Shepley, Nathan. "Places of Composition: Writing Contexts in Appalachian Ohio." Composition Studies 37.2 (2009): 75-90.