Browsing by Author "McGee, Alexis"

Now showing 1 - 6 of 6
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    Black Feminist Rhetorical Praxis: The Agency of Holistic Black Women in Lauryn Hill’s The Miseducation of Lauryn Hill and Contemporary Works
    (2019) McGee, Alexis; Love, Bettina; Waters, Billye Sankofa; Evans-Winters, Venus; University of Alabama Tuscaloosa
    This chapter critiques Lauryn Hill's debut album, The Miseducation of Lauryn Hill, through a Black feminist and rhetorical lens. I argue that looking at Hill's album as a body of work provides a blueprint for acknowledging Black women as holistic agents of change.
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    Book Review of Other People’s English: Code-Meshing, Code-Switching, and African American Literacy
    (2016) McGee, Alexis; University of Alabama Tuscaloosa
    This book review of Other People's English: Code-Meshing, Code-Switching, and African American Literacy provides an outline of this edited collection. Here, I summarize the contemporary discussions surrounding African American Language, code-switching, and code-meshing as factors impacting the classroom.
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    The Language of Lemonade: The Sociolinguistic and Rhetorical Strategies of Beyoncé’s Lemonade
    (2019) McGee, Alexis; University of Alabama Tuscaloosa
    This chapter, originally published in The Lemonade Reader, argues that Beyoncé's use of language in her second visual album, Lemonade, is a rhetorical technique aligned with Black feminist rhetorics.
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    Looking back, looking forward: a dialogue on "The imperative of racial rhetorical criticism"
    (Routledge, 2018-11-28) McGee, Alexis; Cisneros, J. David; University of Alabama Tuscaloosa; University of Illinois System; University of Illinois Urbana-Champaign
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    Speculative Sankofarration: Haunting Black Women in Contemporary Horror Fiction
    (2017) Brooks, Kinitra D.; McGee, Alexis; Schoellman, Stephanie; University of Alabama Tuscaloosa
    This co-edited article, originally published in Obsidian, details the literary work by Black women's horror and fiction. This piece is meant to set “methodological direction” for a racially gendered horror discourse. Here, we aim to displace and challenge the discursive subjectivities and praxis of Black women in contemporary horror fiction.
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    Straight from the Source: a Candid Illustration of Four Secondary English Teachers' Beliefs, Experiences, and Tensions with Teaching High School Writing
    (University of Alabama Libraries, 2022) Billingsley, Khadeidra; Dayton, Amy; University of Alabama Tuscaloosa
    Recent scholarship estimates that approximately 50% of incoming students are unprepared for college-level writing. (Sanoff 2006; Achieve, Inc. 2007; Complete College America 2012; Hechinger Report 2016). For the past 150 years, high school teachers have been blamed for the inadequate writing skills of college-bound students. Their biggest critics are college professors who frequently complain that many of their college freshmen cannot compose effective and rhetorically-sound texts. For some, this added labor could lead to a perpetuation of tension and finger pointing between the two groups of educators. However, in many of these rounds of this ongoing ‘blame game’, there is a side that seems to be missing and a voice that seems to be muted: that of the high school teachers. This paper illustrates high school teachers’ definitions and perceptions of and about academic writing. Through the facilitation of focus groups and semi-structured interviews, as well as the analysis of course materials, the researcher provides a comprehensive and candid narrative of the beliefs, experiences, and tensions that high school writing teachers negotiate as they integrate writing instruction into their existing English/Language Arts curriculum. In prioritizing the voices of high school teachers, this research will be a necessary first step to inciting more high school-college conversations and future collaborations. This text outlines implications for several groups influenced by secondary writing instruction including teachers, students, administrators, and teacher educators. This research will not only have grand implications for English educators, both at the secondary and postsecondary level, but student writers as well as we continue to work towards making the transition from high school to college writing easier for our college-bound students.