Abstract

Abstract:

This article considers the role of real-world writing pedagogy in the persistence of the real world/academy binary that fuels contemporary trigger warning debates, arguing instead for attention to the actual rhetorical constraints of the classrooms we all work in regularly.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 327-347
Launched on MUSE
2020-05-28
Open Access
No
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