English

ERIC ED398583: Liberatory Teaching and Radical Stylistics: Gap-Filling, Framing and Inferencing in an Advanced Composition Course.

This paper discusses the dynamics of Paulo Freire's "true perception" and the importance of language awareness, and even style, to that "interdependence" which makes possible the perception and transformation of reality. Freire calls for a critical intervention to transform reality, and because this intervention simultaneously incorporates subjective and objective experience, it is necessarily an awareness of language. Several concepts from British critical linguistics, "gap filling" and "inferencing," are helpful in understanding and employing liberatory critical interventions in advanced and regular composition classes. In Freire's "Pedagogy of the Oppressed" (1968), the critical intervention is the activity that brings forth consciousness: a subject is born when its object is changed. Critical linguistics, as Lester Faigley (1992) argues, has been better than most perspectives at facilitating an appreciation of an ambiguous, double sense of agency, an interdependence of actor and acted upon. The first step in a modern tradition of stylistic analysis is the perception of a "dominant feature" in the text. In the critical linguistics classroom, the instructor aims to induce an awar

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