Two Feet In | Writing and the Institution

The problem was first asking the demand for my coffee shop and was confused. But I put it away and then I noticed I couldn't type anything on the PC. I called my dad in North Carolina, not for that he could possibly help us in Houston, but perhaps I was thinking that my dad alone has enough times with emergency that I could have an empathy. The conversation with him was a jumble and I could hear the mixture of his impatience and concern. I then called my best friend, a nurse, and his conversation sent me to get to the ER. I should have made the idea already -- the symptom was obviously. The brain is ironically a great amazing of the star dust made of miracles, firing neurons that both sympathetic and parasympathetic breaths us our heart millions away without thinking, and designing and playing a Chopin etude. Yet as miracle as this the brain, it is so sensitive, so frailty, so that gelatin we sapiens  keeps us so closely to what keeps us ... stop. 16th Century Medical Text B

Part 1 Marginalization and the Rhetorical ecology of Community College Latinos Though I believe that the site of the community college is one of the nation’s last hopes for a utopian system of equality, the reality is that most often it has adopted multiple practices of postcolonization that other state institutions have practiced for decades. One of these practices is the hidden and implicit labeling of Latinos as “other” for the college’s statistical means of reporting to the state. Lazaro Lima argues in his Latino Body that it was an early identification of Mexican Americans in an 1894 pseudo-ethnographic description that framed Mexicans as “other” because of physical markers, “savage” traditions, and so forth, that demarked these Americans as non-Americans. This otherness continues to this day, though now we must add the complications of limited education, literacy, class, language, and even the imagined reification of “documentation” to maintain this otherness. This weighs

The narrative of most studies that deal with Latino education begin with a common narrative: citing national statistics of growth, discussing economic disparities between Latinos and Anglos, and low rates of college persistence. I choose to begin this discussion without these statistics for multiple reasons, the most important being one of identity, or the question of identity when institutions use terms such as “Hispanic” or “Latino” for their own administrative and budgetary purposes, most often accumulating such data without the explicit consultation with the students themselves.  Secondly, I will discuss in this chapter how -- though most students who are enrolled in the First Year Writing course (FYW) take the course in the nation’s community colleges -- the narrative of the community’s ethos is still detached from the identity of the community, especially as public institutions at all levels are being defunded in a neoliberal economy. This simultaneous ubiquity of the comm