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Marshall, Margaret J. "Marking the Unmarked: Reading Student Diversity and
Preparing Teachers." CCC 48.2 (1997): 231-248.
Abstract:
Marshall challenges the center-margins metaphor as perpetuating an "unmarked center," where class and literacy experience get overridden by assumptions about white dominant cultural values and white middle-class literacy learning. She considers these assumptions by examining the writing of two first-year writing students, pointing out that teacher training should include ways to read student writing rhetorically for the ways in which students in the "middle" are not all the same.
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Works Citing