Powell, Katrina M. Rev. of Persons in Process: Four Stories of Writing and Personal Development in College by Anne J. Herrington and Marcia Curtis. CCC. 53.2 (2001): 349-352.
Crowley, Sharon. Rev. of Terms of Work for Composition: A Materialist Critique by Bruce Horner. CCC. 53.2 (2001): 352-356.
CCCC Committee on Part-time/Adjunct Issues. “In Brief: Report on the Coalition on the Academic Workforce/CCCC Survey of Faculty in Freestanding Writing Programs for Fall 1999.” CCC. 53.2 (2001): 336-348.
Bishop, Wendy. “Against the Odds in Composition and Rhetoric.” CCC. 53.2 (2001): 322-335.
Abstract:
This chair’s address to the 52nd Annual Convention of the Conference on College Composition and Communication, March 2001, draws on the poetry of Gerard Manley Hopkins to explore and celebrate a life in composition. Acknowledging institutional fatigue, I outline possibilities for individual renewal, particularly through the process of mentoring new members. Ending with a convention poem, I invite readers to compose their own.
Keywords:
ChairsAddressccc53.2 ChairsAddress Convention Poetry ConventionPoem Teaching Time Space Field Life Rhetoric Writing Work Odds
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Works Cited
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Fife, Jane Mathison and Peggy O’Neill. “Moving beyond the Written Comment: Narrowing the Gap between Response Practice and Research.” CCC. 53.2 (2001): 300-321.
Abstract:
While our field’s response practices have changed dramatically over the past two decades to involve more student comments on their own texts, empirical studies have lagged far behind classroom practices, focusing almost exclusively on teachers’ written comments as texts. By broadening our notion of response: and acknowledging the many and varied ways that teachers respond to student writing as well as the many and varied ways that students influence and interpret those responses: we will be able to narrow the gap between our teaching practices and our research questions.
Keywords:
ccc53.2 Response Teachers Students Comments Writing Assessment Research Classrooms Pedagogy Conversation
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Works Cited
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- —, ed. Writing and Response: Theory, Practice, and Research. Urbana, IL: NCTE, 1989.
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- Hayes, Mary F., and Donald Daiker. “Using Protocol Analysis in Evaluating Responses to Student Writing.” Freshman English News 13 (1984): 1-4.
- Herrington, Anne. “Composing One’s Self in a Discipline: Students’ and Teachers’ Negotiations.” Constructing Rhetorical Education. Ed. Marie Secor and Davida Charney. Carbondale: Southern Illinois UP, 1992. 91-115.
- Hull, Glynda, Mike Rose, Kay Losey Fraser, and Marisa Castellano. “Remediation as Social Construct: Perspectives from an Analysis of Classroom Discourse.” College Composition and Communication 42 (1991): 299-329.
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- —. “Surprised by Response: Student, Teacher, Editor, Reviewer.” JAC 18 (1998): 247-73.
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- Sommers, Nancy. “Afterword to ‘Responding to Student Writing.'” On Writing Research: The Braddock Essays 1975 – 1998. Ed. Lisa Ede. Boston: Bedford/St. Martin’s, 1999. 130-31.
- —. “Responding to Student Writing.” College Composition and Communication 33 (1982): 148-56.
- Sperling, Melanie. “Constructing the Perspective of Teacher-as-Reader: A Framework for Studying Response to Student Writing.” Research in the Teaching of English 28 (1994): 175-203.
- —, and Sarah W. Freedman. “A Good Girl Writes Like a Good Girl: Written Response and Clues to the Teaching/ Learning Process.” Written Communication 4 (1987): 343-69.
- Straub, Richard. ” The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive and Facilitative’ Commentary .” College Composition and Communication 47 (1996): 223-51.
- —. “Students’ Reactions to Teacher Comments: An Exploratory Study.” Research in the Teaching of English 31 (1997): 91-119.
- —. “Teacher Response as Conversation: More Than Casual Talk, an Exploration.” Rhetoric Review 14 (1996): 374-98.
- —, and Ronald F. Lunsford. Twelve Readers Reading: Responding to College Student Writing. Cresskill, NJ: Hampton, 1995.
- Thelin, William. “The Connection Between Response Styles and Portfolio Assessment: Three Case Studies of Student Revision.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Ed. Laurel Black, Donald A. Daiker, Jeffrey Sommers, and Gail Stygall. Portsmouth, NH: Heinemann-Boynton/Cook, 1994. 83-92.
- Walvoord, Barbara E. Fassler. “Student Response Groups: Training for Autonomy.” The Writing Instructor 6 (1986): 39-47.
- Weinbaum, Kerry. “Portfolios as a Vehicle for Student Empowerment and Teacher Change.” Portfolios: Process and Product. Ed. Pat Belanoff and Marcia Dickson. Portsmouth, NH: Heinemann-Boynton/ Cook, 1991. 206-14.
- Welch, Nancy. “Sideshadowing Teacher Response.” College English 60 (1998): 374-95.
- White, Edward M., William D. Lutz, and Sandra Kamusikiri, eds. Assessment of Writing: Politics, Policies, Practices. New York: MLA, 1996.
- Yancey, Kathleen Blake, ed. Portfolios in the Writing Classroom: An Introduction. Urbana, IL: NCTE, 1992.
- —. Reflection in the Writing Classroom. Logan, UT: Utah State UP, 1998.
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Rouzie, Albert. “Conversation and Carrying-on: Play, Conflict, and Serio-Ludic Discourse in Synchronous Computer Conferencing.” CCC. 53.2 (2001): 251-299.
Abstract:
In a culture where adult play is divorced from work and often experienced as commodified leisure, the Internet has introduced the play element into student and corporate work cultures. English studies enact the work/play split in the historic divisions between rhetoric and poetic, and instrumental and literary writing. How composition instructors approach computer-mediated communication can either challenge or reinforce the work/play split. Synchronous computer conferencing, a venue that often fosters play and conflict, can yield productive moments of carnivalesque discourse through which students can move from “contained” to “disruptive” or politically and personally significant underlife. This essay examines a series of InterChange transcripts to demonstrate how discourse that combines serious and playful purposes works to provoke and mediate conflict. Students use serio-ludic discourse to critique and to negotiate power relations and gendered subject positions with both positive and negative results.
Keywords:
ccc53.2 Discourse Play Students Interchange Women Message Technology Work Discussion SerioLudic Power Conflict Conversation
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Fitzgerald, Kathryn. “A Rediscovered Tradition: European Pedagogy and Composition in Nineteenth-Century Midwestern Normal Schools.” CCC. 53.2 (2001): 224-250.
Abstract:
This study examines composition at public Midwestern normal schools, the teacher training institutions of the nineteenth and early twentieth century. It argues that the unique social environment, educational aims, and intellectual traditions of the normal school gave rise to attitudes about composition theory, methods, teachers, and students that are much more compatible with composition’s contemporary ethic than those associated with the elite Eastern colleges where the origins of composition have most often been studied.
Keywords:
ccc53.2 BraddockAward School NormalSchools Midwest Students Composition History Teaching Grammar Pedagogy Textbooks
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Works Cited
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Gere, Anne Ruggles. “Revealing Silence: Rethinking Personal Writing.” CCC. 53.2 (2001): 203-223.
Abstract:
Silence has positive as well as negative attributes, and composition teachers can help students understand and use its aesthetic, ethical, and political resources in their personal writing. Approaching silence in these ways can establish new alignments among the expressivist, psychoanalytical, and social discourses that circulate around the term personal writing.
Keywords:
ccc53.2 Silence Writing PersonalWriting Students Experience Expressivism Discourses Psychoanalysis Pleasure
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