College Composition and Communication, Vol. 52, No. 1, September 2000

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v52-1

Connors, Robert J. “The Erasure of the Sentence.” CCC 52.1 (2000): 96-128.

Abstract:

This article examines the sentence-based pedagogies that arose in composition during the 1960s and 1970s: the generative rhetoric of Francis Christensen, imitation exercises, and sentence-combining: and attempts to discern why these three pedagogies have been so completely elided within contemporary composition studies. The usefulness of these sentence-based rhetorics was never disproved, but a growing wave of anti-formalism, antibehaviorism, and anti-empiricism within English-based composition studies after 1980 doomed them to a marginality under which they still exist today. The result of this erasure of sentence pedagogies is a culture of writing instruction that has very little to do with or to say about the sentence outside of a purely grammatical discourse.

Keywords:

ccc52.1 Sentence SentenceCombining Students Imitation Composition FChristensen Writing Syntax Rhetoric Research Grammar Pedagogy Exercises

Works Cited

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—. “The Theory and Practice of Imitation in Classical Rhetoric.” College Composition and Communication 22 (1971): 243-50.

Daiker, Donald A., Andrew Kerek, and Max Morenberg. “Sentence-Combining and Syntactic Maturity in Freshman English,” College Composition and Communication 29 (1978): 36-41.

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—. The Writer’s Options: College Sentence-Combining. New York: Harper and Row, 1979.

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Dowst, Kenneth. “An Epistemic View of Sentence-Combining: Practice and Theories.” Daiker et al. Sentence-Combining: A Rhetorical Perspective. 321-33.

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—. “Problems in Analyzing Maturity in College and Adult Writing.” Daiker et al. Sentence-Combining and the Teaching of Writing. 94-100.

—. “Names in Search of a Concept: Maturity, Fluency, Complexity, and Growth in Written Syntax.” College Composition and Communication 31 (1980): 291-300.

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Hake, Rosemary, and Joseph M. Williams. “Sentence Expanding: Not Can, or How, but When.” Daiker et al. Sentence-Combining and the Teaching of Writing. 134-46.

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Gibson, Michelle, Martha Marinara, and Deborah Meem. “Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality.”  CCC 52.1 (2000): 69-95.

Abstract:

Current theories of radical pedagogy stress the constant undermining, on the part of both professors and students, of fixed essential identities. This article examines the way three feminist, queer teachers of writing experience and perform their gender, class, and sexual identities. We critique both the academy’s tendency to neutralize the political aspects of identity performance and the essentialist identity politics that still inform many academic discussions.

Keywords:

ccc52.1 Identity Students Class Lesbian Butch College Pedagogy Feminism Queer Gender SexualIdentity Politics Difference Academy Essentialism

Works Cited

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Laporte, Rita. “The Butch-Femme Question.” The Persistent Desire: A Femme-Butch Reader. Ed. Joan Nestle. Boston: Alyson, 1992. 208-19.

McNaron, Toni A. H. Poisoned Ivy: Lesbian and Gay Academics Confronting Homophobia. Philadelphia: Temple UP, 1997.

Minh-Ha, Trinh. “Introduction: She, the Inappropriate( d) Other.” Discourse 8 (1986/1987): 3-9.

Nestle, Joan. “Flamboyance and Fortitude: An Introduction.” The Persistent Desire: A Femme-Butch Reader. Ed. Joan Nestle. Boston: Alyson, 1992. 13-20.

Oates, Joyce Carol. “Theft.” Ways of Reading. Ed. David Bartholomae and Anthony Petrosky. 4th ed. Boston: Bedford Books, 1996. 471-507.

Probyn, Elspeth. Sexing the Self: Gendered Positions in Cultural Studies. London: Routledge, 1993.

Rich, Adrienne. “When We Dead Awaken: Writing As Revision.” Ways of Reading. Ed. David Bartholomae and Anthony Petrosky. 4th ed. Boston: Bedford Books, 1996. 549-62.

Stein, Arlene. “All Dressed Up, But No Place to Go? Style Wars and the New Lesbianism.” The Persistent Desire: A Femme-Butch Reader. Ed. Joan Nestle. Boston: Alyson, 1992. 431-39.

Tracey, Liz, and Sydney Pokorny. So You Want to be a Lesbian? New York: St. Martin’s/Griffin, 1996.

Harris, Joseph. “Meet the New Boss, Same as the Old Boss: Class Consciousness in Composition.” CCC 52.1 (2000): 42-68.

Abstract:

I argue that we need to acknowledge how the material interests of part-time and adjunct teachers, graduate assistants, tenure-stream faculty, and administrators can come into conflict in composition in order to negotiate fairly among them. I then call on bosses and workers in composition to form a new class consciousness centered on the issue of good teaching for fair pay. I discuss how the culture of academic professionalism militates against such a consciousness, and I propose three ways to forge a more collective view of our work: involving faculty at all ranks in teaching the firstyear course, devising alternatives to tenure as a form of job security, and pressing for more direct control over staffing and curricula.

Keywords:

ccc52.1 Class Composition Writing Faculty Work English Students Interests Tenure WorkingConditions MiddleClass Bosses WPA Administration Curriculum

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Roemer, Marjorie, Lucille M. Schultz, and Russel K. Durst. ” Reframing the Great Debate on First-Year Writing .” College Composition and Communication 50 (1999): 377-92.

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Shepard, Alan, John McMillan, and Gary Tate, eds. Coming to Class: Pedagogy and the Social Class of Teachers. Portsmouth, NH: Heinemann-Boynton/Cook, 1998.

Sledd, James. “Why the Wyoming Resolution Had to Be Emasculated: A History and a Quixoticism.” JAC 11 (1991): 269-81.

Soliday, Mary. “Class Dismissed.” College English 61 (1999): 731-41.

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” Statement of Principles and Standards for the Postsecondary Teaching of Writing .” College Composition and Communication 40 (1989): 329-36.

Thompson, E. P. The Making of the English Working Class. New York: Vintage, 1966.

Trainor, Jennifer Seibel, and Amanda Godley. ” After Wyoming: Labor Practices in Two University Writing Programs .” College Composition and Communication 50 (1998): 153-81.

Murphy, Michael. “New Faculty for a New University: Toward a Full-Time Teaching-Intensive Faculty Track in Composition.” CCC 52.1 (2000): 14-42.

Abstract:

Challenging the common assumption that the rise of an instructorate unsupported to do traditional forms of research will necessarily result in an exploited academic labor force, inferior teaching, and the final triumph of anti-intellectualism and bureaucracy in academia, this article explores the ways in which the “teaching substructure” existing now in composition and rhetoric has already begun to contribute substantially to the intellectual vitality and institutional standing of the discipline.

Keywords:

ccc52.1 Faculty Composition Teaching PartTimeFaculty Work Research University SCrowley Academia Bureaucracy Labor HigherEducation

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—. ” Meet the New Boss, Same as the Old Boss: Class Consciousness in Composition .” College Composition and Communication 52 (2000): 43-68.

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Sledd, James. “Why the Wyoming Resolution Had to Be Emasculated: A History and a Quixotism.” Journal of Advanced Composition 11 (1991): 269-81.

Sullivan, Francis J., Arabella Lyon, Dennis Lebofsky, Susan Wells, and Eli Goldblatt. ” Student Needs and Strong Composition: The Dialectics of Writing Program Reform .” College Composition and Communication 48 (1997): 372-91.

Trainor, Jennifer Seibel, and Amanda Godley. ” After Wyoming: Labor Practices in Two University Writing Programs .” College Composition and Communication 50 (1998): 153-81.

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Zebroski, James T. Writing Class: The Working Class Struggles for Composition and Rhetoric. Portsmouth, NH: Heinemann- Boynton/Cook, forthcoming.