College Composition and Communication, Vol. 56, No. 3, February 2005

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v56-3

Sommers ,Nancy. “The Case for Research: One Writing Program Administrator’s Story.” CCC 56.3 (2005): 507-514.

Abstract

This essay is based on a session called “Stories from the Field” at the 2004 meetings of the Conference on College Composition and Communication.

Keywords:

Writing Students Program Faculty Research WPA Composition GraduatePrograms

No works cited.

Schilb, John. “Review Essay: Prospects for ‘Rhetcomp’.” Rev. of The Realms of Rhetoric: The Prospects for Rhetoric Education. Joseph Petraglia and Deepika Bahri, eds.; Postmodern Sophistry: Stanley Fish and the Critical Enterprise. Gary A. Olson and Lynn Worsham, eds.; Beyond Postprocess and Postmodernism: Essays on the Spaciousness of Rhetoric. Theresa Enos and Keith D. Miller, eds. CCC 56.3 (2005): 515-522.

Works Cited

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Fish, Stanley. “Anti-Foundationalism, Theory Hope, and the Teaching of Composition.” Doing What Comes Naturally: Change, Rhetoric, and the Practice of Theory in Literary and Legal Studies. Durham: Duke UP, 1989. 342- 55.

— . “Say It Ain’t So.” Chronicle of Higher Education 21 June 2002. 1 June 2004 http://www.chronicle.com/jobs/2002/ 06/2002062101c.htm.

Fleming, David. “Rhetoric as a Course of Study.” College English 61 (1998): 169-91.

McCloskey, Deirdre. “Big Rhetoric, Little Rhetoric: Gaonkar on the Rhetoric of Science.” Rhetorical Hermeneutics: Invention and Interpretation in the Age of Science. Ed. Alan G. Gross and William M. Keith. Albany: SUNY P, 1997. 101-12.

Miller, J. Hillis. Afterword. Olson 141-47.

Olson, Gary A. Justifying Belief: Stanley Fish and the Work of Rhetoric. Albany: SUNY P, 2002.

Hesse, Douglas. “Not Even Joint Custody: Notes from an Ex-WPA.” CCC 56.3 (2005): 501-507.

Abstract

This essay is based on a session called “Stories from the Field” at the 2004 meetings of the Conference on College Composition and Communication.

Keywords:

Writing Students Program Faculty Research WPA Composition GraduatePrograms

Works Cited

Hesse, Douglas. “The WPA as Father, Husband, Ex.” Kitchen Cooks, Plate Twirlers, and Troubadours: Writing Program Administrators Tell Their Stories. Ed. Diana George. Portsmouth, NH: Boynton, 1999. 44-55.

Miller, Richard. “Our Future Donors.” College English 66 (Mar. 2004): 365-79.

Showalter, Elaine. “The Risks of Good Teaching: How One Professor and Nine T.A.s Plunged into Pedagogy.” Chronicle of Higher Education 9 July 1999: B4.

Starr, Paul. The Social Transformation of American Medicine. New York: Basic, 1984.

Brereton, John. “Scholar, Teacher, WPA, Mentor.” CCC56.3 (2005): 493-501.

Abstract

This essay is based on a session called “Stories from the Field” at the 2004 meetings of the Conference on College Composition and Communication.

Keywords:

Writing Students Program Faculty Research WPA Composition GraduatePrograms

Welch, Nancy. “Living Room: Teaching Public Writing in a Post-Publicity Era.” CCC 56. 3 (2005): 470-92.

Abstract

At the same time that compositionists have shown a renewed interest in public writing, neoliberal social and economic policies have dramatically shrunk the spaces in which most students’ voices can be heard. In this essay I argue that from twentiethcentury working-class struggles in the U.S. we and our students can acquire the tools necessary to work against this latest wave of economic privatization and concomitant suppression of public voice and rights. If we can resist the common academic assertion that we live today in a radically distinct postmodern, postindustrial society, we can return to capitalism’s long history for examples of the creative and persistent ways in which ordinary people have organized to claim living room.

Keywords:

Students Class WorkingClass History PublicSphere Writing Space Workers Rhetoric Labor Rights

Works Cited

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George, Diana. “From Analysis to Design: Visual Communication in the Teaching of Writing.” CCC 54 (2002): 11-39.

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Giroux, Susan Searls. “The Post-9/11 University and the Project of Democracy.” JAC 22 (2002): 57-91.

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Himmelstein, David, and Steffie Woolhandler. Bleeding the Patient: The Consequences of Corporate Health Care. With Ida Hellander. Monroe, ME: Common Courage, 2001.

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McLaren, Peter, and Ramin Farahmandpur. “Breaking Signifying Chains: A Marxist Position on Postmodernism.” Marxism against Postmodernism in Educational Theory. Ed. Dave Hill, Peter McLaren, Mike Cole, and Glen Rikowski. Lanham, MD: Lexington Books, 2003. 35-66.

Mitchell, Don. The Right to the City: Social Justice and the Fight for Public Space. New York: Guilford, 2003.

Navarro, Vicente. The Politics of Health Policy: The U.S. Reforms, 1980-1994. Cambridge: Blackwell, 1994.

Negt, Oskar, and Alexander Kluge. Public Sphere and Experience. Minneapolis: U of Minnesota P, 1993.

O’Dair, Sharon. “Class Work: Site of Egalitarian Activism or Site of Embourgeoisement?” College English 65 (2003): 593-606.

Pough, Gwendolyn D. “Empowering Rhetoric: Black Students Writing Black Panthers.” CCC 53 (2002): 466-86.

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Weisser, Christian R. Moving beyond Academic Discourse: Composition Studies and the Public Sphere. Carbondale: Southern Illinois UP, 2002.

Wells, Susan. “Rogue Cops and Health Care: What Do We Want from Public Writing.” CCC 47.3 (1996): 325-41.

Young, Iris Marion. Justice and the Politics of Difference. Princeton: Princeton UP, 1990.

Mao, LuMing. “Rhetorical Borderlands: Chinese American Rhetoric in the Making.” CCC 56-3 (2005): 426-69.

Abstract

In this article I argue that the making of Chinese American rhetoric takes place in border zones and that it encodes both Chinese and European American rhetorical traditions. By focusing on the discursive category of “face” and “indirection”/ “directness,” I demonstrate that Chinese American rhetoric becomes viable and transformative not by securing a logical, unified, or unique order, but by participating in a process of becoming where meanings are in flux and where significations are contingent upon each and every particular experience.

Keywords:

Rhetoric Face China AmericanRhetoric FortuneCookies Indirection Students Discourse Communication Borderlands Tradition Language Culture

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Harkin, Patricia. “The Reception of Reader-Response Theory.” CCC 56.3 (2005): 410-25.

Abstract

This essay offers a historical explanation for the place of reader-response theory in English studies. Reader-response was a part of two movements: the (elitist) theory boom of the 1970s and the (populist) political movements of the 1960s and 1970s. If the theory boom was to remain elitist, it had to deauthorize reader-response. If reader-response was to remain populist, it had to consent to and participate in that deauthorization. In the 1980s reader-response was popular among compositionists, even as it began to lose currency among theorists. Later, however, compositionists professionalized themselves by deemphasizing, or even ignoring, reading. Now, as the profession again considers including explicit instruction in reading in the introductory writing course, the thinkers who could help us most have faded from the discussion.

Keywords:

Theory LiteraryTheory ReaderResponseTheory Reading Texts Composition Criticism EnglishStudies Reception

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