College Composition and Communication, Vol. 50, No. 3, February 1999

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v50-3

Hawhee, Debra. “Composition History and the Harbrace College Handbook.” CCC 50.3 (1999): 504-523.

Abstract:

Hawhee writes a 65-year critical history of John C. Hodges’ The Harbrace College Handbook to examine how it 1) writes the discipline of composition, and 2) creates particular subjectivities for both teacher and student. Her research is based on the John C. Hodges archival collection held at the University of Tennessee Knoxville Special Collections Library.

Keywords:

ccc50.3 Harbrace Handbooks Students JHodges Composition Sentence History MFoucault Instructors Paragraph Writing Discipline Rules

Works Cited

Berlin, James. Writing Instruction in Nineteenth-Century American Colleges. Carbondale: Southern Illinois UP, 1984.

Connors, Robert J. “Handbooks: History of a Genre.” Rhetoric Society Quarterly 13 (Spring 1983): 87-98.

—. “Mechanical Correctness as a Focus in Composition Instruction.” CCC 36 (1985): 61-72.

—. “Rhetoric in the Modern University: The Creation of an Underclass.” in The Politics of Writing Instruction: Postsecondary. Eds. Richard Bullock and John Trimbur. Portsmouth: Boynton, 1991. 55-84.

Connors, Robert J., and Andrea A. Lunsford. ” Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research .” CCC 39 (1988): 395-409.

Crowley, Sharon. “The Evolution of Invention in Current-Traditional Rhetoric: 1850-1970.” Rhetoric Review 3 (1985): 146-62.

—. The Methodical Memory: Invention in Current- Traditional Rhetoric. Carbondale: Southern Illinois UP, 1990.

—. Composition in the University. Pittsburgh: U of Pittsburgh P, 1998.

—. Rev. of Rhetoric and Reality by James Berlin. CCC 39 (1988): 245-46.

Emperor, John B. “The Liberal Arts-What’s Wrong with Them?” The Humanities in Present-day and Post-war Education. Knoxville: The University of Tennessee, 1944: 21-29.

Foucault, Michel. Discipline and Punish. Trans. Alan Sheridan. New York: Random, 1977. Grose, Howard B. Jr. College Composition. Chicago: Scott, 1926.

Hersey, Frank Wilson Cheney and Chester Noys Greenough. Specimens of Prose Composition. Boston: Ginn, 1923.

Hodges, John C. Harbrace Handbook of English. 1st ed. New York: Harcourt Brace, 1941.

—. Harbrace College Handbook. 2nd ed. New York: Harcourt Brace, 1946.

—. The John C. Hodges Collection. University of Tennessee Knoxville Special Collections. MS-401

—. The John C. Hodges Book Collection. University of Tennessee Knoxville Special

Collections MS-1885

—. Manual of Instruction for Freshman English . 6th ed. Knoxville: University of Tennessee Department of English, 1930.

—. Manual of Instructions for Freshman English. 7th ed. Knoxville: University of Tennessee Department of English, 1933.

—. Manual of Instructions for Freshman English. 8th ed. Knoxville: University of Tennessee Department of English, 1937.

—. Letter to William Jovanovich, 15 November 1966. The John C. Hodges Collection. University of Tennessee Knoxville Special Collections.

Hodges, John c., Winifred Bryan Horner, Suzann Strobeck Webb, and Robert Keith Miller. Harbrace College Handbook. 12th ed. Fort Worth: Harcourt Brace, 1994.

Kitzhaber, Albert. Rhetoric in American Colleges, 1850-1900. Dallas: Southern Methodist UP, 1990.

McCrimmon, James M. “The Importance of the Right Handbook.” College English 3 (1941): 70-72.

Miller, Susan. Textual Carnivals. Carbondale: Southern Illinois UP, 1991.

Miller, Thomas. The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces. Pittsburgh: U of Pittsburgh P, 1997.

Pence, Raymond Woodbury. College Composition. New York: Macmillan, 1929.

Rankin, Thomas Ernest. Clarence DeWitt Thorpe, and Melvin Theodor Solve. College Composition. New York: Harper, 1929.

Ward, C. H. Better Sentences. Chicago: Scott, 1935.

Williams, Joseph M. “The Phenomenology of Error.” CCC 32 (1981): 152-168.

Yancey, Kathleen Blake. “Looking Back as We Look Forward: Historicizing Writing Assessment.” CCC 50.3 (1999): 483-503.

Abstract:

Yancey uses a wave metaphor for the overlapping trends in writing assessment since 1950. Assessment as a practice has become a rhetorical act with ideological and ethical dimensions, and continues to evolve from focus on singular writing acts by individuals to multiple writing samples collected in portfolios, consideration of writer identity, programmatic assessment, and knowledge-making in the teaching of and research about writing.

Keywords:

ccc50.3 Assessment Writing Testing Students Classroom Practice Faculty Portfolios Texts Reliability Expertise

Works Cited

Allen, Michael. “Valuing Differences: Portnet’s First Year.” Assessing Writing 2 (1995): 67-91.

Allen, Michael, William Condon, Marcia Dickson, Cheryl Forbes, George Meece, and Kathleen Yancey. “Portfolios, WAC, Email and Assessment: An Inquiry on Portnet.” Situating Portfolios: Four Perspectives. Ed. Kathleen Blake Yancey and Irwin Weiser. Logan: Utah State UP, 1997.370-84.

Allen, Michael, Jane Frick, Jeff Sommers, and Kathleen Yancey. “Outside Review of Writing Portfolios: An On-Line Evaluation.” WPA 20.3 (1997): 64-88.

Anson, Chris. “Response Styles and Ways of Knowing.” Writing and Response: Theory, Practice, Research. Ed. Chris Anson. Urbana: NCTE, 1989. 332-367.

Ball, Arnetha. “Expanding the Dialogue on Culture as a Critical Component When Assessing Writing.” Assessing Writing 4 (1997): 169-203.

Belanoff, Pat, and Marcia Dickson, eds. Portfolios: Process and Product. Portsmouth: Boynton, 1991.

Berlin, James. Writing Instruction in Nineteenth Century American Colleges. Carbondale: Southern Illinois UP, 1984.

Broad, Robert. “Reciprocal Authority in Communal Writing Assessment: Constructing Textual Value in a New Politics of Inquiry.” Assessing Writing 4 (1997): 133-169.

Brossell, Gordon. “Current Research and Unanswered Questions in Writing Assessment.” Greenberg et al. 168-83.

Brown, R. “What We Know Now and How We Could Know More about Writing Ability in America.” Journal of Basic Writing 1.4 (1978): 1-6.

CCCC Committee on Assessment. “Writing Assessment: A Position Statement.” CCC 46 (1994): 430-437.

Chandler, Jean. “Positive Control.” CCC 48 (1997): 273-274.

Cooper, Charles and Lee Odell, eds. Evaluating Writing: Describing, Judging, Measuring. Urbana: NCTE, 1989.

Daiker, Donald. “Learning to Praise.” Writing and Response: Theory, Practice, and Research. Ed. Chris Anson. Urbana: NCTE, 1989. 103-114.

Elbow, Peter. Introduction. Belanoff and Dickson ix-xxiv.

Elbow, Peter and Pat Belanoff. “Reflections on an Explosion: Portfolios in the 90’s and Beyond.” Situating Portfolios: Four Perspectives. Ed. Kathleen Yancey and Irwin Weiser. Logan: Utah State Up, 1997.21-34.

Fader, Daniel. “Writing Samples and Virtues.” Greenberg et al. 79-92.

Faigley, Lester. “Judging Writing, Judging Selves.” CCC 40 (1989): 395-412.

Faigley, Lester, Roger Cherry, David Jolliffe, and Anna Skinner. Assessing Writers’ Knowledge and Processes of Composing. Norwood: Ablex, 1985.

Fulwiler, Toby and Art Young. “Preface-The WAC Archives Revisited.” Assessing Writing Across the Curriculum: Diverse Approaches and Practices. Eds. Kathleen Blake Yancey and Brian Huot. Greenwich: Ablex, 1997. 1-7.

Greenberg, Karen, Harvey Wiener, and Richard Donovan, eds. Writing Assessment: Issues and Strategies. New York, Longman, 1993.

Hamp-Lyons, Liz and William Condon. ” Questioning Assumptions about Portfolio-Based Assessment .” CCC 44 (1993): 176-190.

Hanson, F. A. Testing Testing: Social Consequences of the Examined Life. Berkeley: U of California P, 1993.

Harris, Joseph. A Teaching Subject: Composition Since 1966 . Upper Saddle River: Prentice, 1997.

Haswell, Richard and Susan Wyche-Smith. ” Adventuring Into Writing Assessment .” CCC 45 (1994): 220-36.

Holdstein, Deborah. “Gender, Feminism, and Institution- Wide Assessment Programs.” Assessment of Writing: Politics, Policies, Practices. Eds. Edward White, William Lutz, and Sandra Kamusikiri. New York: MLA, 1996. 204-26.

Holladay, Sylvia, guest ed. Teaching English in the Two-Year College 20.4 (1993). Special Issue on Writing Assessment.

Hull, Glynda, and Mike Rose. ” This Wooden Shack Place: The Logic of an Unconventional Reading .” CCC 41 (1990): 287-98.

Huot, Brian. ” Toward a New Theory of Writing Assessment .” CCC 47 (1996): 549-567.

Johnston, Peter. “Theoretical Consistencies in Reading, Writing, Literature, and Teaching.” NCTE, Baltimore, 1989.

Larson, Richard. “Using Portfolios in the Assessment of Writing in the Academic Disciplines.” Belanoff and Dickson 137-51.

Lucas, Catharine. “Introduction: Writing Portfolios-Changes and Challenges.” Portfolios in the Writing Classroom: An Introduction. Ed. Kathleen Yancey. Urbana: NCTE, 1992. 1-12.

Moss, Pamela. “Response: Testing the Test of the Test.” Assessing Writing 5 (1998): 11l-23.

Murphy, Sandra, and the CCCC Committee on Writing Assessment. “Survey of Postsecondary Placement Practices.” Unpublished ms, 1994.

Murphy, Sandra and Barbara Grant. “Portfolio Approaches to Assessment: Break through or More of the Same?” Assessment of Writing: Politics, Policies, Practices. Eds. Edward White, William Lutz, and Sandra Kamusikiri. New York: MLA, 1996.284-301.

Royer, Daniel J., and Roger Gilles. ” Directed Self-Placement: An Attitude of Orientation .” CCC 50 (1998): 54-70.

Sasser, E. “Some Aspects of Freshman English.” CCC 3.3 (1952): 12-14.

Schultz, Lucy, Russel Durst, and Marjorie Roemer. “Stories of Reading: Inside and Outside the Texts of Portfolios.” Assessing Writing 4 (1997): 121-33.

Schuster, Charles. “Climbing the Slippery Slope of Writing Assessment: The Programmatic Use of Writing Portfolios.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Eds. Laurel Black, Donald Daiker, Jeffrey Sommers, and Gail Stygall. Portsmouth: Boynton, 1994. 314-25.

Shaughnessy, Mina. Errors and Expectations. New York: Oxford Up, 1977.

Smagorinisky, Peter. “Response to Writers, Not Writing: A Review of Twelve Readers Reading.” Assessing Writing 3: 211-21.

Sommers, Nancy. “Revision Strategies of Student Writers and Adult Experienced Writers.” CCC 31 (1981): 378-88.

Straub, Richard, and Ronald Lunsford. Twelve Readers Reading. Creskill: Hampton, 1995.

Sullivan, Francis. “Calling Writers’ Bluffs: The Social Production of Writing Ability in University Placement Testing.” Assessing Writing 4 (1997): 53-81.

Tchudi, Stephen, ed. Alternatives to Grading Student Writing. Urbana: NCTE, 1997.

Valentine, John. “The College Entrance Examination Board.” CCC 12 (1961): 88-92.

White, Edward. “Pitfalls in the Testing of Writing.” Greenberg et al. 53-79.

—. “Holistic Scoring: Past Triumphs, Future Challenges.” Validating Holistic Scoring for writing assessment. Ed. Michael Williamson and Brian Huot. Creskill: Hampton, 1993.79-108.

—. Teaching and Assessing Writing. San Francisco: Jossey-Bass, 1985.

Williamson, Michael, and Brian Huot, eds. Validating Holistic Scoring. Norwood: Ablex, 1992.

Williamson, Michael. “The Worship of Efficiency: Untangling Practical and Theoretical Considerations in Writing Assessment.” Assessing Writing I (1994): 147-174.

Yancey, Kathleen Blake. Portfolios in the Writing Classroom: An Introduction. Urbana: NCTE, 1992.

—. Reflection in the Writing Classroom. Logan: Utah State Up, 1998.

—. “Portfolio, Electronic, and the Links Between.” Computers and Composition 13 (1996): 129-35.

Yancey, Kathleen Blake, and Brian Huot, eds. WAC Program Assessment. Norwood: Ablex, 1997.

Boquet, Elizabeth H. “‘Our Little Secret’: A History of Writing Centers, Pre- to Post-Open Admissions.” CCC 50.3 (1999): 463-482.

Abstract:

This history of writing centers, and their precursor the “writing lab,” teases apart the differences between writing centers identified with methods to empower critical thinking and writing centers identified as a site for discursive regulation. Boquet asks compelling questions about the future of writing centers and the need for further critically intellectual investigation into the relationship between writing center work and the teaching of writing and vice versa.

Keywords:

ccc50.3 WritingCenters Students Labs PeerTutors Composition Space History Tutors Site SNorth Method

Works Cited

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Bailey, J. O. “Remedial Composition for Advanced Students.” College English 8 (1946): 145-48.

Berlin, James A. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985. Carbondale: Southern Illinois UP, 1987.

—. “Writing Instruction in School and College English, 1890-1985.” A Short History of Writing Instruction From Ancient Greece to Twentieth-Century America. Ed. James J. Murphy. Davis: Hermagoras, 1990. 183-220.

Bruffee, Kenneth A. “The Brooklyn Plan: Attaining Intellectual Growth through Peer Group Tutoring.” Liberal Education 64 (1978): 447-68.

—. “Peer Tutoring and the ‘Conversation of Mankind’.” Writing Centers: Theory and Administration. Ed. Gary Olson. Urbana: NCTE, 1984.3-15.

Carino, Peter. “Early Writing Centers: Toward a History.” Writing Center Journal 15 (1995): 103-15.

Collins, James L. “Training Teachers of Basic Writing in the Writing Laboratory.” CCC 33 (1982): 426-33.

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Grimm, Nancy. ” Rearticulating the Work of the Writing Center .” CCC 47 (1996): 523-548.

—. “The Regulatory Role of the Writing Center: Coming to Terms with a Loss of Innocence.” Writing Center Journall7 (1996): 5-29.

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Kail, Harvey and John Trimbur. “The Politics of Peer Tutoring.” WPA: Writing Program Administration 11.l-2 (1987): 5-12.

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Kitzhaber, Albert. “The Government and English Teaching: A Retrospective View.” CCC 18 (1967): 135-41.

Lerner, Neal. “Drill Pads, Teaching Machines, and Programmed Texts: Origins of Institutional Technology in Writing Centers.” Wiring the Writing Center. Ed. Eric H. Hobson. Logan: Utah State UP, 1998. 119-36.

—. “The Writing Conference as Dominant Practice: An Historical View.” 12th Annual New England Writing Centers Association Conference. Amherst, MA. 2 March 1996.

Lomuscio, James. “Students Get Help at Writing Center.” Fairfield Fairpress 3 March 1982: A6.

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Moore, Robert H. “The Writing Clinic and the Writing Laboratory.” College English II (1950): 388-393.

North, Stephen M. “The Idea of a Writing Center.” College English 46 (1984): 433-446.

—. Personal Correspondence. 7 January 1998.

—. “Revisiting ‘The Idea of a Writing Center’.” The Writing Center Journal 15 (1994): 7-19.

—. “Training Tutors to Talk about Writing.” CCC 33 (1982): 434-441.

Nystrand, Martin, Stuart Greene, and Jeffrey Wiemelt. “Where Did Composition Studies Come From? An Intellectual History.” Written Communication (1993): 267-333.

Perrin, Porter G. “Maximum Essentials in Composition.” College English 8 (1947): 352-360.

Sirc, Geoffrey. “Writing Classroom as A & P Parking Lot.” Pre/Text 14.1-2 (1993): 27-70. Rpt. at http://jefferson.village.Virginia.EDU: 80/-spoons/pretextlsircl.html. 2-34.

Shor, Ira. Culture Wars: School and Society in the Conservative Restoration, 1969-1984. Boston: Routledge, 1986.

Sorenson, Frederick. “The Basic Communications Course Reconsidered.” College English 10 (1949): 324-28.

Stanley, Carrie Ellen. “This Game of Writing: A Study in Remedial English.” College English 4 (1943): 423-28.

Trimbur, John. “Peer Tutoring: A Contradiction in Terms?” Writing Center Journal 7 (1987): 21-28.

Veil, Richard C. “Are Machines the Answer?” Writing Lab Newsletter 4.4 (1979): 1-2.

Warnock, Tilly and John Warnock. “Liberatory Writing Centers: Restoring Authority to Writers.” Writing Centers: Theory and Administration. Ed. Gary Olson. Urbana: NCTE, 1984. 16-23.

Welch, Nancy. “Playing With Reality: Writing Centers After the Mirror Stage.” 14th Annual Northeast Writing Centers Association Conference. New London, CT, March 1998.

Lewiecki-Wilson, Cynthia and Jeff Sommers. “Professing at the Fault Lines: Composition at Open Admissions Institutions.” CCC 50.3 (1999): 438-462.

Abstract:

Not at the “margins” of the profession, the authors urge readers to think of teaching at open-admission site as central to the historical formation of the field, particularly in terms of creating equal access to higher education. This essay is intended to be a corrective for commonly held opinions about open-admission first-year composition students, classrooms, and teaching professionals.

Keywords:

ccc50.3 Students Writing Teaching OpenAdmissions Composition Education CommunityCollege University Community Discipline Work

Interviews:

Grego, Rhonda. Personal Interview, tape-recorded and transcribed. Nov. 1997.

Holladay, Sylvia A. Written Interview. Nov. 1997.

Kort, Melissa Sue. Telephone Interview, tape- recorded and transcribed. Nov. 1997.

Raines, Helon. Written Interview. Oct. 1997.

Ruffus, Stephen. Email Interview. Nov. 1997.

Shor, Ira. Email Interview. Nov. 1997.

Soliday, Mary. Written Interview. Oct. 1997.

Thompson, Nancy. Personal Interview, tape recorded and transcribed. Nov. 1997.

Tinberg, Howard. Email Interview. Nov. 1997.

Works Cited

Arenson. Karen. “New York City’s College System Enters Unknown in Policy Shift.” New York Times, 28 May 1998: A I, B 6.

—. “CUNY to Tighten Admissions Policy at 4- Year Schools.” New York Times, 27 May 1998: A 1, A 19.

Baker, George A. Ill. Ed. A Handbook on the Community College in American: Its History, Mission, and Management. Westport: Greenwood, 1994.

Barry, Dan. “Giuliani’s War on City Colleges: Wider Audience? New York Times 30 Jan. 1998: A 17.

Bloom, Lynn Z., Donald A. Daiker, and Edward White. eds. Composition in the Twenty-First Century: Crisis and Change. Carbondale: Southern Illinois UP, 1996.

Carlton, Susan Brown. “Composition as a Postdisciplinary Formation.” Rhetoric Review 14 (1995): 78-87.

DuBois, W. E. B. The Souls of Black Folks. Chicago: A. C. McClurg, 1903. Rpt. Fawcett 1961.

Greenberg, Karen. Open letter sent to recipients of CBW-L (Conference on Basic Writing List) <CBW-L@TC.UMN.EDU> 27 May 1998.

Grego, Rhonda and Nancy Thompson. ” Repositioning Remediation: Renegotiating Composition’s Work in the Academy .” CCC 47 (1996): 62-84.

Harden, Blaine. “Reading, Writing and Ruckus: City University of New York’s Tougher Standards Anger Many.” Washington Post, 2 June 1998: A 3.

Holladay, Sylvia A. “Order Out of Chaos: Voices from the Community College.” Composition in the Twenty-First Century: Crisis and Change. Eds. Lynn Z. Bloom, Donald A. Daiker, and Edward White. Carbondale: Southern Illinois Up, 1996. 29-38.

Levy, Clifford J. “Giuliani Demands Community Colleges Drop Remedial Courses.” New York Times 30 Jan. 1998: A 17.

Lewiecki-Wilson, Cynthia. “Teaching in the ‘Contact Zone’ of the Two-Year College Classroom: Multiple Literacies Deep Portfolio.” Teaching English in the Two- Year College 21 (1994): 267-76.

“Present Perfect and Future Imperfect: Results of a National Survey of Graduate Students in Rhetoric and Composition Programs.” CCC 48 (1997): 392-409.

Miller, Richard E. ” Composing English Studies .” CCC 45 (1994): 164-79.

Padron, Eduardo J. “Hispanics and Community Colleges.” A Handbook on the Community College in American: Its History, Mission, and Management. Ed. George A Baker, Ill. Westport: Greenwood, 1994. 82-93.

Pedersen, Robert. “Challenges Facing the Urban Community College: A Literature Review.” A Handbook on the Community College in American: its History, Mission, and Management. Ed. George A. Baker, III. Westport: Greenwood, 1994. 176-89.

Phillips, Donna Burns, Ruth Greenberg, and Sharon Gibson. ” College Composition and Communication: Chronicling a Discipline’s Genesis .” CCC 44 (1993): 443-65.

Pickett, Nell Ann. ” The Two-Year College as Democracy in Action .” CCC 49 (1998): 90-98.

Powers-Stubbs, Karen, and Jeff Sommers. “‘Where We Are Is Who We Are, But It Doesn’t Have to Be That Way’: Two- and Four-Year Faculty Discourse Communities.” Politics and Writing at the Two- Year Campus. Eds. Keith Kroll and Barry Alford. Portsmouth: Boynton, forthcoming.

Ratliff, James 1.. “Seven Streams in the Historical Development of the Modern American Community College.” A Handbook on the Community College in American: Its History, Mission, and Management. Ed. George A. Baker, III. Westport: Greenwood, 1994. 3-16.

Royster, Jacqueline Jones, and Rebecca Greenberg Taylor. “Constructing Teacher Identity in the Basic Writing Classroom.” Journal of Basic Writing 16 (1997): 27-50.

Shaughnessy, Mina. Errors and Expectations. New York: Oxford UP, 1977.

Shor, Ira. Culture Wars: School and Society in the Conservative Restoration 1969-1984. Chicago: U of Chicago P, 1986.

—. “Our Apartheid: Writing Instruction & Inequality.” Journal of Basic Writing 16 (1997): 91-104.

Slevin, James F. “Disciplining Students: Whom Should Composition Teach and What Should They Know?” Composition in the Twenty-First Century: Crisis and Change. Ed. Lynn Z. Bloom, Donald A. Daiker, Edward M. White. Carbondale: Southern Illinois UP, 1996. 153-65.

Soliday, Mary. ” From the Margins to the Mainstream: Reconceiving Remediation .” CCC 47 (1996): 85-100.

Soliday, Mary, and Barbara Gleason. “Prom Remediation to Enrichment: Evaluating a Mainstreaming Project.” Journal of Basic Writing 16 (1997): 64-78.

Tinberg, Howard. “Theory as Healing.” Teaching English in the Two- Year College 24 (1997): 282-90.

Williams, Patricia. “Honey, I Shrunk the Classroom.” Nation 20 April 1998: 10.

Witt, Allen A., James 1. Wattenbarger, James F. Gollattscheck, and Joseph E. Suppiger. America’s Community Colleges: The First Century. Washington, DC: American Association of Community Colleges, 1994.

Selfe, Cynthia L. “Technology and Literacy: A Story about the Perils of Not Paying Attention.” CCC 50.3 (1999): 411-436.

Abstract:

Selfe observes that deeply ingrained humanist traditions keep composition professionals from paying attention to the linkages between technology and literacy. Discomfort with technology has kept it in the background, making increased educational and social inequities resulting from the tech-literacy link less visible, implying an unethical negligence on the part of the profession.

Keywords:

ccc50.3 ChairsAddress Technology Literacy Students Attention Computers Teachers Access Education DigitalLiteracy Composition Citizens

Works Cited

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Daniell. Beth. “Narratives of Literacy: Connecting Composition to Culture.” CCC 50.3 (1999): 393-410.

Abstract:

Daniell shows how the two debates in literacy scholarship of the 1980s, cultural literacy (E.D. Hirsch) and the Great Divide theory, are challenged by ethnographic narratives and social construction ideology. She suggests that thinking and writing about literacy in context-specific, material locations makes it more appropriate to speak of literacies rather than a single identifiable literacy.

Keywords:

ccc50.3 Literacy Narrative PFreire Composition Writing Students Culture JFLyotard Language WOng Orality GreatLeapTheory

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Abstract:

Roemer, et al lay out past and present debates about the first-year writing requirement and answer back to pro-abolitionist claims that FYC hinders progress toward disciplinary respect and prestige for composition. They argue that composition’s strong scholarship and pedagogy that has come from working with and through issues like interdisciplinarity, diversity, and politics of access through language and literacy that arise in the complex student populations that occur in FYC.

Keywords:

ccc50.3 Students Course Writing English Composition Service Work Teaching Field FYC Debate Adjuncts SCrowley

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Sullivan, Francis J., Arabella Lyon, Dennis Lebofsky, Susan Wells, and Eli Goldblatt. “Student Needs and Strong Composition.” CCC 48 (1997): 372-91.

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Smitherman, Geneva. “CCCC’s Role in the Struggle for Language Rights.” CCC 50.3 (1999): 349-376.

Abstract:

This 50-year history looks at two CCCC policies on language rights: the 1974 “Students’ Right to Their Own Language,” and the 1988 “National Language Policy.” Smitherman documents the conversations and debates about languages rights published in CCC and the political effects of and uses to which the policies were put, successful and not so successful.

Keywords:

ccc50.3 Language Students SROL CCCC Resolution Policy Linguistics Composition English DLloyd Dialect Black AfricanAmerican Teaching

Works Cited

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