College Composition and Communication, Vol. 58, No. 2, December 2006

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v58-2

Dolmage, Jay. “Review Essay. The Teacher, the Body.” Rev. of Bodily Arts: Rhetoric and Athletics in Ancient Greece by Debra Hawhee; Embodied Literacies: Imageword and a Poetics of Teaching by Kristie S. Fleckenstein; The Teacher’s Body: Embodiment, Authority and Identity in the Academy , Diane P. Freedman and Martha Stoddard Holmes, eds. CCC 58.2 (2006): 267-277.

Works Cited

Detienne, Marcel, and Jean-Pierre Vernant. Cunning Intelligence in Greek Culture and Society. Trans. Janet Lloyd. Chicago: UC Press, 1978.

Grosz, Elizabeth. Volatile Bodies: Toward a Corporeal Feminism . Bloomington: Indiana University Press, 1994.

Rose, Martha L. The Staff of Oedipus: Transforming Disability in Ancient Greece. Ann Arbor, Michigan: University of Michigan Press, 2003.

Sommers, Nancy, Carol Rutz, and Howard Tinberg. “Re-Visions: Rethinking Nancy Sommers’s ‘Responding to Student Writing,’ 1982.” CCC 58.2 (2006): 246-266.

Keywords:

ccc58.2 Re-Visions Students Writing Comments Teachers Feedback Response Papers Work Study Classrooms Drafts Commentary Development ALunsford

Sommers, Nancy. “Across the Drafts.” CCC 58.2 (2006): 248-256.

Works Cited

Anson, Chris M. “Response Styles and Ways of Knowing.” Writing and Response: Theory, Practice, and Research . Ed. Chris M. Anson. Urbana: NCTE, 1989. 332-66.

Brannon, Lil, and C. H. Knoblauch. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” CCC 33.2 (1982): 157-66.

Carroll, Lee Ann. Rehearsing New Roles: How College Students Develop as Writers . Carbondale: Southern Illinois University Press, 2002.

Fishman, Jenn, et al. “Performing Writing, Performing Literacy.” CCC 57.2 (2005): 224-52.

Harvey, Gordon. “Repetitive Strain: The Injuries of Responding to Student Writing.” ADE Bulletin 134-135 (Spring- Fall 2003): 43-48.

Herrington, Anne J., and Marcia Curtis. Persons in Process: Four Stories of Writing and Personal Development in College. Urbana: NCTE, 2000.

Smith, Summer. “The Genre of the End Comment: Conventions in Teacher Response to Student Writing.” CCC 48.2 (1997): 249-68.

Sommers, Nancy. “Responding to Student Writing.” CCC 33.2 (1982): 148-56.

Sternglass, Marilyn S. Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level. Mahwah, NJ: Erlbaum, 1997.

Straub, Richard, and Ronald F. Lunsford. Twelve Readers Reading: Responding to College Student Writing. Cresskill, NJ: Hampton, 1995.

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

Rutz, Carol. “Recovering the Conversation: A Response to ‘Responding to Student Writing’ via ‘Across the Drafts.'” CCC 58.2 (2006): 257-261.

Works Cited

Connors, Robert J., and Andrea A. Lunsford. “Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research.” CCC 39.4 (1988): 395-409.

—. “Teachers’ Rhetorical Comments on Student Papers.” CCC 44.2 (1993): 200-23.

Rutz, Carol. “Marvelous Cartographers.” Classroom Spaces and Writing Instruction. Eds. Ed Nagelhout and Carol Rutz. Cresskill, NJ: Hampton Press, 2004. 117- 32.

Sommers, Nancy. “Responding to Student Writing.” CCC 33. 2 (1982): 148-56.

Straub, Richard, and Ronald F. Lunsford. Twelve Readers Reading: Responding to College Student Writing. Cresskill, NJ: Hampton Press, 1995.

Tinberg, Howard. “From ‘Self-Righteous Researcher’ to ‘Fellow Teacher.'” CCC 58.2 (2006): 236-245.

Works Cited

Knoblauch, C. H., and Lil Brannon. “Responding to Texts: Facilitating Revision in the Writing Workshop.” Rhetorical Traditions and the Teaching of Writing . Upper Montclair, NJ: Boynton/Cook, 1984. 118-50.

Light, Richard J. Making the Most Out of College: Students Speak Their Minds . Cambridge: Harvard UP, 2001.

Lunsford, Ronald F. “When Less Is More: Principles for Responding in the Disciplines.” Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines . Ed. Mary Deane Sorcinelli and Peter Elbow. San Francisco: Jossey Bass, 1997. 91-104.

Sommers, Nancy. “Afterword.” On Writing Research: The Braddock Essays: 1975- 1998. Ed. Lisa Ede. Boston: Bedford/St. Martin’s, 1999. 130-31.

—. “Between the Drafts.” CCC 43.1 (Feb. 1992): 23-31.

—. “Responding to Student Writing.” CCC 33.2 (1982): 148-56.

Straub, Richard. “The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive’ and ‘Facilitative’ Commentary.” CCC 47.2 (May 1996): 223- 51.

Wooten, Judith A. “Riding a One-Eyed Horse: Reining In and Fencing Out.” CCC 58.2 (2006): 236-245.

Abstract:

Keywords:

ccc58.2 ChairsAddress Horse Students Literacy Discourse Universe Language Trees VisualLiteracy Computers Texts Words BlindSide Discipline

Works Cited

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Kilbourne, J., dir. Killing Us Softly. Northhampton, MA: Media Education Foundation, 1979.

Lauer, Janice M., Gene Montague, Andrea Lundsford, and Janet Emig. Four Worlds of Writing. 2nd ed. New York: Harper, 1985.

Moffett, James. Teaching the Universe of Discourse. Boston: Houghton, 1968.

Morris, Desmond. Babywatching . New York: Crown, 1992.

—. Catwatching: Why Cats Purr and Everything Else You Ever Wanted to Know . New York: Three Rivers, 1993.

—. Dogwatching: Why Dogs Bark and Other Canine Mysteries Explained . New York: Three Rivers, 1986.

—. Horsewatching: Why Does a Horse Whinny and Everything Else You Ever Wanted to Know . New York: Crown, 1988.

—. The Naked Ape: A Zoologist’s Study of the Human Animal. New York: McGraw-Hill, 1967.

Pratt, Mary Louise. “Arts of the Contact Zone.” Profession 91. New York: MLA, 1991. 33-40.

Schudson, Michael. The Power of News. Cambridge: Harvard UP, 1995.

Selber, Stuart A. “Reimagining the Functional Side of Computer Literacy.” CCC 55.3 (Feb. 2004): 470-503.

Sterne, Laurence. The Life and Opinions of Tristram Shandy, Gentleman. New York: Boni and Liveright, 1925.

Swift, Jonathan. Gulliver’s Travels. Indianapolis: Bobbs-Merrill, 1963.

Taylor, Henry. “Riding a One-Eyed Horse.” An Introduction to Poetry, 4th ed. Ed. X. J. Kennedy. Boston: Little, Brown, 1978. 33-34.

Villanueva, Victor. Address. College Celebration at the NCTE Annual Convention. Pittsburgh. 18 Nov. 2005.

Kill, Melanie. “Acknowledging the Rough Edges of Resistance: Negotiation of Identities for First-Year Composition.” CCC 58.2 (2006): 213-235.

Abstract:

In the interest of better understanding the challenges of enacting new pedagogies in the classroom, the following essay focuses on the role of genre and uptake in the relational negotiation of self-presentation. I argue that to bring our teaching practices in line with our best intentions and most progressive pedagogies we need to be aware not only that reliance on the legibility associated with familiar subject positions motivates student resistance in the composition classroom but, moreover, that our interest in securing self-presentations as teachers may motivate everyday interactions that work to maintain the status quo.

Keywords:

ccc58.2 Students Writing Genre Identity Classroom Assignments Self Resistance Interaction Composition RhetoricalSituation SelfPresentation FYC MZLu

Works Cited

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Bawarshi, Anis S. Genre and the Invention of the Writer: Reconsidering the Place of Invention in Composition . Logan: Utah State UP, 2003.

Bazerman, Charles. “Genre and Identity: Citizenship in the Age of the Internet and the Age of Global Capitalism.” The Rhetoric and Ideology of Genre: Strategies for Stability and Change. Eds. Richard Coe, Lorelei Lingard, and Tatiana Teslenko. Cresskill, NJ: Hampton Press, 2002. 13-37.

—. “The Life of Genre, the Life in the Classroom.” Genre and Writing: Issues, Arguments, Alternatives. Eds. Wendy Bishop and Hans A. Ostrom. Portsmouth, NH: Boynton/Cook, 1997. 19-26.

Bourdieu, Pierre. Outline of a Theory of Practice . Trans. Richard Nice. Cambridge, UK: Cambridge UP, 1977.

Branch, Kirk. ” From the Margins at the Center: Literacy, Authority, and the Great Divide .” CCC 50.2 (1998): 206-31.

Butler, Judith. Excitable Speech: A Politics of the Performative . New York: Routledge, 1997.

Carroll, Lee Ann. Rehearsing New Roles: How College Students Develop as Writers . Carbondale, IL: Southern Illinois UP, 2002.

Coe, Richard M. “‘An Arousing and Fulfillment of Desires’: The Rhetoric of Genre in the Process Era: and Beyond.” Genre and the New Rhetoric. Eds. Aviva Freedman and Peter Medway. London: Taylor and Francis, 1994. 181-90.

Cope, Bill, and Mary Kalantzis, eds. Multiliteracies: Literacy Learning and the Design of Social Futures . London: Routledge, 2000.

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Devitt, Amy J. ” Generalizing about Genre: New Conceptions of an Old Concept .” CCC 44.4 (1993): 573-86.

—. Writing Genres. Carbondale, IL: Southern Illinois UP, 2004.

Freadman, Anne. “Anyone for Tennis?” 1987. Genre and the New Rhetoric. Eds. Aviva Freedman and Peter Medway. London: Taylor and Francis, 1994. 43- 66.

—. “Uptake.” The Rhetoric and Ideology of Genre: Strategies for Stability and Change . Eds. Richard Coe, Lorelei Lingard, and Tatiana Teslenko. Cresskill, NJ: Hampton Press, 2002. 39-53.

Fuller, Gillian, and Alison Lee. “Assembling a Generic Subject.” The Rhetoric and Ideology of Genre: Strategies for Stability and Change . Eds. Richard Coe, Lorelei Lingard, and Tatiana Teslenko. Cresskill, NJ: Hampton Press, 2002. 207-24.

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Helscher, Thomas P. “The Subject of Genre.” Genre and Writing: Issues, Arguments, Alternatives. Eds. Wendy Bishop and Hans Ostrom. Portsmouth, NH: Boynton/Cook Publishers, 1997. 27-36.

Jamieson, Kathleen M. “Antecedent Genre as Rhetorical Constraint.” Quarterly Journal of Speech 61 (1975): 406-15.

Lovejoy, Kim Brian. “Practical Pedagogy for Composition.” Language Diversity in the Classroom: From Intention to Practice . Eds. Geneva Smitherman and Victor Villanueva. Carbondale, IL: Southern Illinois UP, 2003. 89-108.

Lu, Min-Zhan. ” An Essay on the Work of Composition: Composing English against the Order of Fast Capitalism .” CCC 56.1 (2004): 16-50.

Par�, Anthony. “Genre and Identity: Individuals, Institutions, and Ideology.” The Rhetoric and Ideology of Genre: Strategies for Stability and Change . Eds. Richard Coe, Lorelei Lingard, and Tatiana Teslenko. Cresskill, NJ: Hampton Press, 2002. 57-71.

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Russell, David R. Writing in the Academic Disciplines: A Curricular History . 2nd ed. Carbondale, IL: Southern Illinois UP, 2002.

Schryer, Catherine F. “The Lab vs. the Clinic: Sites of Competing Genres.” Genre and the New Rhetoric. Eds. Aviva Freedman and Peter Medway. London: Taylor and Francis, 1994. 105-24.

Smith, Frank. Understanding Reading: A Psycholiguistic Analysis of Reading and Learning to Read . 5th ed. Mahwah, NJ: Lawrence Erlbaum Associates, 1994.

Sommers, Nancy, and Laura Saltz. “The Novice as Expert: Writing the Freshman Year.” CCC 56.1 (2004): 124-49.

Swales, John. “The Concept of Genre.” Genre Analysis: English in Academic and Research Settings. Cambridge, UK: Cambridge UP, 1990. 33-67.

WPA Outcomes Committee. “WPA Outcomes Statement for First-Year English.” College English 63.3 (2001): 321-25.

Heilker, Paul. “Twenty Years In: An Essay in Two Parts.” CCC 58.2 (2006): 182-212.

Abstract:

Part I of this essay traces the evolution of my understanding of the exploratory essay as a discursive form and a genre for teaching writing. Part II explores my motivations for advocating a polarized definition of the essay and then concludes with a call to expand the purview of composition beyond first-year courses.

Keywords:

ccc58.2 Essay Students Writing Composition Exposition Discourse Essayist Form Self Thinking Genre Exploration

Works Cited

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—. “The Essayist In: And Behind: The Essay: Vested Writers, Invested Readers.” The Private, the Public, and the Published: Reconciling Private Lives and Public Rhetoric. Eds. Barbara Couture and Thomas Kent. Logan: Utah State UP, 2004. 94-111.

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Vielstimming, Myka. [Michael Spooner and Kathleen Blake Yancey.] “Petals on a Wet, Black Bough: Textuality, Collaboration, and the New Essay.” Passions, Pedagogies, and 21st Century Technologies . Eds. Gail E. Hawisher and Cynthia L. Selfe. Urbana, IL: National Council of Teachers of English, 1998. 89-114.

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Yancey, Kathleen Blake. “Made Not Only in Words: Composition in a New Key.” CCC 56.2 (2004): 297-328.

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Mattingly, Carol. “Uncovering Forgotten Habits: Anti-Catholic Rhetoric and Nineteenth-Century American Women’s Literacy.” CCC 58.2 (2006): 160-181.

Abstract:

This article examines the connection between religion and literacy efforts on behalf of girls and young women in the early nineteenth-century United States by looking at the rapid proliferation of Catholic convent academies and the anti-Catholic sentiment that spurred the growth of proprietary academies, such as those of Mary Lyon and Catharine Beecher. It also examines how religious rhetoric influenced the curriculum in both Catholic and proprietor schools.

Keywords:

ccc58.2 Sisters Women Schools Academies Catholic Education Convent Literacy Nuns 19thC History Rhetoric Charity Seminaries AntiCatholic MLyon CBeecher Communities

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