Lay, Mary M. “Review Essay: Rhetorical Analysis of Scientific Texts: Three Major Contributions.” Rev. of The Literary Structure of Scientific Argument: Historical Studies by Peter Dear; The Literature of Science: Perspectives on Popular Scientific Writing by Murdo William McRae; Understanding Scientific Prose by Jack Selzer. CCC 46.2 (1995): 292-302.
Graff, Gerald, et al. “Interchanges.” CCC 46.2 (1995): 276-291.
Dixon, Kathleen. “Gendering the ‘Personal.'” CCC 46.2 (1995): 255-275.
Abstract:
“Suspicious of ‘personal’ writing”, Dixon argues for an “identity ethnography”; a self-reflexive account of one’s feelings and thoughts and one’s relationship to others. Through case studies of two of her Dixon examines gendered, colored and classed relations within the “masculine academy.” She proposes possible relations between “expressive writing and accepted forms of academic discourse.”
Keywords:
ccc46.2 Class Writing MiddleClass Women Academe Gender Rock Relationship Feelings Students Culture Personal Emotions
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Works Cited
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- McRobbie, Angela. “Post-Marxism and Cultural Studies: a Postscript.” Lawrence Grossberg et al., eds. Cultural Studies. New York: Routledge, 1992.719-30.
- Medovoi, Leerom, “Mapping the Rebel Image: Postmodernism and the Masculinist Politics of Rock in the U.S.A.” Cultural Critique 20 (1991-92): 153-88.
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Haswell, Janis and Richard H. Haswell. “Gendership and the Miswriting of Students.” CCC 46.2 (1995): 223-254.
Abstract:
The authors look at the way peer critique and teacher critique are affected by the reader’s knowledge of the writer’s sex. The authors examine responses from 64 participants: 16 male and 16 female college writing freshmen and 16 male and 16 female college teachers who read and evaluated the same two students essays. The authors found that the gendering of student writing involves multiple factors. Gender cannot be ignored or negated: “solutions to gender bias lie within the social and psychological reality of gender.”
Keywords:
ccc46.2 Gender Readers Critique Writing Teachers Essays Students Authors Bias Texts Neutrality Stereotypes
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Works Cited
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Peck, Wayne Campbell, Linda Flower, and Lorraine Higgins. “Community Literacy.” CCC 46.2 (1995): 199-222.
Abstract:
The authors propose a “re-invention of the settlement house tradition. They review the historical context of their community/university collaborative center and examine a set of guiding principles as a model for a theory of literacy. They claim that community literacy “occurs wherever there are bridging discourses invented and enacted by writers trying to solve a community problem.”
Keywords:
ccc46.2 Community Literacy Discourse People Settlement Teenagers Writers House Difference Action School Conversation Collaborative Intercultural Teachers School Power
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Works Cited
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- Flower, Linda. The Construction of Negotiated Meaning: A Social Cognitive Theory of Writing. Carbondale: Southern Illinois UP, 1994.
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- Flower, Linda, David L. Wallace, Linda Norris, and Rebecca E. Burnett. Making Thinking Visible: Writing, Collaborative Planning, and Classroom Inquiry. Urbana: NCTE, 1994.
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- Higgins, Lorraine. Argument as Construction: A Framework and Method. Diss. Carnegie Mellon U, 1992.
- Higgins, Lorraine, Linda Flower, and Julia Deems. “Collaboration for Community Action: Landlords and Tenants.” Collaboration in Professional and Technical Communication: Research Perspectives. Ed. Rebecca E. Burnett and Ann Hill Duin. Hillsdale: Erlbaum, forthcoming.
- Higgins, Lorraine, Maureen A. Mathison, and Linda Flower. The Rival Hypothesis Stance: Thinking and Writing about Open Questions. Technical Report. Pittsburgh, PA: Mellon Literacy in Science Center, Carnegie Mellon U, 1992.
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- Ogbu, John U. “Understanding Cultural Diversity and Learning.” Educational Researcher 21 (Nov. 1992): 5-14.
- Peck, Wayne Campbell. Community Advocacy: Composing for Action. Diss. Carnegie Mellon U, 1991.
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Muchiri, Mary N., et al. “Importing Composition: Teaching and Researching Academic Writing beyond North America.” CCC 46.2 (1995): 175-198.
Abstract:
The authors discuss how composition is largely a North American field and how academic writing is defined outside North America. The authors consider perspectives based upon their own lectureship in Kenya, Tanzania, Zaire (as of 2007, the Democratic Republic of the Congo) and the Great Britain. They advise composition researchers to acknowledge larger claims as tied to the context of the United States
Keywords:
ccc46.2 BraddockAward Students Composition University Language English Research AcademicWriting WorldEnglish Zaire Kenya Africa Teachers Knowledge CompositionResearch Culture
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