Author: admin

A conversation with Rebecca Brittenham, author of “The Interference Narrative and the Real Value of Student Work” (15:26).

Rebecca Brittenham is an associate professor of English at Indiana University, South Bend. She is the coauthor with Hildegard Hoeller of Key Words for Academic Writers, a dictionary of academic literacy, and she has coedited a reader anthology, Making Sense: Readings for Writers. Her previous research in composition studies appears in College English, JAC, The Journal of Developmental Education, and Excellence in Teaching: Narratives from Award-winning Faculty (forthcoming). A related piece based on graduate student literacy narratives of work is forthcoming in Pedagogy 18.1.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v59-4

Barton, Ellen. “Further Contributions from the Ethical Turn in Composition/Rhetoric: Analyzing Ethics in Interaction.” CCC 59.4 (2008): 596-632.

Abstract:

In this essay, I propose that the field of composition/rhetoric can make important contributions to the understanding of ethics based on our critical perspective on language as interactional and rhetorical. The actual language of decision making with ethical dimensions has rarely been studied directly in the literature, a crucial gap our field can usefully fill. To illustrate this approach, I analyze the language of research recruitment in two biomedical and behavioral studies, arguing that different ethical frameworks– a principle-based ethics of rights and a context-based ethic of care–license different kinds of interaction and rhetorical persuasion. The findings identify and complicate certain concepts and assumptions within these ethical frameworks, with implications for the context of regulated research in the university.

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Spring, Suzanne B. “Seemingly Uncouth Forms”: Letters at Mount Holyoke Female Seminary. CCC 59.4 (2008): 633-675.

Abstract:

Dispelling historical narratives in composition and rhetoric that largely depict nineteenth- century student compositions as “vacuous” themes, this archival study examines women’s compositions at Mount Holyoke Female Seminary as complex generic hybrids, in which the composition is fused with common social and dialogic forms. By focusing particularly on two related hybrid forms–the letter composition and the sermon composition–this article demonstrates the discursive nature of women’s intellectual work as it circulated within and beyond seminary walls, in both written and oral forms, serving as localized evidence of a gendered antebellum epistolary culture.

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Abstract:

This article is a rhetorical analysis of the anxious and outraged discourse employed in response to the “rising tide” of cheating and plagiarism. This discourse invites actions that are antithetical to the goals of education and the roles of educators, as exemplified by the proliferation of plagiarism-detection technologies.

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Abstract:

The study of writers and writing in digital environments raises distinct and complex ethical issues for researchers. Rhetoric theory and casuistic ethics, working in tandem, provide a theoretical framework for addressing such issues. A casuistic heuristic grounded in rhetorical principles can help digital writing researchers critically interrogate their research designs, carefully examine their relationships with research participants, and make sound ethical judgments.

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Abstract:

This article places responses received from an open-ended survey of graduate students and faculty in dialogue with published commentary on the scope of composition studies as a discipline to explore three interrelated disciplinary dilemmas: the “pedagogical imperative,” the “theory-practice split,” and the increasingly complicated relationship between “rhetoric” and “composition” as our field’s titular terms.

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Abstract:

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Students’ Right to Their Own Language. Spec. issue of CCC 25 (1974).

United States. Dept. of Education. Spellings Commission. Commission Report: A National Dialogue: The Secretary of Education’s Commission on the Future of Higher Education . August 9, 2006 draft. 13 Sept. 2006. <http://www.ed.gov/about/bdscomm/list/hiedfuture/reports.html>.

Weathers, Winston. An Alternate Style: Options in Composition. Rochelle Park, NJ: Hayden, 1980.

Williams, Joseph. “The Phenomenology of Error.” CCC 32.2 (1981): 152-68.

Witty, Paul A., and Roberta La Brant Green. “Composition Errors of College Students.” English Journal 19 (May 1930): 388-93.

Yancey, Kathleen Blake, Teddi Fishman, Morgan Gresham, Michael Neal, and Summer Smith Taylor. “Portraits of Composition: How Composition Gets Taught in the Twenty-first Century.” (forthcoming)

Lettner-Rust, Heather. “Response to ‘Service Learning and Social Change: The Case for Materialist Rhetoric’ by David Coogan.” CCC 59.4 (2008): 807-813.

Works Cited

Coogan, David. “Service Learning and Social Change: The Case for Materialist Rhetoric.” CCC 57.4 (2006): 667-93.

Cushman, Ellen. “The Rhetorician as an Agent of Social Change.” CCC 47.1 (1996): 7-28.

Heilker, Paul. “Rhetoric Made Real: Civic Discourse and Writing beyond the Curriculum.” Writing the Community: Concepts and Models for Service- Learning in Composition. Ed. Linda Adler-Kassner, Richard Crooks, and Anne Watters. Washington, DC: American Association for Higher Education, 1997. Published in cooperation with the National Council of Teachers of English.

Herzberg, Bruce. “Civic Literacy and Service Learning.” Coming of Age: The Advanced Writing Curriculum. Ed. Linda K. Shamoon, Rebecca Howard Moore, Sandra Jamieson, and Robert A. Schwegler. Portsmouth, NH: Boynton/ Cook, 2000.

Shister, Gail. “CBS Evening Blues: Katie Couric Hasn’t Redeemed the No. 3 Newscast. Can She Survive as Anchor?” Philadelphia Inquirer 22 Apr. 2007. 26 Apr. 2007 <http://www.philly.com>.

Coogan, David. “Response to Heather Lettner-Rust.” CCC 59.4 (2008): 813-814.

Tinberg, Howard. “Review Essay: Delivering the Goods: How Writing Instruction Really Works.” Rev. of Rewriting: How to Do Things with Texts by Joseph Harris; and Delivering College Composition: The Fifth Canon , Kathleen Blake Yancey, ed. CCC 59.4 (2008): 815-820.

Works Cited

Lanham, Richard A. The
Economics of Attention: Style and Substance in the Age of Information.
Chicago: U of Chicago P, 2006.

Mauk, Jonathan. “Location,
Location, Location: The Real (E)states of Being, Writing, and Thinking in
Composition.” College English 65.4 (2003): 368-88

Hammer, Brad. Rev. of Democratic Dialogue in Education: Troubling Speech, Disturbing Silence , Megan Boler, ed. CCC 59.4 (2008): 821-825.

Rinck, Christie. Rev. of Computers and Writing: The Cyborg Era , by James A. Inman. CCC 59.4 (2008): 825-827.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v59-3

Johnson, David. “Review Essay: Defining Dialect.” Rev. of American Voices: How Dialects Differ from Coast to Coast, Walt Wolfram and Ben Ward, eds.; Do You Speak American? By Robert MacNeil and William Cran; and A Teachers’ Introduction to African American English: What a Writing Teacher Should Know by Teresa M. Redd and Karen Schuster. CCC 59.3 (2008): 548-556.

Works Cited

Baugh, John. Beyond Ebonics: Linguistic Pride and Racial Prejudice . Oxford: Oxford UP, 2000.

Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to Language. Boston: Heinle, 2000.

McWhorter, John. Doing Our Own Thing: The Degradation of Language and Music and Why We Should, Like, Care . New York: Gotham Books, 2003.

Preston, Denis. “They Speak Bad English Down South and in New York City.” Language Myths. Ed. Laurie Bauer and Peter Trudgill. London: Penguin Books, 1998. 139-49.

Wilson, Nancy Effinger. “Review Essay: The Literacies of Hip-Hop.” Rev. of Roc the Mic Right: The Language of Hip Hop Culture by H. Samy Alim; “Getting’ Our Groove On”: Rhetoric, Language, and Literacy for the Hip Hop Generation by Kermit E. Campbell; Hiphop Literacies by Elaine Richardson; and Word from the Mother: Language and African Americans by Geneva Smitherman. CCC 59.3 (2008): 538-547.

Works Cited

Rickford, John Russell, and Russell John Rickford. Spoken Soul: The Story of Black English. New York: Wiley, 2000.

Schneider, Stephen. “Freedom Schooling: Stokely Carmichael and Critical Rhetorical Education.” CCC 58 (2006): 46-69.

Elbow, Peter. “Coming to See Myself as a Vernacular Intellectual: Remarks at the 2007 CCCC General Session on Receiving the Exemplar Award.” CCC 59.3 (2008): 519-524.

Works Cited

Farred, Grant. What’s My Name? Black Vernacular Intellectuals. Minneapolis: U of Minnesota P, 2003.

Gere, Anne Ruggles. Writing Groups: History, Theory, and Implications . Carbondale: Southern Illinois UP, 1987.

Harris, Joe. A Teaching Subject: Composition since 1966. Upper Saddle River, NJ: Prentice Hall, 1997.

Kynard, Carmen. “‘I Want to Be African’: In Search of a Black Radical Tradition/ African-American-Vernacularized Paradigm for ‘Students’ Right to Their Own Language,’ Critical Literacy, and ‘Class Politics.'” College English 69 (March 2007): 360-90.

White, Ed. “My Five-Paragraph-Theme Theme.” CCC 59.3 (2008): 524-525.

No works cited.

Kennedy, Kristen. “The Fourth Generation.” CCC 59.3 (2008): 525-537.

Works Cited

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Green, Daniel. “Abandoning the Ruins.” College English 63 (2001): 273-87.

Lusin, Natalia. “Question on Hiring Trends.” Email to author. 15 April 2007.

McLemee, Scott. “The ‘New Theory Wars’ Break Out in an Unlikely Discipline.” Chronicle of Higher Education 49.28 (21 March 2003): A16. <http://chronicle. com/free/v49/i28/28a01601.htm>.

Micciche, Laura. “More Than a Feeling: Disappointment and WPA Work.” College English 64 (2002): 432-58.

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

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Spellmeyer, Kurt. “Education for Irrelevance? Or, Joining Our Colleagues in Lit Crit on the Sidelines of the Information Age.” Composition Studies in the New Millennium: Rereading the Past, Rewriting the Future . Ed. Lynn Z. Bloom, Donald A. Daiker, and Edward M. White. Carbondale: Southern Illinois UP, 2003. 78-87.

Stygall, Gail. “At the Century’s End: The Job Market in Rhetoric and Composition.” Rhetoric Review 18.2 (2000): 375-89.

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Welch, Kathleen. “Compositionality, Rhetoricity, and Electricity: A Partial History of Some Composition and Rhetoric Studies.” Enculturation 5.1 (Fall 2003): <http://enculturation.gmu.edu/5_1/welch.html>.

Yancey, Kathleen Blake. “Made Not Only in Words: Composition in a New Key.” CCC 56 (2004): 297-328.

Abraham, Matthew. “Defining Academic Freedom.” CCC 59.3 (2008): 512-518.

No works cited.

Miles, Libby, et al. “Thinking Vertically.'” CCC 59.3 (2008): 503-511.

Works Cited

Downs, Douglas, and Elizabeth Wardle. “Teaching about Writing, Righting Misconceptions: (Re) Envisioning ‘First- Year Composition’ as ‘Introduction to Writing Studies.'” CCC 58.4 (2007): 552-84.

Fulkerson, Richard. “Composition at the Turn of the Twenty-First Century.” CCC 56.4 (2005): 654-87.

—. “Response.” CCC 57.4 (2006): 757-62.

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

L’Eplattenier, Barbara, and Lisa Mastrangelo, eds. Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline . West Lafayette, IN: Parlor P, 2004.

Mastrangelo, Lisa, and Barbara L’Eplattenier, “‘Is It the Pleasure of This Conference to Have Another?’ Women’s College Meeting and Talking about Writing in the Progressive Era.” L’Eplattenier and Mastrangelo, 117-43.

Rose, Shirley K. “Representing the Intellectual Work of Writing Program Administration: Professional Narratives of George Wykoff at Purdue, 1933- 1967”. L’Eplattenier and Mastrangelo, 221-39.

Shamoon, Linda, Rebecca Moore Howard, Sandra Jamieson, and Robert A. Schwegler. Coming of Age: The Advanced Writing Curriculum . Portsmouth, NH: Boynton/Cook-Heinemann, 2000.

Raymond, Richard C. “When Writing Professors Teach Literature: Shaping Questions, Finding Answers, Effecting Change.” CCC 59.3 (2008): 473-502.

Abstract:

The article explores writing-centered pedagogies that deepen student learning in literature survey courses. More broadly, the article also responds to Richard Fulkerson and Maureen Daly Goggin, who challenge professors of English studies to find disciplinary unity within the diverse epistemologies of rhetoric.

Works Cited

Bazerman, Charles. “A Rhetoric for Literate Society: The Tension between Expanding Practices and Restricted Theories.” Goggin 5-28.

Bernstein, Charles. “‘A Blow Is Like an Instrument’: The Poetic Imaginary and Curricular Practices.” Downing, Hurlbert, and Mathieu 39-51.

Bizzell, Patricia. “The Intellectual Work of ‘Mixed’ Forms of Academic Discourses.” Schroeder, Fox, and Bizzell 1-10.

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Collins, Daniel. “The Great Work: Recomposing Vocationalism and the Community College Curriculum.” Downing, Hurlbert, and Mathieu 194- 203.

Donoghue, Denis. “The Practice of Reading.” What’s Happened to the Humanities? Ed. Alvin Kernan. Princeton, NJ: Princeton UP, 1997. 122-40.

Downing, David B. “Beyond Disciplinary English: Integrating Reading and Writing by Reforming Academic Labor.” Downing, Hurlbert, and Mathieu 23-38.

Downing, David B., Claude Mark Hurlbert, and Paula Mathieu, eds. Beyond English Inc.: Curricular Reform in a Global Economy . Portsmouth, NH: Heinemann, 2002.

Elbow, Peter. “The Culture of Literature and Composition: What Could Each Learn from the Other?” College English 64 (2002): 533-46.

Fulkerson, Richard. “Composition at the Turn of the Twenty-First Century.” CCC 56 (2005): 654-87.

Goggin, Maureen Daly. Inventing a Discipline: Rhetoric Scholarship in Honor of Richard E. Young . Urbana, IL: NCTE, 2000.

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Harris, Joseph. “Revision as Critical Practice.” College English 65 (2003): 577-92.

Hemmeter, Tom. “Writing Programs as Phenomenological Communities.” The Writing Program Administrator as Theorist: Making Knowledge Work . Ed. Shirley K. Rose and Irwin Weiser. Portsmouth, NH: Heinemann, 2002. 29-41.

Inkster, Robert. “Rhetoric and the Ecology of the Noosphere.” Goggin 109-22.

Kremer, Belinda. “So It Was This Beautiful Night: Infecting the Hybrid.” Schroeder, Fox, and Bizzell 97-111.

kynard, carmen. “‘New Life in This Dormant Creature’: Notes on Social Consciousness, Language, and Learning in a College Classroom.” Schroeder, Fox, and Bizzell 31-44.

Lan, Haixia. “Contrastive Rhetoric: A Must in Cross-Cultural Inquiries.” Schroeder, Fox, and Bizzell 68-79.

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Major, Claire H. “Problem-Based Learning in General Education at Samford University: A Case Study of Changing Faculty Culture through Targeted Improvement Efforts.” Journal of General Education 51.4 (2002): 235-56.

Matsuda, Paul Kei. “Alternative Discourses: A Synthesis.” Schroeder, Fox, and Bizzell 191-96.

Mauk, Johnathon. “Location, Location, Location: The ‘Real’ (E)states of Being, Writing, and Thinking in Composition.” College English 65 (2003): 368-88.

Minter, Deborah, and Amy M. Goodburn. Composition, Pedagogy, and the Scholarship of Teaching. Portsmouth, NH: Boynton/Cook, 2002.

Mirtz, Ruth M. “Teaching Statements and Teaching Selves.” Minter and Goodburn 43-53.

Ohmann, Richard. “Accountability and the Conditions for Curricular Change.” Downing, Hurlbert, and Mathieu 62-73.

Owens, Derek. “Curriculum for Seven Generations.” Downing, Hurlbert, and Mathieu 118-38.

Petraglia, Joseph. “Shaping Sophisticates: Implications of the Rhetorical Turn for Rhetoric Education.” Goggin 80-104.

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Raymond, Richard C. “Rhetoricizing English Studies: Students’ Ways of Reading Oleanna.” Pedagogy 3.1 (2003): 53-71.

—. “Shaping Consensus from Difference: Administering Writing Programs in Departments of Writing and English.” Writing Program Administration 25.2 (Winter 2001): 45-58.

—. Teaching American Literature at an East European University: Explicating the Rhetoric of Liberty. Lewiston, N.Y.: Edwin Mellen Press, 2006.

Royster, Jacqueline Jones. “Academic Discourses or Small Boats on a Big Sea.” Schroeder, Fox, and Bizzell 23-30.

Savery, Pancho. ” ‘No Chains around My Feet, But I’m Not Free’: Race and the Western Classics in a Liberal Arts College.” Downing, Hurlbert, and Mathieu 93-106.

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Seitz, James E. “Changing the Program(s): English Department Curricula in the Contemporary Research University.” Downing, Hurlbert, and Mathieu 151- 63.

Spooner, Michael. “An Essay We’re Learning to Read: Responding to Alt.Style.” Schroeder, Fox, and Bizzell 155-77.

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Kroll, Barry M. “Arguing with Adversaries: Aikido, Rhetoric, and the Art of Peace.” CCC 59.3 (2008): 451-472.

Abstract:

The Japanese martial art of aikido affords a framework for understanding argument as harmonization rather than confrontation. Two movements, circling away (tenkan) and entering in (irimi), suggest tactics for arguing with adversaries. The ethical imperative of aikido involves protecting one’s adversary from harm, using the least force necessary, and, when possible, transforming aggression into cooperation.

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—. “Broadening the Repertoire: Alternatives to the Argumentative Edge.” Composition Studies 28 (2000): 11-27.

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Danielewicz, Jane. “Personal Genres, Public Voices.” CCC 59.3 (2008): 420-450.

Abstract:

Writing in personal genres, like autobiography, leads writers to public voices. Public voice is a discursive quality of a text that conveys the writer’s authority and position relative to others. To show how voice and authority depend on genre, I analyze the autobiographies of two writers who take opposing positions on the same topic. By producing texts in genres with recognizable social functions, student writers gain agency.

Works Cited

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Fulkerson, Richard. “Summary and Critique: Composition at the Turn of the Twenty-First Century.” CCC 56 (2005): 654-87.

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Ortmeier-Hooper, Christina. “English May Be My Second Language, but I’m Not ‘ESL'”. CCC 59.3 (2008): 389-419.

Abstract:

In this essay, I present three case studies of immigrant, first-year students, as they negotiate their identities as second language writers in mainstream composition classrooms. I argue that such terms as “ESL” and “Generation 1.5” are often problematic for students and mask a wide range of student experiences and expectations.

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Harklau, Linda, Meryl Siegal, and Kay M. Losey. “Linguistically Diverse Students and College Writing: What Is Equitable and Appropriate?” Harklau, Losey, and Siegal 81-96.

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Leki, Ilona. “‘Pretty Much I Screwed Up’: Ill- Served Needs of a Permanent Resident.” Harklau, Losey, and Siegal 17-43.

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Reid, Joy. “‘Eye’ Learners and ‘Ear’ Learners: Identifying the Language Needs of International Students and U.S. Resident Writers.” Grammar in the Composition Classroom: Essays on Teaching ESL for College-Bound Students. Ed. Patricia Byrd and Joy M. Reid. New York: Heinle and Heinle, 1998: 3-17.

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Schwartz, Gwen Gray. “Coming to Terms: Generation 1.5 Students in Mainstream Composition.” Reading Matrix 4.3 (November 2004): 40-57. 24 Jul. 2005 <http://www.readingmatrix.com/ articles/schwartz/article.pdf>.

Starfield, Sue. “‘I’m a Second-Language English Speaker’: Negotiating Writer Identity and Authority in Sociology One.” Journal of Language, Identity, and Education 1 (2002): 121-40.

United States Department of Education, Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (OELA). English Language Learners and the U.S. Census, 1990-2000 . Washington, DC: U.S. Department of Education, 2002. 24 Oct. 2007 <http://www.ncela.gwu.edu/ policy/states/ellcensus90s.pdf>.

Eubanks, Philip and John D. Schaeffer. “A Kind Word for Bullshit: The Problem of Academic Writing.” CCC 59.3 (2008): 372-388.

Abstract:

The phrase “academic bullshit” presents compositionists with a special dilemma. Because compositionists study, teach, and produce academic writing, they are open to the accusation that they both tolerate and perpetuate academic bullshit. We argue that confronting this problem must begin with a careful definition of “bullshit” and “academic bullshit.” In contrast to Harry Frankfurt’s checklist method of definition, we examine “bullshit” as a graded category. We suggest that some varieties of academic bullshit may be both unavoidable and beneficial.

Works Cited

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v59-2

Holding, Cory. “Review Essay: Affecting Rhetoric.” Rev. of The Transmission of Affect by Teresa Brennan; Toward a Civil Discourse: Rhetoric and Fundamentalism by Sharon Crowley; and Impersonal Passion: Language as Affect by Denise Riley. CCC 59.2 (2007): 317-329.

Works Cited

Brennan, Teresa. The Transmission of Affect . Ithaca: Cornell UP, 2004.

Corbett, Edward P. J. “The Rhetoric of the Open Hand and the Rhetoric of the Closed Fist.” CCC 20.5 (1969): 288-296.

Crowley, Sharon. Toward a Civil Discourse: Rhetoric and Fundamentalism . Pittsburgh: University of Pittsburgh Press, 2006.

Marback, Richard. ” Corbett’s Hand: A Rhetorical Figure for Composition Studies .” CCC 47.2 (1996): 180-198.

Massumi, Brian. Parables for the Virtual: Movement, Affect, Sensation . Durham: Duke UP, 2002.

Riley, Denise. Impersonal Passion: Language as Affect . Durham: Duke UP, 2005.

Wysocki, Anne Frances, Collin Gifford Brooke, Jeff Rice, and Joseph Janangelo. “Re-Visions Rethinking Joseph Janangelo’s ‘Joseph Cornell and the Artistry of Composing Persuasive Hypertexts.'” CCC 59.2 (2007): 280-316.

Keywords:

ccc59.2 Re/Vision JJanangelo NewMedia Writing JCornell Hypertext Essays Information Texts Students Analogy Network Theory

Wysocki, Anne Frances. “It Is Not Only Ours.” CCC 59.2 (2007): 280-288.

Works Cited

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Janangelo, Joseph. ” Joseph Cornell and the Artistry of Composing Persuasive Hypertexts .” CCC 49.1 (1998): 24-44.

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Simic, Charles. Dime-Store Alchemy: The Art of Joseph Cornell . Hopewell, NJ: Ecco, 1992.

Brooke, Collin Gifford. “Joseph Janangelo and the Analogics of New Media.” CCC 59.2 (2007): 288-298.

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Faigley, Lester. ” Literacy after the Revolution .” CCC 48.1 (1997): 30-43.

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“Grand Theft Education.” Harper’s Magazine Sept. 2006: 31-40.

Howard, Rebecca Moore. “Plagiarisms, Authorships, and the Academic Death Penalty.” College English 57.7 (1995): 788-806.

Janangelo, Joseph. ” Joseph Cornell and the Artistry of Composing Persuasive Hypertexts .” CCC 49.1 (1998): 24-44.

Jenkins, Henry, with Katie Clinton, Ravi Purushotma, Alice J. Robison, and Margaret Weigel. “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.” Occasional paper. Chicago: MacArthur Foundation. 1 Nov. 2006 < http://www.digitallearning.macfound.org/>.

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Manovich, Lev. The Language of New Media . Cambridge, MA: MIT Press, 2001.

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—. What Do Pictures Want? The Lives and Loves of Images . Chicago: U of Chicago P, 2005.

Selfe, Cynthia. “Students Who Teach Us.” Wysocki, Johnson-Eilola, Selfe, and Sirc 43-66.

Selfe, Cynthia, and Richard J. Selfe Jr. ” The Politics of the Interface: Power and Its Exercise in the Electronic Contact Zone .” CCC 45.4 (1994): 480-504.

Sirc, Geoffrey. “Box Logic.” Wysocki, Johnson-Eilola, Selfe, and Sirc 111-46.

Spooner, Michael, and Kathleen Yancey. “Postings on a Genre of Email.” CCC 47.2 (1996): 252-78.

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Wysocki, Anne Frances, Johndan Johnson- Eilola, Cynthia L. Selfe, and Geoffrey Sirc. Writing New Media: Theory and Applications for Expanding the Teaching of Composition . Logan: Utah State UP, 2004.

Rice, Jeff. “Networked Boxes: The Logic of Too Much.” CCC 59.2 (2007): 299-311.

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Haynes, Cynthia. “Writing Offshore: The Disappearing Coastline of Composition Theory.” JAC 23.4 (2003): 607-724.

Janangelo, Joseph. ” Joseph Cornell and the Artistry of Composing Persuasive Hypertexts .” CCC 49.1 (1998): 24-44.

Lanham, Richard. Revising Prose . New York: Scribner, 1979.

Latour, Bruno. “On Recalling ANT.” Law and Hassard 15-25.

—. Reassembling the Social: An Introduction to Actor-Network-Theory . New York: Oxford UP, 2005.

Law, John. “After ANT: Complexity, Naming, and Topology. Law and Hassard 1-14.

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Yancey, Kathleen Blake, and Michael Spooner. ” A Single Good Mind: Collaboration, Cooperation, and the Writing Self .” CCC 49.1 (1998): 45-62.

Janangelo, Joseph. “How ‘Very Inside, That’: Seeing Artistry in Student Work.” CCC 59.2 (2007): 311-316.

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Kutney, Joshua P. “Interchanges: Will Writing Awareness Transfer to Writing Performance?: Response to Downs and Wardle.” CCC 59.2 (2007): 276-279.

Works Cited

Downs, Douglas, and Elizabeth Wardle. ” Teaching about Writing, Righting Misconceptions: (Re)Envisioning ‘First- Year Composition’ as ‘Introduction to Writing Studies .'” CCC 58.4 (2007): 552-84.

Herzberg, Bruce. ” Community Service and Critical Teaching .” CCC 45.3 (1994): 307-19.

Anokye, Akua Duku. “2007 CCCC Chair’s Address: Voices of the Company We Keep.” CCC 59.2 (2007): 263-275.

Abstract:

None.

Keywords:

ccc59.2 ChairsAddress CCCC Organization Students Members Conference Farmer Profession Community GraduateStudents Diversity Termite

Works Cited

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Oxford College of Emory University, Center for Cognitive-Affective Learning. “Cognitive-Affective Connections in Teaching and Learning.” 18 Sept. 2007 <http://www.cfkeep.org/html/ snapshot.php?id=45306087>.

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Wu, Hui. “Writing and Teaching behind Barbed Wire: An Exiled Composition Class in a Japanese-American Internment Camp.” CCC 59.2 (2007): 237-262.

Abstract:

By reflecting on Japanese internment camps executed by the U.S. government in World War II, this article examines camp schools’ curricula and writing assignments and an English teacher’s response to student essays to show how racially profiled students and their Caucasian teacher negotiated the political meanings of civil rights and freedom.

Keywords:

ccc59.2 Students RelocationCamp VTidball Government War WWII Teachers Internment Japanese Immigrants History

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“Excerpt from Diary of Evacuee.” Austin Smith Papers. Gen. M/F File: Smith. Arkansas History Commission and State Archives, Little Rock, AR.

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Peters, Brad and Julie Fisher Robertson. “Portfolio Partnerships between Faculty and WAC: Lessons from Disciplinary Practice, Reflection, and Transformation.” CCC 59.2 (2007): 206-236.

Abstract:

In portfolio assessment, WAC helps other disciplines increase programmatic integrity and accountability. This analysis of a portfolio partnership also shows composition faculty how a dynamic culture of assessment helps us protect what we do well, improve what we need to do better, and solve problems as writing instruction keeps pace with programmatic change.

Keywords:

ccc59.2 Portfolios Faculty Assessment Students WAC Rubric Program Writing CriticalThinking Accountability

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

Belanoff, Pat, and Peter Elbow. “Using Portfolios to Increase Collaboration and Community in a Writing Program.” WPA: Writing Program Administration 9.3 (1986): 7-40. Rpt. in Belanoff and Dickson 17-36.

Black, Laurel, Donald Daiker, Jeffrey Sommers, and Gail Stygall, eds. New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring . Portsmouth, NH: Heinemann, 1994.

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Cambridge, Barbara, Susan Kahn, Daniel Tompkins, and Kathleen Blake Yancey, eds. Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning. Washington, DC: American Association for Higher Education, 2001.

Condon, William. “Accommodating Complexity: WAC Program Evaluation in the Age of Accountability.” WAC for the New Millennium: Strategies for Continuing Writing-Across-the- Curriculum Programs. Ed. Susan McLeod, Eric Miraglia, Margot Soven, and Christopher Thaiss. Urbana, IL: NCTE, 2001. 28-51.

Elbow, Peter. “Writing Assessment in the 21st Century: A Utopian View.” Composition in the Twenty-First Century: Crisis and Change. Ed. Lynn Bloom, Donald Daiker, and Edward White. Carbondale: Southern Illinois UP, 1996. 83-100.

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Hamp-Lyons, Liz, and William Condon. Assessing the Portfolio: Principles for Practice, Theory, and Research . Cresskill, NJ: Hampton, 2000.

Haswell, Richard, ed. Beyond Outcomes: Assessment and Instruction within a University Writing Program. Westport, CT: Ablex, 2001.

Haswell, Richard, and Susan McLeod. “WAC Assessment and Internal Audiences: A Dialogue.” Yancey and Huot 217-36.

Hillocks, George. Teaching Writing as Reflective Practice. New York: Teachers College P, 1995.

Insight Assessment. “Learning Outcomes Assessment: Sample Rubrics.” 2006. 9 Sept. 2007. <http://www.insightassessment.com/free_tools.html>.

Karlowicz, Karen. “The Value of Student Portfolios to Evaluate Undergraduate Nursing Programs.” Nurse Educator 25.2 (2000): 82-87.

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Lovitt, Carl, and Art Young. “Portfolios in the Disciplines: Sharing Knowledge in the Contact Zone.” Black, Daiker, Sommers, and Stygall 334-46.

McLeod, Susan. “The Foreigner: WAC Directors as Agents of Change.” Resituating Writing: Constructing and Administering Writing Programs. Ed. Joseph Janangelo and Kristine Hansen. Portsmouth, NH: Heinemann, 1995. 108-16.

Robertson, Julie, Sue Elster, and Gayle Kruse. “Portfolio Outcome Assessment: Lessons Learned.” Nurse Educator 29. 2 (2003): 52-53.

Thaiss, Christopher, and Terry Myers Zawicki. “How Portfolios for Proficiency Help Shape a WAC Program.” Yancey and Huot 79-96.

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Walvoord, Barbara. “The Future of WAC.” College English 58.1 (1996): 58-79.

White, Edward M. “The Scoring of Portfolios: Phase 2.” CCC 56.4 (2005): 581-600.

—. Teaching and Assessing Writing: Recent Advances in Understanding, Evaluating, and Improving Student Performance. 2nd ed. San Francisco: Jossey-Bass, 1994.

White, Edward M., William D. Lutz, and Sandra Kamusikiri, eds. Assessment of Writing: Politics, Policies, Practices. New York: MLA, 1996.

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Wolcott, Willa, and Sue Legg. An Overview of Writing Assessment: Theory, Research, and Practice. Urbana, IL: NCTE, 1998.

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

—. Reflection in the Writing Classroom. Logan: Utah Sate UP, 1998.

Yancey, Kathleen Blake, and Brian Huot, eds. Assessing Writing Across the Curriculum: Diverse Approaches and Practices. Greenwich, CT: Ablex, 1997.

—. “Assumptions about Assessing WAC Programs: Some Axioms, Some Observations, Some Context.” Yancey and Huot 7-14.

Jacobs, Dale. “Marveling at The Man Called Nova: Comics as Sponsors of Multimodal Literacy.” CCC 59.2 (2007): 180-205.

Abstract:

This essay theorizes the ways in which comics, and Marvel Comics in particular, acted as sponsors of multimodal literacy for the author. In doing so, the essay demonstrates the possibilities that exist in examining comics more closely and in thinking about how literacy sponsorship happens in multimodal texts.

Keywords:

ccc59.2 Comics Literacy Multimodal Nova Meaning Design Texts Reading Children NewLondonGroup LiteracySponsor Spiderman

Works Cited

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Brandt, Deborah. ” Sponsors of Literacy .” CCC 49.2 (1998): 165-85.

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—.”Multiliteracies: The Beginnings of an Idea.” Cope and Kalantzis 3-8.

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v59-1

Rutz, Carol. “Review Essay: Scoring By Machine.” Rev. of Machine Scoring of Student Essays: Truth and Consequences by Patricia Freitag Ericsson and Richard Haswell, eds. CCC 59.1 (2007): 139-144.

Severino, Carol. “Review Essay: English Contact Languages and Rhetorics: Implications for U.S. English Composition.” Rev. of Dialects, Englishes, Creoles, and Education by Shondel J. Nero, ed.; African American Literacies Unleashed: Vernacular English and the Composition Classroom by Arnetha F. Ball and Ted Lardner; Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric by LuMing Mao. CCC 59.1 (2007): 128-138.

Whitaker, Elaine. “Interchanges. Peers and Plagiarism: The Role of Student Judicial Boards.” CCC 59.1 (2007): 125-127.

Works Cited

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Harshbarger, Bruce. “GCSU Student Judicial Board Plagiarism Rating Scale.” Personal and electronic communication. 31 Oct. 2006.

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Hammill, Bobbi Ann. “Teaching and Parenting: Who Are the Members of Our Profession?” CCC 59.1 (2007): 98-124.

Abstract:

This qualitative investigation explores the perceptions of four women compositionists regarding mothers, teaching, and scholarship in the field of composition. I examine narrative case studies about four women who have PhDs in composition from the same doctoral program. Findings indicate that each of these four women perceives her mother as a literacy sponsor and sees her father as a literacy doer. Participants reveal that their mothers supported their educational decisions and encouraged them to gain more education than they themselves had. Participants pursued a doctorate for practical reasons such as proximity, cost, job security, promotion, and tenure as well as knowing someone else who had done it. In addition, each of the four participants identifies as a teacher first and scholar second, and each also expresses self-doubt regarding her ability to write and publish academic discourse. Participants view teaching as an ethical responsibility much like mothering and protect the memory of their mothers in various ways. Although participants separated from their mothers in order to pursue higher education, they still exemplified rhetorical ties to them.

Keywords:

ccc59.1 Women Writing Composition Mothers Literacy Field Rhetoric Pedagogy CaseStudies Qualitative LiteracySponsor

Works Cited

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Phelps, Louise Wetherbee, and Janet Emig, eds. Feminine Principles and Women’s Experience in American Composition and Rhetoric . Pittsburgh: U of Pittsburgh P, 1995.

—. “Introduction: Context and Commitment.” Phelps and Emig. Reichert, Pegeen. “A Contributing Listener and Other Composition Wives: Reading and Writing the Feminine Metaphors in Composition Studies.” JAC 16 (1996): 141-57.

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Worsham, Lynn. “Writing against Writing: The Predicament of Ecriture Feminine in Composition Studies.” Contending with Words: Composition and Rhetoric in a Postmodern Age. Ed. Patricia Harkin and John Schilb. New York: Modern Language Association, 1991. 82-104.

Harker, Michael. “The Ethics of Argument: Rereading Kairos and Making Sense in a Timely Fashion.” CCC 59.1 (2007): 77-97.

Abstract:

This study challenges the prevailing interpretations of the Greek rhetorical principle of kairos: “saying the right thing at the right time”: and attempts to draw on a more nuanced understanding of the term in order to provide generative re-readings of three Braddock Award-winning essays.

Keywords:

ccc59.1 Kairos BraddockWinners Writing Students Rhetoric Argument Timing RBrooke NSommers Underlife Comments Composition

Works Cited

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Price, Margaret. “Accessing Disability: A Nondisabled Student Works the Hyphen.” CCC 59.1 (2007): 53-76.

Abstract:

This article challenges current assumptions about the teaching and assessment of critical thinking in the composition classroom, particularly the practice of measuring critical thinking through individual written texts. Drawing on a case study of a class that incorporated disability studies discourse, and applying discourse analysis to student work, “Accessing Disability” argues that critical thinking can be taught more effectively through multi-modal methods and a de-emphasis on the linear progress narrative.

Keywords:

ccc59.1 Disability Essay Writing Nondisabled Identification Students CriticalThinking Pedagogy Analysis DiscourseAnalysis Multimodal ProgressNarrative

Works Cited

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Wilson, James C., and Cynthia Lewiecki- Wilson. “Constructing a Third Space: Disability Studies, the Teaching of English, and Institutional Transformation.” Snyder, Brueggemann, and Garland-Thomson 296-307.

—, eds. Embodied Rhetorics: Disability in Language and Culture. Carbondale: Southern Illinois UP, 2001.

Wrigley, Owen. The Politics of Deafness. Washington, DC: Gallaudet UP, 1996.

Yancey, Kathleen Blake. ” Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work .” CCC 55 (2004): 738-61.

Beasley, James P. “‘Extraordinary Understandings’ of Composition at the University of Chicago.” CCC 59.1 (2007): 36-52.

Abstract:

While Richard Weaver, R. S. Crane, Richard McKeon, and Robert Streeter have been most identified with rhetoric at the University of Chicago and its institutional return in the 1950s, the archival record demonstrates that Frederick Champion Ward, dean of the undergraduate “College” from 1947 to 1954, and Henry W. Sams, director of English in the College during Ward’s tenure, created the useful tensions for these positions to emerge.

Keywords:

ccc59.1 FCWard HSams Writing Rhetoric UChicago KBurke History Teaching Composition RWeaver RMcKeon

Works Cited

Atwill, Janet. Rhetoric Reclaimed: Aristotle and the Liberal Arts Tradition . Ithaca: Cornell UP, 1998.

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

Burke, Kenneth. Letter to Frederick Champion Ward. 1 Feb. 1949. Kenneth Burke Papers. Penn State U Archives, State College, PA.

—. “Memo to Henry Sams.” Spring 1950. Kenneth Burke Papers. Pennsylvania State U Archives, State College, PA.

—. A Rhetoric of Motives. New York: Prentice-Hall, 1950.

Crane, Ronald Salmon. “Notes on the Teaching of Writing.” Dean of the College Papers, Box 27. U of Chicago Archives, Chicago, IL.

Crowley, Sharon. Composition in the University: Historical and Polemical Essays. Pittsburgh: U of Pittsburgh P, 1998.

Duhamel, P. Albert. Rhetoric: Principles and Usage. Englewood Cliffs, NJ: Erlbaum, 1962.

Gunner, Jeanne. “A Needed Space for Critique in Historical Recovery.” Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline . Ed. Barbara L’Eplattenier and Lisa Mastrangelo. West Lafayette, IN: Parlor, 2004. 265-275.

Hayes, Al. Letter to Frederick Champion Ward. 18 Mar. 1950. Dean of the College Papers, Box 27. U of Chicago Archives, Chicago, IL.

L’Eplattenier, Barbara, and Lisa Mastrangelo, eds. Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline. West Lafayette, IN: Parlor, 2004.

McNeill, William. Hutchins’ University: A Memoir of the University of Chicago, 1929-1950 . Chicago: U of Chicago P, 1991.

Nelms, Gerald, and Maureen Goggin. “The Revival of Classical Rhetoric for Modern Composition Studies: A Survey.” Rhetoric Society Quarterly 23 (1993): 11-26.

Phelps, Louise Wetherbee. Composition as a Human Science: Contributions to the Self-Understanding of a Discipline . New York: Oxford UP, 1988.

Ransom, John Crowe. “Humanism at Chicago.” Kenyon Review 14 (1952): 647-659.

Sams, Henry W. “Fields of Research in Rhetoric.” CCC 5 (May 1954): 60-65.

—. Letter to Kenneth Burke. 12 Aug. 1949. Kenneth Burke Collection. Pennsylvania State U Archives, State College, PA.

—. Letter to Kenneth Burke. 20 Nov. 1951. Kenneth Burke Collection. Pennsylvania State U Archives, State College, PA.

—. Letter to Kenneth Burke. 2 Jan. 1957. Kenneth Burke Papers. Pennsylvania State U Archives, State College, PA.

—. “Writing.” The Idea and Practice of General Education: An Account of the College at the University of Chicago. Ed. Frederick Champion Ward. U of Chicago P, 1950. 204-211.

Sams, Henry W., and Waldo E. McNeir, eds. Problems in Reading and Writing. New York: Prentice Hall, 1949.

Streeter, William, and Robert E. Keast. The Province of Prose. New York: Harper, 1956.

Ward, Frederick Champion. “Memorandum for the Carnegie Foundation for the Advancement of Teaching Concerning the Possibility of Carrying on a Seminar in the Theory and Teaching of Rhetoric in the College of the University of Chicago during 1949-1950.” Kenneth Burke Papers. Pennsylvania State U Archives, State College, PA.

—. Letter to Kenneth Burke. 25 Jan. 1949. Kenneth Burke Papers. Pennsylvania State U Archives, State College, PA.

—. “Report for the Committee for English.” Dean of the College Papers, Box 18. U of Chicago Archives, Chicago, IL.

Weaver, Richard M. Ethics of Rhetoric. Chicago: Henry Regnery, 1970.

—. Quoted in “Committee on English Curriculum in the College.” Dean of the College Papers, Box 18. U of Chicago Archives, Chicago, IL.

Lerner, Neal. “Rejecting the Remedial Brand: The Rise and Fall of the Dartmouth Writing Clinic.” CCC 59.1 (2007): 13-35.

Abstract:

“Branding” a university in an effort to attract student applicants and alumni dollars is increasingly commonplace. The history of the Dartmouth Writing Clinic attests to the ways student writers represent an institution’s brand and provides a troubling picture of a world in which under-prepared students are branded out of existence.

Keywords:

ccc59.1 WritingClinic Dartmouth Faculty Students AKitzhaber Branding Remediation Alumni

Works Cited

Allen, Chauncey N., Robert S. Burger, Ramon Guthrie, Alexander Laing, Harold N. Moorman, Robert Z. Norman, and Harry F. R. Shaw. “Report of the Committee on Student English for 1958-1959.” Renaur Special Collections Library, DA-262. Courtesy of Dartmouth College, Hanover, NH.

Bailor, E. M., E. D. Elson, G. L. Frost, A. Laing, T. Seymour, H. F. R. Shaw, and W. B. Unger. “Annual Report of the Committee on Student English, 1956- 1957.” Renaur Special Collections Library, DA-262. Courtesy of Dartmouth College, Hanover, NH.

Bailor, Edwin M., Ramon Guthrie, Alexander Laing, Robert Z. Norman, Thaddeus Seymour, Harry F. R. Shaw, and W. Byers Unger. “Annual Report of the Committee on Student English, 1957-1958.” Renaur Special Collections Library, DA-262. Courtesy of Dartmouth College, Hanover, NH.

Bell, H. P., D. L. Cross, A. H. Hastorf, R. P. Holben, J. S. Lyon, R. B. McCornack, J. P. Poole, R. Robinson, and F. G. Ryder. “Report of the Committee on Student English, 1950-1951.” Dartmouth College Faculty Bulletin 5.1 (1 Oct. 1951): 4-6.

Renaur Special Collections Library, ML- 53 1:4. Courtesy of Dartmouth College, Hanover, NH.

Booth, E. H., A. L. Demaree, E. D. Elston, G. L. Frost, R. A. Kavesh, D. C. Nutt, W. B. Unger, and S. F. Will. “Annual Report of the Committee on Student English, 1954-1955.” Renaur Special Collections Library, DA-262. Courtesy of Dartmouth College, Hanover, NH.

Booth, Edmund H., Albert L. Demaree, Eric P. Kelly, Richard B. McCornack, John V. Neale, James P. Poole, and W. Byers Unger. “Annual Report of the Committee on Student English, 1953-1954.” Renaur Special Collections Library, DA-262. Courtesy of Dartmouth College, Hanover, NH.

“Brand Marketing.” Stamats: What We Do. 21 June 2007 <http://www.stamats.com/whatwedo/creativeservices/brandmarketing/default.asp>.

Bruininks, Robert. “The University of Minnesota’s Winning Strategy.” University of Minnesota: Transforming the U. 7 Nov. 2005. <http://www1.umn.edu/systemwide/strategic_positioning/ winning_strategy.html>.

Cardozo, Peter. Telephone interview. 1 July 2005.

Committee on Student English. “Remedial Instruction.” Memorandum to the Executive Committee of the Faculty (Jan. 1959). Renaur Special Collections Library, ML-53 1:5. Courtesy of Dartmouth College, Hanover, NH.

Connors, Robert J. Composition-Rhetoric: Backgrounds, Theory, and Pedagogy . Pittsburgh: U of Pittsburgh P, 1997.

“Dartmouth Has Writing Clinic.” New York Times 15 Oct. 1939: 57.

Dartmouth Writing Program. Writing Support Services. 2004. 28 June 2005 <http://www.dartmouth.edu/~writing/ services/support_student.shtml>.

“Decry Lack of Grammar: Dartmouth Teachers Report Many College Men Faulty in English.” New York Times 15 Jan. 1951: 12.

Dembner, Alice. “Remedial Ed: Playing Catch-Up in College.” Boston Globe 17 March 1996: 1, 26-27.

DeVoto, Bernard. “English A.” American Mercury 15 (Feb. 1928): 204-12.

“Education Notes: Dartmouth: Writing English.” New York Times 10 Oct. 1948: E9.

Faculty Committee on Student English. Memorandum to All Members of the Faculty. 25 May 1948. Renaur Special Collections Library, DA-262. Courtesy of Dartmouth College, Hanover, NH.

“The Future of Branding in Higher Education.” Stamats: Applications. 20 June 2005 <http://www.stamats.com/ applications/stories/futurebranding. asp>.

Gumport, Patricia J., and Michael N. Bastedo. “Academic Stratification and Endemic Conflict: Remedial Education Policy at CUNY.” Review of Higher Education 24 (2001): 333-49.

“Has English Zero Seen Its Day?: A Symposium.” CCC 8 (1957): 72-95.

Haswell, Richard H. Email to the author. 29 June 2005.

—. Gaining Ground in College Writing: Tales of Development and Interpretation . Dallas: Southern Methodist UP, 1991.

Joyce, Hewette E., Louis L. Silverman, Eric P. Kelly, Wayne E. Stevens, Charles L. Stone, W. Byers Unger, and Philip E. Wheelwright. “Report of the Committee on Student English, 1949.” Renaur Special Collections Library, DA-262. Courtesy of Dartmouth College, Hanover, NH.

Kelly, Eric P. “Clinic Director’s Report, First Semester, 1951-2.” Renaur Special Collections Library, ML-53 1:4. Courtesy of Dartmouth College, Hanover, NH.

Kelly, Eric P., and Donald L. Cross. Postcard to faculty. 22 Sept. 1949. Renaur Special Collections Library, ML-53 1:4. Courtesy of Dartmouth College, Hanover, NH.

Kitzhaber, Albert R. “Death: or Transfiguration?” College English 21 (1960): 367-73.

—. “Freshman English: A Prognosis.” College English 23 (1962): 476-83.

—. “New Perspectives on Teaching Composition.” College English 23 (1962): 440-44.

—. Report of the Dartmouth Study of Student Writing. Hanover, NH: Dartmouth College, 1962.

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

—. Themes, Theories, and Therapy: The Teaching of Writing in College. New York: McGraw-Hill, 1963.

Laing, Alexander. Letter to Arthur Jensen. 20 Oct. 1958. Renaur Special Collections Library, ML-53 1:5. Courtesy of Dartmouth College, Hanover, NH.

—. Letter to Vincent Gillespie. 5 March 1959. Renaur Special Collections Library, ML-53 1:5. Courtesy of Dartmouth College, Hanover, NH.

Macrorie, Ken. “Review. Themes, Theories, and Therapy: The Teaching of Writing in College.” CCC 14 (1963): 267-70.

Merisotis, Jamie P., and Ronald A. Phipps. “Remedial Education in Colleges and Universities: What’s Really Going On?” Review of Higher Education 24 (2000): 67-85.

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

“Proficiency beyond the Freshman Year.” CCC 9 (Oct. 1958): 147-48.

Roberts, Charles W. “The Problem of English Composition in American Colleges and Universities. Part II: A Survey of Requirements in English Composition.” University of Illinois Bulletin 38 (22 July 1941): 67-94.

Rose, Mike. “The Language of Exclusion: Writing Instruction at the University.” College English 47 (1985): 341-59.

Sevier, Robert A. “Advancing the Brand.” University Business. Feb. 2007 <http:// www.universitybusiness.com/ viewarticle.aspx?articleid=670>.

Shouse, Claude Fiero. “The Writing Laboratory in Colleges and Universities.” Diss. U of Southern California, 1953.

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

Twitchell, James B. “Higher Ed, Inc.” Wilson Quarterly 28.3 (2004): 46-59.

University of Minnesota. Academic Task Force Report and Recommendations: Academic Positioning. Report to the President. 30 March 2005. University of Minnesota Strategic Positioning Process. 5 June 2007. <http://www1. umn.edu/systemwide/strategic_ positioning/pdf/SP_Acad_Task_ Force_Report.pdf>.

“Watch Your English.” Springfield (MA) Republican 16 Jan. 1955: n. pag.

“Workshop for College Men Is Interesting: Non-credit Seminar Conducted as Laboratory at Dartmouth.” Monitor & Patriot (Concord, NH) 24 Dec. 1940: n. pag.

Worthington, Robert. Email to the author. 11 July 2005.

“Writing Clinic.” Dartmouth College Bulletin 5.4 (Nov. 1939): 126.

“Writing Clinic.” Dartmouth Faculty Bulletin 4.2 (20 Nov. 1950): 5.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v46-4

Fox, Tom. “Review Essay: Proceeding with Caution: Composition in the 90s.” Rev. of Writing Theory and Critical Theory by John Clifford and John Schilb; Pedagogy in the Age of Politics: Writing and Reading (In) the Academy by Patricia A. Sullivan and Donna J. Qualley. CCC 46.4 (1995): 566-578.

Purvis, Teresa M. “Review Essay: The Two-Year Community College: Into the 21st Century.” Rev. of The Invisible Faculty: Improving the Status of Part-Timers in Higher Education by Judith M. Gappa and David W. Leslie; Democracy’s Open Door: The Community College in America’s Future by Marlene Griffith and Ann Connor; Two-Year College English: Essays for a New Century by Mark Reynolds. CCC 46.4 (1995): 557-565.

Purves, Alan C., et al. “Interchanges.” CCC 46.4 (1995): 549-556.

Dawkins, John. “Teaching Punctuation as a Rhetorical Tool.” CCC 46.4 (1995): 533-548.

Abstract:

Claiming that handbooks problematically teach punctuation as grammatically wrong or right, Dawkins outlines how writers can be taught to use a hierarchy of punctuation marks: ones that mark degrees of separation between independent clauses and thereby fashion and enhance meaning.

Keywords:

ccc46.4 Punctuation Rhetoric Comma Clauses IndependentClauses Emphasis Sentence Grammar Writers Rules Meaning Separation Dash Handbooks CommaSplice

Works Cited

Dawkins, John. Rethinking Punctuation. ERIC ED 340 048. 1992.

Levinson, Joan Persily, Punctuation and the Orthographic Sentence. Diss. City U of New York, 1985.

—. “The Linguistic Status of the Orthographic (Text) Sentence.” CUNY Forum 14 (1989): 113-17.

Quirk, Randolph, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvic. A Comprehensive Grammar of the English Language. London: Longman, 1985.

Summey. George. American Punctuation. New York: Ronald, 1949.

David, Denise, Barbara Gordon and Rita Pollard. “Seeking Common Ground: Guiding Assumptions for Writing Courses.” CCC 46.4 (1995): 522-532.

Abstract:

The authors contend the response to Maxine Hairston’s article, “Diversity, Ideology and Teaching Writing,” marks a critical debate about the purpose of the writing course. They claim the debate needs clear assumptions to demarcate what constitutes a writing course. They claim the assumptions should be: 1) the development of writing ability and metacognitive awareness as the primary objective of the writing course, 2) student’s writing as the privileged text in a writing course, and 3) writing as the subject of a writing course.

Keywords:

ccc46.4 Writing Courses Students Composition Assumptions WritingIntensive Subjects Voices Content Curriculum

Works Cited

Anson, Chris M. “Writing Intensive Courses and the Demise of Composition.” Annual Conference of SUNY Council on Writing. Sanborn, NY, April 1993.

Belenky, Mary Field, Blythe McVicker Clinchy, Nancy Rule Goldberger, and Jill Mattuck Tarule. Women’s Ways of Knowing. New York: Basic. 1986.

Brooke, Robert E. Writing and Sense of Self’ Identity Negotiation in Writing Workshops. Urbana: NCTE, 1991.

Brown, Ann L. “Metacognitive Development in Reading.” Theoretical Issues in Reading Comprehension. Ed. Bertram Bruce, Rand Spiro, and William Brewer. Hillsdale: Erlbaum, 1980. 453-81.

Crowley, Sharon. “A Personal Essay on Freshman English.” Pre/Text (1991): 155-176.

Elbow, Peter. “The War between Reading and Writing-And How to End It.” Rhetoric Review 12 (1993): 5-24.

—. “Questioning Two Assumptions of the Profession.” What is English? Ed. Peter Elbow. Urbana: NCTE, 1990. 179-92.

Flavell, John H. “Metacognition and Cognitive Monitoring: A New Area of Cognitive Developmental Inquiry.” American Psychologist 34 (1979): 906-11.

Flower, Linda. “Talking Thought: The Role of Conscious Processing in Making Meaning.” Thinking, Reasoning, and Writing. Ed. Elaine P. Maimon, Barbara F. Nodine, and Finbarr W. O’Connor. New York: Longman, 1989. 185-212.

France, Alan W. “Assigning Places: Introductory Composition as a Cultural Discourse.” College English 55 (1993): 593-609.

Fulwiler, Toby. “The Quiet and Insistent Revolution: Writing Across the Curriculum.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth: Boynton, 1991. 179-87.

Gebhardt. Richard. “Editor’s Column: Theme Issue Feedback and Fallout.” CCC 43 (1992): 295-96.

Hairston, Maxine. ” Diversity, Ideology, and Teaching Writing .” CCC 43 (1992): 179-93.

Lindemann, Erika. “Freshman Composition: No Place For Literature.” College English 55 (1993): 311-16.

Milton, Ohmer. Will That Be on the Final? Springfield: Thomas, 1982.

Milton, Ohmer, Howard R. Pollio, and James A. Eison. Making Sense of College Grades: Why the Grading System Does Not Work and What Can Be Done About It. San Francisco: Jossey-Bass, 1986.

Newkirk. Thomas. “Locating Freshman English.” Nuts & Bolts: A Practical Guide to Teaching College Composition. Ed. Thomas Newkirk. Portsmouth: Boynton, 1993. 1-15.

Russell, David. “Romantics on Writing; Liberal Culture and the Abolition of Composition Courses.” Rhetoric Review 6 (1988): 132-46.

Scardamalia, Marlene, and Carl Bereiter. “Research on Written Composition.” Handbook of Research on Teaching. 3rd ed. Ed. Merlin C. Wittrock. New York: Macmillan, 1986. 778-803.

Stolarek, Elizabeth. “Prose Modeling and Metacognition: The Effect of Modeling on Developing a Metacognitive Stance Toward Writing.” Research in the Teaching of English 28 (1994): 154-74.

Trimbur, John. “Responses to Maxine Hairston’s ‘Diversity, Ideology, and Teaching Writing.'” CCC 44 (1993): 248-49.

White, Edward M. “Shallow Roots or Tap Roots for Writing across the Curriculum?” ADE Bulletin. 98 (Spring 1991): 29-33.

Wood, Robert. “Responses to Maxine Hairston’s ‘Diversity, Ideology, and Teaching Writing.'” CCC 44 (1993): 249-50.

Zamel, Vivian. “Strangers in Academia: The Experiences of Faculty and ESL Students across the Curriculum.” CCC 46.4 (1995): 506-521.

Abstract:

Zamel examines two divergent faculty responses to ESL as representative examples. He states his goal as wanting teachers to consider institutional contexts and assumptions about student writing. Many university teachers identify knowledge and language as separate entities. Such teachers believe that for students to acquire language, their deficit skills must be emphasized. Grammar must be taught as a necessary precursor to language acquisition. A solution to this problematic belief system is extensive dialogue across the university. Such discussion about problematic conceptions of language acquisition can help students and teachers reposition themselves and create healthy contact zones of contestation.

Keywords:

ccc46.4 Students Faculty Language Work ESL Writing Courses Classrooms Institutions Curriculum

Works Cited

Bartholomae, David. “Inventing the University.” Journal of Basic Writing 5 (Spring 1986): 4-23.

Benesch, Sarah. “ESL, Ideology, and the politics of Pragmatism.” TESOL Quarterly 27 (1993): 705-17.

Chiseri-Strater, Elizabeth. Academic Literacies: The Public and Private Discourse of University Students. Portsmouth: Boynton, 1991.

Clark, Gregory. ” Rescuing the Discourse of Community .” CCC 45 (1994): 61-74.

Fox, Tom. “Basic Writing as Cultural Conflict.” Journal of Education 172 (1990): 65-83.

—. “Standards and Access.” Journal of Basic Writing 12 (Spring 1993): 37-45.

Gay, Pamela. “Rereading Shaughnessy from a Postcolonial Perspective.” Journal of Basic Writing 12 (Fall 1993): 29-40.

Giroux, Henry. “Postmodernism as Border Pedagogy: Redefining the Boundaries of Race and Ethnicity.” Postmodernism, Feminism, and Cultural Politics: Redrawing Educational Boundaries. Ed. Henry Giroux. Albany: State U of New York P, 1991. 217-56.

Graff, Gerald. Beyond the Culture Wars. New York: Norton, 1992.

Horner, Bruce. “Mapping Errors and Expectations for Basic Writing: From ‘Frontier Field’ to ‘Border Country.’ ” English Education 26 (1994): 29-51.

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

Hull, Glynda, Mike Rose, Kay Losey Fraser, and Marisa Castellano. ” Remediation as Social Construct: Perspectives from an Analysis of Classroom Discourse .” CCC 42 (1991): 299-329.

Laurence, Patricia. “The Vanishing Site of Mina Shaughnessy’s Errors and Expectations.” Journal of Basic Writing 12 (Fall 1993): 18-28.

Lu, Min-Zhan. “Conflict and Struggle in Basic Writing.” College English 54 (1992): 887-913.

Mayher, John S. “Uncommon Sense in the Writing Center.” Journal of Basic Writing 11 (Spring 1992): 47-57.

McKay, Sandra Lee. “Examining L2 Composition Ideology: A Look at Literacy Education.” Journal of Second Language Writing 2 (1993): 65-81.

Neuleib, Janice. ” The Friendly Stranger: Twenty-Five Years as ‘Other.’ ” CCC 43 (1992): 231-43.

Pratt, Mary Louise. “Arts of the Contact Zone.” Profession 91 (1991): 33-40.

Raimes, Ann. “Out of the Woods: Emerging Traditions in the Teaching of Writing.” TESOL Quarterly 25 (1991): 407-30.

Ray, Ruth. “Language and Literacy from the Student Perspective: What We Can Learn from the Long-term Case Study.” The Writing Teacher as Researcher. Ed. Donald A. Daiker and Max Morenberg. Portsmouth: Boynton, 1990. 321-35.

Rose, Mike. Lives on the Boundary: The Struggles and Achievements of America’s Underprepared. New York: Free P, 1989.

—. “The Language of Exclusion: Writing Instruction at the University.” College English 47 (1985): 341-59.

Shaughnessy, Mina. “Diving In: An Introduction to Basic Writing.” CCC27 (1976): 234-39.

—. Errors and Expectations. New York: Oxford UP, 1977.

Spack, Ruth. Blair Resources for Teaching Writing: English as a Second Language. New York: Prentice, 1994.

Trimbur, John. “‘Really Useful Knowledge’ in the Writing Classroom.” Journal of Education 172 (1990): 21-23.

Villanueva, Victor. Bootstraps: From an American Academic of Color. Urbana: NCTE, 1993.

Walvoord, Barbara E., and Lucille B. McCarthy. Thinking and Writing in College: A Naturalistic Study of Students in Four Disciplines. Urbana: NCTE, 1990.

Zamel. Vivian. “Questioning Academic Discourse.” College ESL 3 (1993): 28-39.

Hjortshoj, Keith. “The Marginality of the Left-Hand Castes (A Parable for Writing Teachers).” CCC 46.4 (1995): 491-505.

Abstract:

Hjortshoj chronicles how writing programs have been consigned marginal status among university departments. Hjortshoj claims language should be central in a liberal arts curriculum The English Department should not necessarily house writing. In an extended metaphor, he compares possibilities for writing amidst university departments to a left-handed caste in India. The left-handed caste developed an alternative economy of status. Like the caste, an interdisciplinary writing program could create a collective center for various programs to converse about language acquisition and interactive learning.

Keywords:

ccc46.4 Writing Status Teachers Kammalans Language Castes Work English HigherEducation Scholars Knowledge Field Departments Disciplines Institutions

Works Cited

Basham, A. L. The Wonder That Was India. New York: Grove, 1959.

Berlin, James. Rhetoric and Reality. Carbondale: Southern Illinois UP, 1987.

Blair, Catherine Pastore. “Only One of the Voices: Dialogic Writing Across the Curriculum.” College English 50 (1988): 383-89.

Bruffee, Kenneth. “Social Construction, Language, and the Authority of Knowledge: A Bibliographical Essay.” College English 48 (1986): 773-90.

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

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

Douglas, Mary. Purity and Danger. Harmondsworth: Penguin, 1966.

Dumont, Louis. Homo Hierarchicus. Chicago: U of Chicago P, 1966.

Eck, Diana L. Banaras: City of Light. Princeton: Princeton UP, 1982.

Elbow, Peter. “The Question of Writing.” What is English? Ed. Peter Elbow. New York: MLA, 1990.

Ghurye, G. S. Caste and Race in India. London: Kegan Paul. 1932.

Slevin, James. “Depoliticizing and Politicizing Composition Studies.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth: Boynton, 1991. 1-22.

Srinivas, M. N. “The Social System of a Mysore Village.” Village India. Ed. McKim Marriott. Chicago: U of Chicago Press, 1955.

—. Social Change in Modern India. Berkeley: U of California Press, 1971.

Thapar, Romila. A History of India. Vol. 1. Harmondsworth: Penguin, 1966.

Thurston, Edgar. Castes and Tribes of Southern India. Madras: Government Press, 1909. Tocqueville, Alexis de. Democracy in America. Vol. 2. New York: Vintage, 1945.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v46-3

Hamp-Lyons, Liz. “Review Essay: Uncovering Possibilities for a Constructivist Paradigm for Writing Assessment.” Rev. of Assessing Writing by Brian Huot and Kathleen Blake Yancey; New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large Scale Scoring by Laurel Black, Donald Daiker, Jeffrey Sommers and Gail Stygall; Teaching and Assessing Writing by Edward M. White; Validating Holistic Scoring for Writing Assessment by Michael Williamson and Brian Huot. CCC 46.3 (1995): 446-455.

Myers, Miles and Lil Brannon. “Interchanges: The National Standards Movement and CCCC.” CCC 46.3 (1995): 438-445.

Nelson, Jennie. “Reading Classrooms as Text: Exploring Student Writers’ Interpretive Practices.” CCC 46.3 (1995): 411-429.

Abstract:

Nelson claims new college students are not as ignorant of academic discourse conventions as many assume. She claims that while students may not know certain disciplinary conventions, they have appropriated school culture and are literate about how classrooms work. Through case studies of four students, Nelson advocates that teachers position themselves as “outsiders to our students’ interpretive practices in order to explore the structure of assumptions that guides students’ choices when they write.”

Keywords:

ccc46.3 Students Writing Assignments Teacher Research Classrooms Interpretation Reading Authority Comments

Works Cited

Anderson, Worth, Cynthia Best, Alycia Black, John Hurst, Brandt Miller, and Susan Miller. ” Cross-Curricular Underlife: A Collaborative Report on Ways with Academic Words .” CCC 41 (1990): 11-36.

Applebee, Arthur N., et al. Contexts for Learning to Write: Studies of Secondary School Instruction. Norwood. NJ: Ablex. 1984.

Bartholomae. David. “Inventing the University.” When a Writer Can’t Write. Ed. Mike Rose. New York: Guilford. 1985. 13-65.

Brown, John Seely, Allan Collins, and Paul Duguid. “Situated Cognition and the Culture of Learning.” Educational Researcher 18 (1989): 32-42.

Como, Lyn. “What it Means to be Literate about Classrooms.” Classrooms and Literacy. Ed. David Bloome. Norwood. NJ: Ablex. 1989.29-52.

Como, Lyn. and Ellen B. Mandinach. “The Role of Cognitive Engagement in Classroom Learning and Motivation.” Educational Psychologist 18 (1983): 88-108.

Doyle, Walter. “Academic Work.” Review of Educational Research 53 (1983): 159-99.

Dyson, Anne Haas. “Learning to Write/Learning to Do School: Emergent Writers’ Interpretations of School Literacy Tasks.” Research in the Teaching of English 18 (1984): 233-64.

Fish, Stanley. Is There a Text in This Class? Cambridge: Harvard UP, 1980.

Flower, Linda, Victoria Stein, John Ackerman, Margaret Kantz, Kathleen McCormick, and Wayne Peck. Reading-To-Write: Exploring a Cognitive and Social Process. New York: Oxford UP, 1990

Flynn, Elizabeth A. ” Composing as a Woman .” CCC 39 (1988): 423-35.

Harris, Joseph. ” The Idea of Community in the Study of Writing .” CCC 40 (1989): 11-22.

Haswell, Janis Tedesco and Richard Haswell. “Gendership and the Miswriting of Students.” CCC 46 (1995). 223-54.

Heath, Shirley Brice. Ways with Words. New York: Cambridge UP, 1983.

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

Kirsch, Gesa. “Students’ Interpretations of Writing Tasks: A Case Study.” Journal of Basic Writing 7.2 (1988): 81-90.

McCarthy, Lucille Parkinson. “A Stranger in Strange Lands: A College Student Writing Across the Disciplines.” Research in the Teaching of English 21 (1987): 233-65.

Marshall, James D. “Process and Product: Case Studies of Writing in Two Content Areas.” Contexts for Learning to Write: Studies of Secondary School Instruction. Arthur N. Applebee. Norwood, NJ: Ablex, 1984. 149-68.

Nelson, Jennie. “This Was an Easy Assignment: Examining How Students Interpret Academic Writing Tasks.” Research in the Teaching of English 24 (1990): 362-96.

Nystrand, Martin, and Adam Gamoran. “Instructional Discourse, Student Engagement, and Literature Achievement.” Research in the Teaching of English 25 (1991): 261-90.

Penrose, Ann M. “To Write or Not to Write.” Written Communication 9 (1992): 465-500.

Peterson, Linda H. ” Gender and the Autobiographical Essay .” CCC 42 (1991): 170-83.

Rose, Mike. Lives on the Boundary: The Struggles and Achievements of America’s Underprepared. New York: Free Press, 1989.

Walvoord, Barbara E., and Lucille P. McCarthy. Thinking and Writing in College: A Naturalistic Study of Students in Four Disciplines. Urbana, IL: NCTE, 1990.

Mirskin, Jerry. “Writing as a Process of Valuing.” CCC 46.3 (1995): 387-410.

Abstract:

Mirskin proposes conceiving writing in terms of how writers value their subjects. Meaning occurs when “statements ‘press’ against shared contexts of attitude and value.” Through writing students signify values: they call out significant responses in their readers. Mirskin differentiates valuing from purpose. Purpose is the effect eh writer tries to achieve and is more concerned with an end product. Valuing is a gesture or activity of writing that calls upon an audience’s responses that reflect attitude. Mirskin suggests ways teachers might prompt valuing through comments and shares examples of his own interactions with students valuing within a text.

Keywords:

ccc46.3 Language Value Meaning Process World Terms Writing Response Attitude Understanding MMead Society MBakhtin Nature

Works Cited

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Clark, K. and Michael Holquist. Mikhail Bakhtin. Cambridge. MA: Harvard Up, 1984. Mead, George Herbert. Mind, Self, and Society. Chicago: U of Chicago P, 1934.

Vygotsky. Lev. Thought and Language. Trans. Eugenia Hanfmann and Gertrude Vakar. Cambridge. MA: MIT P, 1962.

McLeod, Susan H. “Pygmalion or Golem? Teacher Affect and Efficacy.” CCC 46.3 (1995): 369-386.

Abstract:

McLeod defines the role of affect in teaching writing. She claims teacher’s expectations of students, their empathy, and own sense of self-efficacy greatly shape students’ writing. Parallels are drawn between affective teacher-student relationships and administrative-teacher relationships.

Keywords:

ccc46.3 Teachers Students Efficacy Sense Composition Teaching Writing Expectations Affect Empathy Class Faculty Research Achievement Classrooms

Works Cited

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Shaughnessy, Mina P. “Diving In: An Introduction to Basic Writing.” CCC 27 (1976): 234-39.

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Slevin, James. “Depoliticizing and Politicizing Composition Studies.” The Politics of Writing Instruction: Postsecondary. Bullock and Trimbur, 1-21.

Teich, Nathaniel, ed. Rogerian Perspectives: Collaborative Rhetoric for Oral and Written Communication. Norwood, NJ: Ablex, 1992.

Thomas, Dene, and Gordon Thomas. “The Use of Rogerian Reflection in Small Group Writing Conferences.” Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana: NCTE, 1989. 114-26.

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Flynn, Elizabeth A. “Feminism and Scientism.” CCC 46.3 (1995): 353-368.

Abstract:

Flynn argues that recent feminist analyses of gender and power can illuminate how composition studies has struggled for legitimacy and power within the academy. Specifically feminist critiques of scientific epistemologies can reveal how it may “endanger those in marginalized positions.” Flynn provides a brief overview of scientist tendencies within the field as a “defense in the struggle against its chief adversary, literary studies” and discusses ways of gaining authority outside “masculinized identifications” with science.

Keywords:

ccc46.3 Research Composition EmpiricalResearch Sciences Women Power Field Resistance Feminism Scientism Authority Gender Academy LFlower MHairston Identification Methods Writing SocialSciences

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Bridwell, Lillian and Richard Beach. New Directions in Composition Research. New York: Guilford, 1984.

Bullock, Richard and John Trimbur. Ed. The Politics of Writing Instruction: Postsecondary. Portsmouth: Boynton, 1991.

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Flax, Jane. “The End of Innocence.” Feminists Theorize the Political. Ed. Judith Butler and Joan W. Scott. New York: Routledge, 1992. 445-63.

Flower, Linda. ” Cognition, Context, and Theory Building .” CCC 40 (1989): 282-311.

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Holbrook, Sue Ellen. “Women’s Work: The Feminizing of Composition.” Rhetoric Review 9 (1991): 201-29.

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Keller, Evelyn Fox. Reflections on Gender and Science. New Haven: Yale UP, 1985.

Kirsch, Gesa E. and Joy S. Ritchie. ” Beyond the Personal: Theorizing a Politics of Location in Composition Research .” CCC 46 (1995): 7-29.

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Lauer, Janice M., and J. William Asher. Composition Research: Empirical Designs. New York: Oxford UP, 1988.

Miller, Susan. ‘Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois UP, 1991.

Modleski, Tania. Feminism Without Women: Culture and Criticism in a “Postfeminist” Age. New York: Routledge, 1991.

North, Stephen M. The Making of Knowledge in Composition: Portrait of an Emerging Field. Upper Montclair: Boynton, 1987.

Quandah1. Ellen. “The Anthropological Sleep of Composition.” Journal of Advanced Composition 14 (1994): 413-29.

Rossiter, Margaret W. Women Scientists in America: Struggles and Strategies to 1940. Baltimore: Johns Hopkins UP, 1982.

Shumway, David R. “Science, Theory, and the Politics of Empirical Studies in the English Department.” Writing Theory and Critical Theory. Ed. John Clifford and John Schilb. New York: MLA, 1994. 148-58.

Sommers, Nancy. ” Between the Drafts .” CCC 43 (1992): 23-31.

Weiler, Kathleen. Women Teaching for Change: Gender, Class and Power. New York: Bergin, 1988.

Simmons, Sue Carter. “Constructing Writers: Barrett Wendell’s Pedagogy at Harvard.” CCC 46.3 (1995): 327-352.

Abstract:

Simmons examines the pedagogy of Barrett Wendell, composition teacher at Harvard University in the late 19th century. She challenges historical views that tie him inextricably to current-traditional rhetoric. She cites his use of student peer editing, his conferences with students, and his allowance of students to choose their own subjects as evidence of a more nuanced pedagogy, one that complicates the relationship between current-traditional rhetoric and process pedagogies.

Keywords:

ccc46.3 BWendell Pedagogy Harvard Writing Students Themes English Teachers Composition Rhetoric EnglishA History

Works Cited

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—. “Barrett Wendell and the Contradictions of Composition.” Arizona English Bulletin 16.2 (1974): 182-90.

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v46-2

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

Works Cited

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Britton, James, Tony Burgess, Nancy Martin, Alex McLeod and Harold Rosen. The Development of Writing Abilities (11-18). New York: Macmillan, 1975.

Butler, Judith. Gendering the Body: Beauvoir’s Philosophical Contribution.” Ann Garry and Marilyn Pearsall, Eds. Women, Knowledge and Reality. Boston: Unwin, 1989.253-62.

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Frey, Olivia. “Beyond Literary Darwinism: Women’s Voices and Critical Discourse,” College English 52 (1990): 507-26.

Gallop, Jane. “Knot a Love Story.” The Yale Journal of Criticism 5 (1992): 209-18.

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.

Moi, Toril. Simone de Beauvoir: The Making of an Intellectual Woman. Cambridge, MA: Blackwell, 1994.

Ross, Valerie, “Too Close to Home: Repressing Biography, Instituting Authority.” William Epstein, ed. Contesting the Subject. West Lafayette, IN: Purdue UP, 1991. 135-65.

Wallace, Michele. “When Black Feminism Faces the Music and the Music is Rap.” Diana George and John Trimbur. Reading Culture. New York: HarperCollins, 1992. 25-28.

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

Works Cited

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Bem, Sandra L. “Gender Schema Theory and the Romantic Tradition.” Sex and Gender. Ed. Philip Shaver and Clyde Hendrick. Review of Personality and Social Psychology, vol. 7. Newbury Park, CA: Sage, 1987. 251-71.

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Chordas, Nina. “Classrooms, Pedagogies, and the Rhetoric of Equality.” CCC 43 (1992): 214-24.

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Finke, Laurie. “Knowledge as Bait: Feminism, Voice, and the Pedagogical Unconscious.” College English 55 (1993): 7-27.

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Holbrook, Sue E. “Women’s Work: The Feminization of Composition.” Rhetoric Review 9 (1991): 201-30.

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LeGuin, Ursula. “Is Gender Necessary?” Aurora: Beyond Equality. Ed. Vonda N. McIntyre and Susan J. Anderson. Greenwich, CN: Fawcett, 1976. 130-39.

Lucaites, John Louis, and Celeste Michelle Condit “Reconstructing <Equality>: Culturetypal and Counter-cultural Rhetorics in the Martyred Black Vision.” Communication Monographs 57 (March 1990): 5-24.

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Ortner, Sherry B., and Harriet Whitehead. “Introduction: Accounting for Sexual Meanings.” Sexual Meanings: The Cultural Construction of Gender and Sexuality. Ed. Sherry B. Ortner and Harriet Whitehead. Cambridge: Cambridge Up, 1981. 1-27.

Paludi. Michele A., and William D. Bauer. “Goldberg Revisited: What’s in an Author’s Name?” Sex Roles 9 (1983): 387-90.

Penelope, Julia. Speaking Freely: Unlearning the Lies of the Fathers’ Tongues. New York: Pergamon, 1990.

Roen, Duane H. “Gender and Teacher Response to Student Writing.” Gender Issues in the Teaching of English. Ed. Nancy Mellon McCracken and Bruce C. Appleby. Portsmouth, NH: Heinemann, 1993.

Rose, Shirley K. “Developing Literacy/Developing Gender: Constructing College Freshmen.” NCTE, Seattle, 1991.

Rubin, Donnalee. Gender Influences: Reading Student Texts. Carbondale, IL: Southern Illinois UP, 1993.

Rubin, Louis D. The Teller in the Tale. Seattle: University of Washington Press, 1967.

Ruble, Diane N.. and Thomas L. Ruble. “Sex stereotypes.” In the Eye of the Beholder: Contemporary Issues in Stereotyping. Ed. A. G. Miller. New York: Praeger, 1982. 188-253.

Sennett, Richard. Authority. New York: Knopf, 1980.

Top, Titia J. “Sex Bias in the Evaluation of Performance in the Scientific, Artistic, and Literary Professions: A Review.” Sex Roles 24 (1991): 73-106.

Unger, Rhoda K. “Imperfect Reflections of Reality: Psychology Constructs Gender. Making a Difference: Psychology and the Construction of Gender. Ed. Rachel T. Hare Mustin and Jeanne Maracek. New Haven: Yale UP, 1990. 102-49.

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

Works Cited

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—. “Collaborative Planning and Community Literacy: A Window on the Logic of Learning.” The Contributions of Instructional Innovation to Understanding Learning. Eds. Robert Glaser and Leona Schauble. Hillsdale: Erlbaum, forthcoming.

—. “Literate Action.” Composition in the 21st Century, Crisis and Change. Ed. Donald A. Daiker, Edward M. White, and Lynn Z. Bloom. Carbondale: Southern Illinois UP, forthcoming.

Flower, Linda. ” Cognition, Context, and Theory Building .” CCC 40 (1989): 282-311.

Flower, Linda, David L. Wallace, Linda Norris, and Rebecca E. Burnett. Making Thinking Visible: Writing, Collaborative Planning, and Classroom Inquiry. Urbana: NCTE, 1994.

Gee, James Paul. “Literacy, Discourse, and Linguistics: Introduction.” Journal of Education 17 (1989): 5-17.

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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.

Kraus, Harry P. The Settlement House in New York City, 1886-1914. New York: Arno Press, 1980.

Long, Elenore. The Rhetoric of Literate Social Action: Mentors Negotiating Intercultural Images of Literacy. Diss. Carnegie Mellon U, 1994.

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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.

Rich, Adrienne. The Dream of a Common Language. New York: Norton. 1978.

Trolander, Judith Ann. Professionalism and Social Change: From the Settlement House Movement to Neighborhood Centers, 1886 to the Present. New York: Columbia UP. 1987.

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

Works Cited

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Hairston, Maxine. ” Diversity, Ideology, and Teaching Writing .” CCC 43 (1992): 179-93.

Harris, Joseph. ” The Idea of Community in the Study of Writing .” CCC 40 (1989): 11-22.

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v46-1

Clark, Suzanne. “Women, Rhetoric, Teaching.” Rev. of Women Writing the Academy: Audience, Authority, and Transformation by Gesa E. Kirsch; An Ethic of Care: Feminist and Interdisciplinary Perspectives by Mary Jeanne Larrabee; Feminisms and Critical Pedagogy by Carmen Luke and Jennifer Gore; Feminine Principles and Women’s Experience in American Composition and Rhetoric by Louise Wetherbee Phelps and Janet Emig; Anxious Power: Reading, Writing, and Ambivalence in Narrative by Women by Carol J. Singley; Susan Elizabeth Sweeney. CCC 46.1 (1995): 108-122.

Bartholomae, David, et al. “Interchanges: Responses to Bartholomae and Elbow.” CCC 46.1 (1995): 84-107.

Elbow, Peter. “Being a Writer vs. Being an Academic: A Conflict in Goals.” CCC 46.1 (1995): 72-83.

Abstract:

This article is a published edition of Peter Elbow’s talk about the definitions and place of personal and academic writing given at the 1991 College Composition and Communication Conference in Boston, Massachusetts. Elbow advocates students be taught to be writers and academics; he defines the two in contradistinction to each other.

Keywords:

ccc46.1 Writers Students Writing Readers Academics Conflict Course Role Conversation DBartholomae Interests Texts

Bartholomae, David. “Writing with Teachers: A Conversation with Peter Elbow.” CCC 46.1 (1995): 62-71.

Abstract:

This article is a published edition of David Bartholomae’s talk about the definitions and place of personal and academic writing given at the 1991 College Composition and Communication Conference in Boston, Massachusetts. Bartholomae argues that academic writing is never “free” from institutional pressures and powers and that “free writing is the master trope” of such a fallacy.

Keywords:

ccc46.1 Writing Students AcademicWriting Classrooms Desire Power Work Argument PElbow Argument Conversation

Bridwell-Bowles, Lillian. “Freedom, Form, Function: Varieties of Academic Discourse,” CCC 46.1 (1995): 46-61.

Abstract:

Bridwell-Bowles calls teachers to teach writers not only academic discourse conventions but transformative language about complex politically charged subjects. Reviewing her own literacy history and recent composition history, she claims academic writing still needs the upset and complement of alternate writing: “writing that is not always about later, about jobs and careers, but writing that is about themselves as people, as individuals and citizens of various communities.”

Keywords:

ccc46.1 Writing Students Language World Discourse Form Dreams Education Profession Thinking Practices Literacy Freedom AcademicWriting

Works Cited

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Bridwell-Bowles, Lillian. “Discourse and Diversity: Experimental Writing Within the Academy.” CCC 43 (1992): 349-68.

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Gere, Anne Ruggles. ” Kitchen Tables and Rented Rooms: The Extracurriculum of Composition .” CCC 45 (1994): 75-92.

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Harred, Jane. Never a Copy: The Conflicting Claims of Narrative Discourse and Its Referent in the Literary Journalism of Truman Capote, Hunter S. Thompson, and Joan Didion. Diss. U of Minnesota, 1994.

Harris, Joseph. ” The Idea of Community in the Study of Writing .” CCC 40 (1989): 11-22.

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Lloyd-Jones, Richard. “Who We Were, Who We Should Become.” CCC 43 (1992): 486-96.

Lunsford, Andrea A., and John J. Ruszkiewicz. The Presence of Others: Readings for Critical Thinking and Writing. New York: St. Martin’s, 1994.

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White, Edward M. “An Apologia for the Timed Impromptu Essay Test.” CCC 46.1 (1995): 30-45.

Abstract:

White calls that the college essay test be reevaluated with “attention to its virtues as well as its drawbacks.” He believes essay testing still plays a role in the development of portfolios and in the general arena of writing assessment. White particularly calls for a less reactive stance by the composition community against essay testing, noting that 70% of universities still use the form as a part of admissions and that colleagues outside the English Department might default to multiple-choice testing if no vigorously qualified standard of essay testing is recommended.

Keywords:

ccc46.1 Essay Writing Test Assessment Portfolios Testing Reliability Students Validity Students

Works Cited

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Black, Laurel. Donald A. Daiker, Jeffrey Sommers, and Gail Stygall. Handbook of Writing Portfolio Assessment: A Program for College Placement. Oxford, OH: Department of English, 1992.

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Elbow, Peter. “Foreword.” Belanoff and Dickson ix-xvi.

Haswell, Richard H. Gaining Ground in College Writing: Tales of Development and Interpretation. Dallas, TX: Southern UP, 1991.

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Koretz, Daniel. et al. The Reliability of Scores From the 1992 Vermont Portfolio Assessment Program. CSE Technical Report 355. Los Angeles: UCLA Center for the Study of Evaluation, 1993.

Mahala, Daniel, and Michael Vivion. “The Role of AP and the Composition Program.” WPA 17 (1993): 43-56.

Mitchell, Karen, and Judith Anderson. “Reliability of Essay Scoring for the MCAT Essay.” Educational and Psychological Measurement46 (1986): 771-75.

Murphy, Sandra, et al. “Survey of Postsecondary Writing Assessment Practices.” Report to the CCCC Executive Committee, 1993.

Roemer, Marjorie, Lucille M. Schultz, and Russell K. Durst. “Portfolios and the Process of Change.” CCC 42 (1991): 455-69.

White, Edward M. “Assessing Higher-Order Thinking and Communication Skills in College Graduates Through Writing.” Journal of General Education 42 (1993): 105-22.

—. “Holistic Scoring: Past Triumphs, Future Challenges.” Williamson and Huot 79-106.

—. Teaching and Assessing Writing. 2^nd ed. San Francisco: Jossey-Bass, 1994.

White, Edward M. and Leon 1. Thomas. “Racial Minorities and Writing Skills Assessment in The California State University and Colleges.” College English 42 (1981): 276-283.

Williamson, Michael M. and Brian A. Huot. Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations. Cresskill, NJ: Hampton, 1993.

Kirsch, Gesa E. and Joy S. Ritchie. “Beyond the Personal: Theorizing a Politics of Location in Composition Research.” CCC 46.1 (1995): 7-29.

Abstract:

Given that feminist scholarship has informed composition studies and admitted the personal into public discourse, how might its emphasis on fronting personal, material politics of location inform and change research practices? Ritchie and Kirsch argue that it is not enough to claim the personal and locate oneself in one’s scholarship but that they also theorize their locations by “examining their experiences as reflections of ideology and culture, by interpreting their experiences through the eyes of others, and by recognizing their own split selves.” The authors further recommend changes in research practices that emphasize collaboration with participants, the writing of research reports and the raising of ethical questions relative to these research practices.

Keywords:

ccc46.1 Research Researchers Women Questions Composition Location Writing Politics Experience Feminism Scholars Work Personal Gender Ethics

Works Cited

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Clark, Gregory. “Rescuing the Discourse of Community.” CCC 45 (1994): 61-74.

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CCCC invites applications for a five-year appointment as Editor of Studies in Writing and Rhetoric (SWR). SWR supports the mission of CCCC in its publication of monograph-length works from a variety of theoretical and research perspectives on current topics or concerns within composition studies. Working with an editorial board appointed by the CCCC Officers, the SWR Editor solicits and reviews manuscripts, then works with authors to develop and prepare accepted projects into production-ready form for the publication staff. The current CCCC budget permits publishing two to three monographs a year. CCCC provides partial support for the office of editor; the amount of support will be negotiated with the finalist. In addition, the Editor is a member of the CCCC editor’s team, which meets face-to-face at the CCCC conference and, on occasion, virtually throughout the year.

The CCCC Officers request that a detailed application dossier be submitted by March 15, 2011 to Kristen Suchor, CCCC Liaison, at cccc@ncte.org, including

1. a CV;
2. a statement of interest and qualifications;
3. a statement of vision for the series; and
4. a preliminary description of possible support from the nominee’s home institution (for example, reassigned time, space, clerical or assistantship support, travel funding, or so on), to complement the support available from CCCC.

Applicants must be CCCC members.

Based on those materials, the Officers will interview a group of finalists at CCCC in Atlanta. The term of the current editor (Joseph Harris of Duke University) will expire in June, 2012. We anticipate that the new editor will be announced in the summer of 2011. This allows for a transitional year for the new editor to work with the current editor. The position formally begins July 1, 2012.