Author: ksuchor

A conversation with Deborah Mutnick, author of “Pathways to Freedom: From the Archives to the Street” (17:58).

 

Deborah Mutnick is professor of English and codirector of LIU Brooklyn Learning Communities. She is author of Writing in an Alien World: Basic Writing and the Struggle for Equality in Higher Education (1996). Her work has appeared in College Composition and Communication, College English, Rhetoric Review, Journal of Basic Writing, Community Literacy Journal, and elsewhere. She is currently working on a project about the enduring relevance of Richard Wright’s life and work.

 

 

 

 

 

A conversation with Kelly Ritter, author of “With ‘Increased Dignity and Importance’: Re-Historicizing Charles Roberts and the Illinois Decision of 1955” (13:21).

 

Kelly Ritter is associate dean for curricula and academic policy, College of Liberal Arts and Sciences, and professor of English and writing studies at the University of Illinois at Urbana-Champaign. From 2000 to 2017 she served as a writing program administrator across three university campuses, including UIUC. Her ongoing research on archival histories of writing programs began with her first book, Before Shaughnessy: Basic Writing at Yale and Harvard, 1920–1960 (2009). Her latest book is Reframing the Subject: Postwar Instructional Film and Class-Conscious Literacies (2015). From 2012 to 2017 she was editor of College English.

 

 

 

 

A conversation with Chris Mays, author of “Writing Complexity, One Stability at a Time: Teaching Writing as a Complex System” (12:47).

Chris Mays is an assistant professor of English at the University of Nevada, Reno, where he teaches writing and rhetoric. His current research explores the overlaps and interconnections among posthumanisms, systems theory, rhetoric, and writing studies. Previously, his work has appeared in enculturation: A Journal of Rhetoric, Writing, and Culture; JAC: A Journal of Cultural Theory; and Rhetoric Review.

 

 

 

A conversation with Peter Wayne Moe, author of “Reading Coles Reading Themes: Epideictic Rhetoric and the Teaching of Writing” (10:43).

 

 

Peter Wayne Moe is assistant professor of English and director of campus writing at Seattle Pacific University. He teaches first-year writing and courses on style. His work has appeared in Rhetoric Society Quarterly, Rhetoric Review, and Teaching English in the Two-Year College, and he has a three-part series of essays on whales appearing in ISLE: Interdisciplinary Studies of Literature and Environment, Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy, and Leviathan: A Journal of Melville Studies.

 

 

 

 

 

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v55-2

Daniell, Beth. Rev. of Literacy in American Lives by Deborah Brandt. CCC. 55.2 (2003): 356-359.

Gillam, Alice M. Rev. of Imagining Rhetoric: Composing Women of the Early United States by Janet Carey Eldred and Peter Mortensen. CCC. 55.2 (2003): 359-363.

Kirsch, Gesa E. Rev. of I Writing: The Politics and Practice of Teaching First-Person Writing by Karen Surman Paley. CCC. 55.2 (2003): 363-366.

Helmers, Marguerite. Rev. of Writing Together/Writing Apart: Collaboration in Western American Literature by Linda K. Karell. CCC. 55.2 (2003): 366-369.

Schneider, Barbara. Rev. of Emancipatory Movements in Composition: The Rhetoric of Possibility by Andrea Greenbaum. CCC. 55.2 (2003): 369-371.

Bloome, David, Diana George, Nancy Welch, and Charles Bazerman. “Interchanges: CCCC 2003: Reflections on Rhetoric and War.” CCC. 55.2 (2003): 343-355.

Logan, Shirley Wilson. “Changing Missions, Shifting Positions, and Breaking Silences.” CCC. 55.2 (2003): 330-342.

Abstract:

An earlier version of this article was delivered as the Chair’s Address at the Opening General Session of the CCCC Convention in New York, March 2003. I review the current mission and position statements of the organization by calling attention to the ways in which our current social and political climate challenges our ability to meet our goals and support our positions. I weave into my text the “voices” of historical black women who called for response in their own time and even in ours.

Keywords:

ccc55.2 PositionStatements Students Composition Language Writing CCCC Teaching Conditions ChairsAddress

Works Cited

Berger, John. Introduction [“Where Are We?”]. Between the Eyes: Essays on Photography. By David Levi Straus. Rpt. in Harper’s Magazine (March 2003): 13-17.

Conference on College Composition and Communication. CCCC Position Statements . November 2002. National Council of Teachers of English. 5 January 2003 </cccc/positions>.

—. “Students’ Right to Their Own Language” [1974]. CCCC Position Statements . November 2002. National Council of Teachers of English. 5 January 2003 </cccc/positions>.

—. “Writing Assessment: A Position Statement” [1995]. CCCC Position Statements . November 2002. National Council of Teachers of English. 5 January 2003 </cccc/positions>.

Cooper, Anna Julia. A Voice from the South. New York: Oxford, 1988.

Editorial, “Bilingual Education is a Human and Civil Right” Rethinking Schools: An Urban Education Journal 17.2 (Winter 2003/03): 26.

Harper, Frances. “We Are All Bound up Together.” A Brighter Coming Day: A Frances Ellen Watkins Harper Reader. Ed. Frances Smith Foster. New York: Feminist P, 1990. 217-19.

hooks, bell. Teaching to Transgress: Education As the Practice of Freedom. New York: Routledge, 1994.

Hurston, Zora Neale. “Crazy for This Democracy.” I Love Myself When I Am Laughing . . . And Then Again When I Am Looking Mean and Impressive. A Zora Neale Hurston Reader. Ed. Alice Walker. New York: Feminist P, 1979. 165-68.

Laney, Lucy C. “The Burden of the Educated Colored Woman.” The Rhetoric of Struggle: Public Address by African American Women . Ed. Robbie Jean Walker. New York: Garland, 1992. 167-74.

Logan, Shirley Wilson, ed. With Pen and Voice: A Critical Anthology of Nineteenth- Century African-American Women. Carbondale: SIU P, 1995.

Lorde, Audre. “The Transformation of Silence into Language and Action.” Sister Outsider: Essays and Speeches . Freedom, CA: The Crossing P, 1984. 40-44.

Morrison, Toni. The Nobel Lecture in Literature, 1993. New York: Alfred Knopf, 1994.

NCTE. “How to Help Your Child Become a Better Writer.” November 2002. National Council of Teachers of English. January 2003 <legacy.ncte.org/positions/how-tohelp.shtml>.

Queen Hatshepsut. “Speech of the Queen.” Daughters of Africa: An International Anthology of Words and Writings by Women of African Descent from the Ancient Egyptian to the Present . Ed. Margaret Busby. New York: Pantheon Books, 1992. 12-14.

Schell, Eileen, and Patricia Stock, eds. Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education . Urbana: NCTE, 2001.

Shiflet, Stone. Personal interview. 23 November 2002.

Stewart, Maria W. “Lecture Delivered at the Franklin Hall.” Logan 6-10.

“Summary of Data from Surveys by the Coalition on the Academic Workforce.” March 2001. American Historical Association <http://www.theaha.org/caw/cawreport.htm>.

Traub, James. “Forget Diversity.” New York Times Magazine (2 February 2003): 15-16. Truth, Sojourner. “Speech Delivered to the Woman’s Rights Convention.” Logan 26-27.

“USA Patriot Act As Passed by Congress.” 25 October 2001. Electronic Frontier Foundation. 13 March 2003 <http://www.eff.org/Privacy/Surveillance/Terrorism_militias/20011025_hr3162_usa_patriot_bill.htm>.

Walker, Alice. “In Search of Our Mothers’ Gardens.” In Search of Our Mothers’ Gardens . New York: Harcourt Brace Jovanovich, 1983. 231-43.

Wells, Ida B. “Lynch Law in All Its Phases.” Logan 80-99.

Wonder, Stevie. “Living for the City.” Innervisions. Motown Record Corporation. T3261, 1973.

Woodson, Robert L. “Beyond the Edmund Pettus Bridge.” Editorial. Washington Post 4 Jan. 2003: A17.

Ross, Christine. “Education Reform and the Limits of Discourse: Rereading Collaborative Revision of a Composition Program’s Textbook.” CCC. 55.2 (2003): 302-329.

Abstract:

This article links failed reform to failed education through a case study of an annual collaborative revision of a program textbook in the Composition Program at the University of California at Irvine. Review of successive editions of the program’s Student Guide to Writing at UCI reveals a progressive retreat from the program’s pedagogical commitments and the reappearance of product-oriented instruction.

Keywords:

ccc55.2 Students Texts Process StudentGuide Writing Assignment Program Discourse Theory Collaboration Revision

Works Cited

Althusser, Louis. “Ideology and Ideological State Apparatuses.” Lenin and Philosophy and Other Essays . Trans. Ben Brewster. New York: Monthly Rev. P, 1971. 121-73.

Applebee, Arthur N. “Problems in Process Approaches: Toward a Reconceptualization of Process Instruction.” The Teaching of Writing: Eighty-Fifth Yearbook of the National Society for the Study of Education Part II . Ed. David Bartholomae and Anthony Petrosky. Chicago: Natl. Soc. for the Study of Educ., 1986. 95-113.

Bartholomae, David. “Inventing the University.” Cross-Talk in Comp Theory. Ed. Victor Villaneuva. Urbana: NCTE, 1997. 589-619.

Bauman, Zygmunt. Postmodern Ethics. Cambridge: Blackwell, 1994.

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

Bourdieu, Pierre, and Jean-Claude Passeron. Reproduction in Education, Society, and Culture . Trans. Richard Nice. London: Sage, 1977.

Bruner, Jerome. Process of Education. Cambridge: Harvard UP, 1960.

Clifford, John. “Subject of Discourse.” Contending with Words: Composition and Rhetoric in a Postmodern Age . Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 38-51.

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

Crowley, Sharon. “Around 1971: Current- Traditional Rhetoric and Process Models of Composing.” Composition in the University: Historical and Political Essays . Pittsburgh: U of Pittsburgh P, 1998. 187- 214.

—. Methodical Memory: Invention in Current-Traditional Rhetoric. Carbondale: Southern Illinois UP, 1990. Cuban, Larry. “A National Curriculum and Tests: Consequences for Schools.” Hidden Consequences of a National Curriculum . Washington, DC: Amer. Educ. Research Assoc., 1995. 47-62.

Faigley, Lester. Fragments of Rationality: Postmodernity and the Subject of Composition . Pittsburgh: U of Pittsburgh P, 1997.

Fleischer, Cathy. Composing Teacher- Research: A Prosaic History. Albany: State U of New York P, 1995.

Foucault, Michel. Discipline and Punish: The Birth of the Prison. Trans. Alan Sheridan. New York: Vintage, 1979.

—. Power/Knowledge: Selected Interviews and Other Writings 1972- 1977. Ed. and trans. Colin Gordon. New York: Pantheon, 1980.

Godzich, Wlad. Culture of Literacy. Cambridge: Harvard UP, 1994.

Gramsci, Antonio. Selections from the Prison Notebooks. Ed. and Trans. Quintin Hoare and Goeffrey Nowell Smith. New York: International, 1971.

Halpern, Diane. [untitled]. Chronicle of Higher Education. 14 Mar. 1997: B5.

Hillocks, George, Jr. Teaching Writing As Reflective Practice. New York: Teacher’s College P: 1995.

Hull, Glynda, and Mike Rose. “‘This Wooden Shack Place’: The Logic of an Unconventional Reading.” CCC 41.3 (1990): 287-98.

Hull, Glynda, Mike Rose, Kay Losey Fraser, and Marisa Castellan. “Remediation As Social Construct: Perspectives from an Analysis of Classroom Discourse.” CCC 42.3 (1991): 299-329.

Lu, Min-Zhan. “Conflict and Struggle: The Enemies or Preconditions of Basic Writing?” Representing the “Other”: Basic Writing and the Teaching of Basic Writing . Ed. Bruce Horner and Min-Zhan Lu. Urbana: NCTE, 1999, 30-55.

—. “From Silence to Words: Writing As Struggle.” College English 49.4 (1987): 437-48.

Miller, Richard E. As If Learning Mattered: Reforming Higher Education. Ithaca: Cornell UP, 1998.

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

Milroy, James, and Lesley Milroy. Authority in Language: Investigating Language Prescription and Standardization . London: Routledge, 1985.

Rohman, Gordon D., and Albert O. Wlecke. Pre-Writing: The Construction of Models for Concept Formation in Writing . Project No. 2174. Cooperative Research Program of the Office of Educ. [Washington, DC]: U.S. Dept. of Health, Educ., and Welfare, 1964.

Student Guide to Writing at UCI. Ed. John Hollowell. Edina: Burgess International, 1993. [Asst. ed. Christina Nemec; assoc. ed. Janet Stevens; contrib. eds.: Gretchen Bohach, Jami Josifek, Robert E. Land, Lori Miller, John Peterson, Vicki Russell.]

—. Ed. John Hollowell and Vicki Russell. 2nd. ed. Edina: Burgess International, 1994. [Assoc. ed. Janet Stevens; contrib. eds.: Catherine Boeckmann, Gretchen Bohach, Susan Bouse, Anne Callard, Heather Huddleston, Robert E. Land, Kimberly Moekle, Paul Morsink, Christina Nemec, John Peterson, Michael Powers, Ellen Strenski.]

—. Ed. John Hollowell and Vicki Russell. 3rd. ed. Edina: Burgess International, 1995. [Assoc. ed. Janet Stevens; contrib. eds.: Kitt Allen, Susan Bouse, Eric D. Friedman, Peter Goldman, Karen Holmberg, Eileen Jankowski, Paul Morsink, Mark Mullen, John Peterson, Michael Powers, Jane Osick, John Schwetman, Jacqueline Scoones, Ellen Strenski, James Tarter, Krista Twu.]

—. Ed. John Hollowell and Vicki Russell. 4th. ed. Edina: Burgess International, 1996. [Assoc. ed. Janet Stevens; contrib. eds.: Eric D. Friedman, Heather Huddleston, Eileen Jankowski, Lee Kress, Scott McClintock, Mark Mullen, Erika Nanes, John Peterson, David Plotkin, Tiffany Richardson, John Schwetman, Ellen Strenski, Krista Twu, Jason Wohlstadter, Priscilla Wollf, Ray Zimmerman.]

Trimbur, John. “Consensus and Difference in Collaborative Learning.” Cross-Talk in Comp Theory . Ed. Victor Villaneuva. Urbana: NCTE, 1997. 439-56.

Walvoord, Barbara E., and Lucille Parkinson McCarthy. Thinking and Writing in College . Urbana: NCTE, 1990.

Green, Ann E. “Difficult Stories: Service-Learning, Race, Class, and Whiteness.” CCC. 55.2 (2003): 276-301.

Abstract:

By addressing race and class through the stories we tell about service-learning in the classroom and in our scholarship, I argue that we can more effectively negotiate the divide between the university and the community and work toward social change.

Keywords:

ccc55.2 Students Class Race ServiceLearning Stories Racism Whiteness Privilege Experience Work

Works Cited

Alcoff, Linda Martin. “What Should White People Do?” Hypatia 13 (1998): 6-25.

Allison, Dorothy. Skin: Talking about Sex, Class, and Literature. Ithica: Firebrand Books, 1994.

Bacon, Nora. “Building a Swan’s Nest for Instruction in Rhetoric.” College Composition and Communication 51.4 (2000): 560-609.

Bailey, Alison. “Locating Traitorous Identities: Toward a View of Privilege- Cognizant White Character.” Hypatia 13 (1998): 27-41.

Bridwell-Bowles, Lillian. “Film Clips and the Master’s Tools.” Narration As Knowledge: Tales of the Teaching Life. Ed. Joe Trimmer. Portsmouth, NH: Heinemann- Boynton/Cook, 1997. 142-51.

Brodkey, Linda. “Writing on the Bias.” Writing Permitted in Designated Areas Only. Minneapolis: U Minnesota P, 1996. 30-51.

Carter, Robert T. “Is White a Race? Expressions of White Racial Identity.” Fine et al. 198-209.

Cochran-Smith, Marilyn, and Susan L. Lytle. Inside/Outside: Teacher Research and Knowledge. New York: Teacher’s College P, 1993.

Cushman, Ellen. “The Public Intellectual, Service-Learning, and Activist Research.” College English 61 (1999): 328-36.

—. “Sustainable Service Learning Programs.” College Composition and Communication 54.1 (2002): 40-65.

Ellsworth, Elizabeth. “Double Binds of Whiteness.” Fine et al. 259-69.

—. “Why Doesn’t This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy.” The Education Feminist Reader. New York: Routledge, 1994. 300-27.

Fine, Michelle. “Passions, Politics, and Power: Feminist Research Possibilities.” Disruptive Voices: The Possibilities of Feminist Research. Ed. Fine. Ann Arbor: U Michigan P, 1992. 205-31.

Fine, Michelle, Lois Weis, Linda C. Powell, L. Mun Wong, eds. Off White: Readings on Race, Power and Society. New York: Routledge, 1997.

Flower, Linda. “Intercultural Inquiry and the Transformation of Service.” College English 65.2 (2002): 181-201.

—. “Partners in Inquiry: A Logic for Community Outreach.” Writing the Community: Concepts and Models for Service-Learning in Composition . Ed. Linda Adler-Kassner, Robert Crooks, and Ann Watters. Urbana: NCTE, 1997. 95-117.

Fox, Thomas. “Race and Gender in Collaborative Learning.” Writing With: New Directions in Collaborative Teaching, Learning, and Research. Ed. Sally Barr Reagan, Thomas Fox, and David Bleich. Albany: SUNY P, 1994. 111-21.

Frankenberg, Ruth. White Women, Race Matters: The Social Construction of Whiteness . Minneapolis: U of Minnesota P, 1993.

Frye, Marilyn. “On Being White: Thinking toward a Feminist Understanding of Race and Race Supremacy.” The Politics of Reality: Essays in Feminist Theory. Trumansburg: Crossing P, 1983. 110-27.

hooks, bell. Killing Rage: Ending Racism. New York: Owlet, 1996.

—. Teaching to Transgress: Education As the Practice of Freedom. New York: Routledge, 1994.

Kadi, Joanna. Thinking Class: Sketches from a Cultural Worker. Boston: South End P, 1996.

Lugones, Maria C., and Elizabeth V. Spelman. “Have We Got a Theory for You! Feminist Theory, Cultural Imperialism, and the Demand for ‘The Woman’s Voice.'” Women’s Studies International Forum 6 (1983): 573-81.

McIntosh, Peggy. “White Privilege: Unpacking the Invisible Knapsack.” Contemporary Moral Issues in a Diverse Society. Ed. Julie McDonald. New York: Wadsworth, 1998. 52-62.

McIntyre, Alice. “Antiracist Pedagogy in the University: The Ethical Challenges of Making Whiteness Public.” Practicing Feminist Ethics in Psychology . Ed. Mary M. Brabeck. Washington, DC: American Psychological Association, 2000. 55-74.

—. Making Meaning of Whiteness: Exploring Racial Identity with White Teachers. Albany: SUNY P, 1997.

Mortenson, Thomas G. “Poverty, Race, and the Failure of Public Policy: The Crisis of Access in Higher Education.” Academe 86.6 (2000): 38-43. On-line version <http://www.aaup.org/publications/Academe/>.

Pharr, Suzanne. In the Time of the Right: Reflections on Liberation. Berkeley, CA: Chardon P, 1996.

Ratcliffe, Krista. ” Rhetorical Listening: A Trope for Interpretive Invention and a ‘Code of Cross-Cultural Conduct .'” College Composition and Communication 51.2 (1999): 195-224.

Rich, Adrienne. “The Distance between Language and Violence.” What Is Found There. New York: Norton, 1993. 181-89.

Rosenberger, Cynthia. “Beyond Empathy: Developing Critical Consciousness through Service Learning.” Integrating Service Learning and Multicultural Education in Colleges and Universities . Ed. Carolyn R. O’Grady. Mahwah, NJ: Lawrence Erlbaum, 2000. 23-43.

Roskelly, Hephzibah. “Rising and Converging: Race and Class in the South.” Coming to Class: Pedagogy and the Social Class of Teachers . Ed. Alan Shepard, John McMillan, and Gary Tate. Portsmouth: Boynton/Cook, 1998. 198-208.

—. “Telling Tales in School: A Redneck Daughter in the Academy.” Working Class Women in the Academy: Laborers in the Knowledge Factory. Ed. Michelle M. Tokarczyk and Elizabeth Fay. Amherst: U of Massachusetts P, 1993. 292-307.

Royster, Jacqueline Jones. “When the First Voice You Hear Is Not Your Own.” College Composition and Communication 47.1 (1996): 29-40.

Segrest, Mab. Memoir of a Race Traitor. Boston: South End P, 1994. Sleeter, Christine. “White Racism.” Multicultural Education 1 (1994): 5-8.

Wade, Rahima C. “From a Distance: Service- Learning and Social Justice.” Integrating Service Learning and Multicultural Education in Colleges and Universities . Ed. Carolyn R. O’Grady. Mahwah, NJ: Lawrence Erlbaum, 2000. 93-111.

Crick, Nathan. “Composition As Experience: John Dewey on Creative Expression and the Origins of ‘Mind.'” CCC. 55.2 (2003): 254-275.

Abstract:

Although the Bartholomae/Elbow debate is often framed as a modern conflict between the advocates of “academic” and “personal” writing, it is more appropriately viewed as the most recent manifestation of the historical clash between expressivism and constructivism. However, both sides of this conflict, which split over whether to see writing as a product of the mind or of an external discourse, rest upon a dualist assumption that the primary task of language is to provide linguistic representations of a transcendental ego. This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey’s views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pedagogy.

Keywords:

ccc55.2 JDewey Mind Experience Discourse Language PElbow Communication Students Philosophy Writing DBartholomae Art Expressivism Composition Constructivism

Works Cited

Bartholomae, David. “Inventing the University.” Literacy: A Critical Sourcebook. New York: Bedford, St. Martin’s, 2001. 511-524.

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

Bialostosky, Don H. “Romantic Resonances.” CCC 46.1 (1995): 92-96.

Bishop, Wendy. ” Places to Stand: The Reflective Writer-Teacher-Writer in Composition .” CCC 51.1. (1999): 9-31.

Dewey, John. Art As Experience. New York: Perigree Books, 1934.

—. Democracy and Education. New York: Simon & Schuster, 1916.

—. Experience and Nature (2nd Ed). New York: Dover Publications, 1929.

—. Lectures in the Philosophy of Education: 1899. New York: Random House, 1966.

—. Philosophy and Civilization. New York: Minton, Balch & Co., 1931.

—. The Public and Its Problems. Athens: Ohio UP, 1927.

Elbow, Peter. “Closing My Eyes As I Speak: An Argument for Ignoring Audience.” Everyone Can Write. Oxford: Oxford UP, 2000. 93-112.

—. “What Is Voice in Writing?” Everyone Can Write. Oxford: Oxford UP, 2000. 184-221.

Emig, Janet. “The Tacit Tradition: The Inevitability of a Multi-Disciplinary Approach to Writing Research.” Reinventing the Rhetorical Tradition. Ed. Aviva Freedman and Ian Pringle. Ottawa: CCTE, 1980. 9-17.

Fishman, Stephen M. ” Explicating Our Tacit Tradition: John Dewey and Composition Studies .” CCC 44.3 (1993): 315-30.

Fishman, Stephen M., and Lucille Parkinson McCarthy. “Is Expressivism Dead? Reconsidering Its Romantic Roots and Its Relation to Social Constructivism.” College English 54.6 (1992): 647-61.

—. ” Teaching for Student Change: A Deweyan Alternative to Radical Pedagogy .” CCC 47.3 (1996): 342-66.

Jarrett, Susan. “Feminism and Composition: A Case for Conflict.” Contending with Words: Composition and Rhetoric in a Postmodern Age . Ed. Patricia Harkin and

John Schilb. New York: MLA, 1991. 105-23.

Jones, Donald. “Beyond the Postmodern Impasse of Agency: The Resounding Relevance of John Dewey’s Tacit Tradition.” JAC 16.1 (1996): 81-102.

Kameen, Paul. “Studying Professionally: Pedagogical Relationships at the Graduate Level.” College English 57.4 (1995): 448-60.

Newkirk, Tom. More Than Stories. Portsmouth: Heinemann, 1989.

Peirce, Charles Sanders. The Philosophy of Peirce: Selected Writings. New York: Harcourt, Brace and Co., 1950.

Phelps, Louise W. Composition As a Human Science. New York: Oxford UP, 1988.

Rorty, Richard. Contingency, Irony, and Solidarity. Cambridge: Cambridge UP, 1989.

—. Philosophy and Social Hope. London: Penguin Books, 1999.

—. Philosophy and the Mirror of Nature. Princeton: Princeton UP, 1976.

Rosenblatt, Louise M. The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. Carbondale: Southern Illinois UP, 1978.

Russell, David R. “Vygotsky, Dewey, and Externalism: Beyond the Student/ Discipline Dichotomy.” JAC 13.1 (1993): 173-97.

Smith, Robert E., III. “Hymes, Rorty, and the Social-Rhetorical Construction of Meaning.” College English 54.2 (1992): 138-58.

—. “Reconsidering Richard Rorty.” Rhetoric Society Quarterly 19.4 (1989): 349-64.

Gold, David. “‘Nothing Educates Us Like a Shock’: The Integrated Rhetoric of Melvin B. Tolson.” CCC. 55.2 (2003): 226-253.

Abstract:

This essay examines the pedagogical practices of the poet, civil rights activist, and teacher Melvin B. Tolson who taught at Wiley College from 1923 to 1947. Tolson’s complex classroom style, which mixed elements of classical, African American, and current-traditional rhetoric, produced a pedagogy that was at once conservative, progressive, and radical, inspiring his students to academic achievement and social action. Tolson demonstrates that it is possible to instruct students in the norms of the academy without sacrificing their home voices or identities.

Keywords:

ccc55.2 MTolson Students Rhetoric AfricanAmerican Classroom College Teaching WileyCollege Language

Works Cited

Abrahams, Roger D. Talking Black . Rowley, MA: Newbury House, 1976.

Anderson, James D. The Education of Blacks in the South, 1860-1935 . Chapel Hill: U of North Carolina P, 1988.

Aptheker, Herbert, ed. The Education of Black People: Ten Critiques, 1906-1960. By W.E.B. Du Bois. New York: Monthly Review P, 2001.

Arendt, Hannah. “What Is Authority?” Between Past and Future: Eight Exercises in Political Thought. New York: Viking, 1968. 91-141.

Bacon, Jacqueline. The Humblest May Stand Forth: Rhetoric, Empowerment, and Abolition . Columbia: U of South Carolina P, 2002.

Balester, Valerie M. Cultural Divide: A Study of African-American College-Level Writers . Portsmouth, NH: Boynton/Cook, 1993.

Beil, Gail K. “Sowing the Seeds of the Civil Rights Movement: Dr. J. Leonard Farmer and Wiley College, Marshall, Texas, As Case Studies of the Educational Influence on the Modern Civil Rights Leaders.” M.A. thesis. Stephen F. Austin State U, 1999.

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

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

B�rub�, Michael. Marginal Forces/Cultural Centers: Tolson, Pynchon, and the Politics of the Canon . Ithaca: Cornell UP, 1992.

Bickham, Jack M. Letter to Ruth Tolson. 9 September 1966. Tolson Papers. Biggers, John. Letter to Tolson. 14 March 1963. Tolson Papers.

Boswell, Hamilton. Interview with the author. 11 May 2001. Bowers, William. “All We Read Is Freaks.” Oxford American (2003): 40-54.

Cansler, Ronald Lee. “‘The White and Not- White Dichotomy’ of Melvin B. Tolson’s Poetry.” Negro American Literature Forum 7.4 (1973): 115-18.

Charney, Davida, John H. Newman, and Mike Palmquist. “‘I’m Just No Good at Writing’: Epistemological Style and Attitudes toward Writing.” Written Communication 12.3 (1995): 298-329.

Clark, Gregory, and S. Michael Halloran, eds. Oratorical Culture in Nineteenth- Century America: Transformations in the Theory and Practice of Rhetoric . Carbondale: Southern Illinois UP, 1993.

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

—. “Women’s Reclamation of Rhetoric in Nineteenth-Century America.” Feminine Principles and Women’s Experience in American Composition and Rhetoric . Ed. Louise Wetherbee Phelps and Janet Emig. Pittsburgh: U of Pittsburgh P, 1995. 67-90.

Cox, Oliver C. Caste, Class, & Race: A Study in Social Dynamics . Garden City, NY: Doubleday, 1948.

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

Eagleton, Terry. Literary Theory: An Introduction . Minneapolis: U of Minnesota P, 1983.

Fabio, Sarah Webster. “Who Speaks Negro?” Negro Digest 16.2 (1966): 54-58.

Farmer, James. Lay Bare the Heart: An Autobiography of the Civil Rights Movement. New York: Arbor House, 1985.

Farnsworth, Robert M. Melvin B. Tolson, 1898-1966: Plain Talk and Poetic Prophecy . Columbia: U of Missouri P, 1984.

Fisher, Ada Lois Sipuel (with Danney Goble). A Matter of Black and White: The Autobiography of Ada Lois Sipuel Fisher . Norman: U of Oklahoma P, 1996.

Flasch, Joy. Melvin B. Tolson . New York: Twayne, 1972.

—. “Melvin Beaunoris Tolson: the Man.” Paper delivered during Black Heritage Week, Oklahoma State U. April 1967. Tolson Papers.

Gillette, Michael L. “Heman Marion Sweatt: Civil Rights Plaintiff.” Black Leaders: Texans for Their Times. Ed. Alwyn Barr and Robert A. Calvert. Austin: Texas State Historical Association, 1981. 157-88.

Gilyard, Keith, and Elaine Richardson. “Students’ Right to Possibility: Basic Writing and African American Rhetoric.” Insurrections: Approaches to Resistance in Composition Studies. Ed. Andrea Greenbaum. Albany: State U of New York P, 2001. 37-51.

Gotera, Vincente F. “‘Lines of Tempered Steel’: An Interview with Yusef Komunyakaa.” Callaloo 13.2 (1990): 215-29.

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v55-3

Holmes, David G. Rev. of African American Literacies by Elaine Richardson. CCC. 55.3 (2004): 575-577.

Kameen, Paul. Rev. of (Re)Articulating Assessment: Writing Assessment for Teaching and Learning by Brian Huot. CCC. 55.3 (2004): 578-580.

Clark, Anna H. Rev. of Misunderstanding the Assignment: Teenage Students, College Writing, and the Pains of Growth by Doug Hunt. CCC. 55.3 (2004): 580-582.

Fox, Tom. Rev. of A Geopolitics of Academic Writing by A. Suresh Canagarajah. CCC. 55.3 (2004): 582-585.

Schiff, Peter. Rev. of Intertexts: Reading Pedagogy in College Writing Classrooms. Marguerite Helmers, ed. CCC. 55.3 (2004): 585-587.

Dawkins, John and Nancy Mann. “Interchanges.” CCC. 55.3 (2004): 568-574.

Juzwik, Mary. “Towards an Ethics of Answerability: Reconsidering Dialogism in Sociocultural Literacy Research.” CCC. 55.3 (2004): 536-567.

Abstract:

This essay responds to the problem that sociocultural literacy research has failed to adequately theorize individual literacy learners as moral agents with the capacity to produce harm or good to themselves and others. Building from the rhetorical construct of dialogism, this inquiry explores how the early ethical thought of Mikhail Bakhtin can contribute an “ethics of answerability” to sociocultural literacy studies. Explicating and extending a more established perspective in classroom literacy study: what I call an “ethics of difference”: my reading of Bakhtin’s early work offers a shift in focus from linguistic difference to the self who responds, or answers, to difference. An ethics of answerability highlights the unique and heavy responsibilities that individuals face as they respond to others in everyday interaction and in textual production. Proposed in light of this theoretical orientation are questions to guide inquiry in classroom-based sociocultural literacy research.

Keywords:

ccc55.3 Literacy Answerability MBakhtin Students Classroom Ethics Others Difference Research Literacy Dialogism Perspective

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Barber-Fendley, Kimber and Chris Hamel. ” A New Visibility: An Argument for Alternative Assistance Writing Programs for Students with Learning Disabilities.” CCC. 55.3 (2004): 504-535.

Abstract:

We argue against the metaphor of the “level playing field” and its natural coercive power; in so doing, we call for an end to the invisibility that the debate over accommodations has imposed on learning disabilities in the past decade. A literature review of LD in composition shows how this invisibility has manifested itself in our field through limited professional discussion of LD. In response, we propose not a level playing field but a new playing field altogether, a visible one that actively promotes alternative assistance for student writers with LD in first-year composition programs. We seek to show how the LD and composition fields could create a powerful partnership by serving students with LD through the principle of the liberal theory of distributive justice.

Keywords:

ccc55.3 Students Writing Field Accommodation Fairness Composition AlternativeAssistance LearningDisabilities Visibility LevelPlayingField

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

Abstract:

Although computer literacy amounts to a complex set of interconnected capacities, teachers of writing and communication have tended to ignore functional issues, which are crucial to many aspects of online work. This essay reimagines the functional side of computer literacy, arguing for an approach that is both effective and professionally responsible.

Keywords:

ccc55.3 Students Computers FunctionalLiteracy Communication Online Writing Users Discourses Technology Software DigitalLiteracy

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Powell, Pegeen Reichert. ” Critical Discourse Analysis and Composition Studies: A Study of Presidential Discourse and Campus Discord.” CCC. 55.3 (2004): 439-469.

Abstract:

In this article, I argue that critical discourse analysis (CDA) can complement and extend existing critical and radical writing pedagogies; CDA provides the theoretical and methodological context that can articulate explicitly the relationship between language practices and politics. I use CDA to analyze texts that circulated on the campus of Miami University, Ohio, surrounding a conflict that exacerbated ongoing disputes about diversity, access, and standards, and I discuss how CDA might inform composition pedagogy.

Keywords:

ccc55.3 Students Standards Discourse Access Diversity Community Writing President CDA HigherEducation MinorityStudents

Works Cited

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Himley, Margaret. “Facing (Up To) ‘The Stranger’ in Community Service Learning.” CCC. 55.3 (2004): 416-438.

Abstract:

This essay turns to feminist ethnography and postcolonial theory to address how the figure of “the stranger” haunts the project of community service learning. By explicating the immediate and broader relations of power that structure these “strange(r) encounters,” we are more likely to produce the kind of agitated pedagogy that creates opportunities for progressive practices and effects.

Keywords:

ccc55.3 ServiceLearning Community Students Stranger SAhmed Class Others Writing Ethnography Research Feminism

Works Cited:

Adler-Kassner, Linda, Robert Crooks, and Ann Watters, eds. Writing the Community: Concepts and Models for Service- Learning in Composition . Washington, DC: American Assoc. for Higher Education, in cooperation with NCTE, 1997.

Ahmed, Sara. Strange Encounters: Embodied Others in Post-Coloniality. NY: Routledge, 2001.

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Cushman, Ellen. “Opinion: The Public Intellectual, Service Learning, and Activist Research.” College English 61.3 (1999): 328-36.

—. “Sustainable Service Learning Programs.” CCC 54.1(2002): 40-65.

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Deans, Thomas. Writing Partnerships: Service-Learning in Composition. Urbana, IL: NCTE, 2000.

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Flower, Linda. “Partners in Inquiry: A Logic for Community Outreach.” Adler- Kassner et al. 95-117.

Gorelick, Sherry. “Contradictions in Feminist Methodology.” Feminism and Social Change: Bridging Theory and Practice . Ed. Heidi Gottfried. Urbana: U of Illinois P, 1996. 23-45.

Herzberg, Bruce. “Community Service and Critical Teaching.” Adler-Kassner et al. 57-69.

Hessler, H. Brooke. “Composing and Institutional Identity: The Terms of Community Service in Higher Education.” Language and Learning across the Disciplines (October 2000): 27-42.

Himley, Margaret. “Teaching the Rhetoric of AIDS: Blurring the Boundaries.” English Education 3.2 (1999): 122-34.

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Stanley, Mary. “Community Service and Citizenship: Social Control and Social Justice.” Rethinking Traditions: Integrating Service with Academic Study on College Campuses . Ed. T. Y. Kupiec. Providence, RI: Campus Compact. 59-62.

Stockton, Sharon. “Islands, ‘Others,’ and the Service Text.” Paper presented at the Conference on College Composition and Communication, Denver, CO, March 2001.

Sullivan, Patricia A. “Ethnography and the Problem of the ‘Other.'” Mortensen and Kirsch 97-114.

Taylor, Mark C. The Moment of Complexity: Emerging Network Culture. Chicago, IL: U of Chicago P, 2001.

Underwood, Charles, Mara Welsh, Mary Gauvain, and Sharon Duffy. “Learning at the Edges: Challenges to the Sustainability of Service Learning in Higher Education.” Language and Learning across the Disciplines (October 2000): 7-26.

Welch, Nancy. ” ‘And Now That I Know Them’: Composing Mutuality in a Service Learning Course .” CCC 52.2 (2002): 243- 63.

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v55-1

Harris, Joseph. Rev. of Rhetoric and Composition As Intellectual Work . Gary A. Olson, ed. CCC. 55.1 (2003): 172-175.

Horner, Bruce. Rev. of The Politics of Remediation: Institutional and Student Needs in Higher Education by Mary Soliday. CCC. 55.1 (2003): 175-179.

Mullin, Joan A. Rev. of The Testing Trap by George Hillocks, Jr. CCC. 55.1 (2003): 179-182.

Trimbur, John. Rev. of An African Athens: Rhetoric and the Shaping of Democracy in South Africa by Philippe-Joseph Salazar. CCC. 55.1 (2003): 182-184.

Herndl, Carl G. Rev. of Writing and Revising the Disciplines by Jonathan Monroe. CCC. 55.1 (2003): 185-187.

Thompson, Thomas C. and Richard Louth. “In Brief: Radical Sabbaticals: Putting Yourself in Danger.” CCC. 55.1 (2003): 147-171.

Kopelson, Karen. “Rhetoric on the Edge of Cunning; Or, The Performance of Neutrality (Re)Considered As a Composition Pedagogy for Student Resistance.” CCC. 55.1 (2003): 115-146.

Abstract:

In today’s classroom and larger cultural climate, overtly politicized “critical” composition pedagogies may only exacerbate student resistance to issues and identities of difference, especially if the teacher is marked or read as different her/himself. I therefore suggest that the marginalized teacher-subject look to contemporary theoretical notions of the “radical resignification” of power as well as to the neglected rhetorical concept of mêtis, or “cunning,” to engage difference more efficaciously, if more sneakily. Specifically, I argue that one possible praxis for better negotiating student resistance is the performance of the very neutrality that students expect of teachers.

Keywords:

ccc55.1 Students Neutrality Pedagogy Performance Resistance Difference Authority Rhetoric Teachers Classroom Politics Power Identity

Works Cited

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—. “Participatory Rhetoric and the Teacher As Racial/Gendered Subject.” College English 56 (1994): 409-19.

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Karamcheti, Indira. “Caliban in the Classroom.” Gallop 138-46.

LaDuc, Linda M. “Feminism and Power: The Pedagogical Implications of (Acknowledging) Plural Feminist Perspectives.” Sullivan and Qualley 153-65.

Levinson, Brett. “Sex without Sex, Queering the Market, the Collapse of the Political, the Death of Difference, and AIDS: Hailing Judith Butler.” Diacritics 29.3 (1999): 81-101.

Logan, Shirley Wilson. “‘When and Where I Enter’: Race, Gender, and Composition Studies.” Feminism and Composition Studies: In Other Words . Ed. Susan C. Jarratt and Lynn Worsham. NY: MLA, 1998. 45-57.

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Morgan, Kathryn Pauly. “The Perils and Paradoxes of the Bearded Mothers.” The Gender Question in Education: Theory, Pedagogy, and Politics. Ed. Ann Diller, Barbara Houston, Kathryn Pauly

Morgan, and Maryann Ayim. Boulder, CO: Westview P, 1996. 124-34.

Ng, Roxana. “A Woman Out of Control: Deconstructing Sexism and Racism in the University.” De Castell and Bryson 39-57.

Peterson, Nancy J. “Redefining America: Literature, Multiculturalism, Pedagogy.” Mayberry 23-46.

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—. Tendencies. Durham, NC: Duke UP, 1993.

Shankar, Lavina Dhingra. “Pro/(Con)fessing Otherness: Trans(cending)national Identities in the English Classroom.” Mayberry 195-214.

Smith, Jeff. “Students’ Goals, Gatekeeping, and Some Questions of Ethics.” College English 59 (1997): 299-320.

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Sullivan, Patricia, and James E. Porter. Opening Spaces: Writing Technologies and Critical Research Practices . Greenwich, CT: Ablex, 1997.

Sullivan, Patricia A., and Donna J. Qualley, eds. Pedagogy in the Age of Politics: Writing and Reading (in) the Academy . Urbana, IL: NCTE, 1994.

Talburt, Susan. “On Not Coming Out: or, Reimagining Limits.” Lesbian and Gay Studies and the Teaching of English: Positions, Pedagogies, and Cultural Politics . Ed. William J. Spurlin. Urbana, IL: NCTE, 2000. 54-78.

—. Subject to Identity: Knowledge, Sexuality, and Academic Practices in Higher Education . Albany, NY: SUNY P, 2000.

West, Cornell. “The New Cultural Politics of Difference.” Race, Identity, and Representation in Education. Ed. Cameron McCarthy and Warren Crichlow. NY: Routledge, 1993. 11-23.

Cook-Sather, Alison. “Education As Translation: Students Transforming Notions of Narrative and Self.” CCC. 55.1 (2003): 91-114.

Abstract:

In this article the author explores the educational process in which college sophomores enrolled in a reading and writing course are engaged. She defines this education as translation: a process of preservation, re-vision, and re-rendering of both texts and selves, prompted by particular course assignments, readings, and forums for interaction.

Keywords:

ccc55.1 Students Translation Self Writing Bias Assignments Perspectives Narrative Stories Process Others Language

Works Cited

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Brodkey, Linda. “Writing on the Bias.” College English 56 (1994): 527-47.

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Comfort, Juanita Rodgers. ” Becoming a Writerly Self: College Writers Engaging Black Feminist Essays .” College Composition and Communication 51 (June 2000): 540-59.

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Curtis, Marcia and Anne Herrington. “Writing Development in the College Years: By Whose Definition?” CCC. 55.1 (2003): 69-90.

Abstract:

Drawing upon their longitudinal study of four undergraduate writers and focusing on the progress of one of them, the authors question assumptions that confuse skills assessment with the measurement of academic and personal development. They argue for a broader view of writing development and a teaching approach that fosters it.

Keywords:

ccc55.1 Development Writing Students Essay College Discourse Skills Longitudinal

Works Cited

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Rogoff, Barbara. “Evaluating Development in the Process of Participation: Theory, Methods, and Practice Building on Each Other.” Amsel and Remminger 265-86.

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Flower, Linda. “Talking across Difference: Intercultural Rhetoric and the Search for Situated Knowledge.” CCC. 55.1 (2003): 38-68.

Abstract:

Intercultural rhetoric, like the project of empowerment, is the site of competing agendas for not only how to talk across difference but to what end. The practice of community-based intercultural inquiry proposed here goes beyond a willingness to embrace conflicting voices to an active search for the silent resources of situated knowledge in an effort to build a collaboratively transformed understanding.

Keywords:

ccc55.1 Community Knowledge Discourse InterculturalRhetoric Inquiry Difference SituatedKnowledge Dialogue Meaning Rhetoric

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Barron, Nancy G. “Dear Saints, Dear Stella: Letters Examining the Messy Lines of Expectations, Stereotypes, and Identity in Higher Education.” CCC. 55.1 (2003): 11-37.

Abstract:

The following article focuses on Latino students’ difficulties with higher education because of dual constructions of identity from and toward the Anglo mainstream. First, the article addresses Other perception: the potential problems Latino students (Mexican Americans) encounter in higher education based on how others perceive their individual and group identity. Second, it addresses self-perception: the contradictory expectations that Mexican Americans have of the mainstream in higher education. The discussion of these issues is presented in a letter format that primarily speaks to audiences outside the mainstream.

Keywords:

ccc55.1 Students Group Mainstream Education Oppression Color Latinos Anglos HigherEducation Justice Identity

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v51-3

Lyons, Scott Richard. “Rhetorical Sovereignty: What Do American Indians Want from Writing?” CCC 51.3 (2000): 447-468.

Abstract:

After years of colonization, oppression, and resistance, American Indians are making clear what they want from the heretofore compromised technology of writing. Rhetorical sovereignty, a people’s control of its meaning, is found in sites legal, aesthetic, and pedagogical, and composition studies can both contribute to and learn from this work.

Keywords:

ccc51.3 Sovereignty People Indian Writing RhetoricalSovereignty Nations NativeAmerican Community Power Land Rhetoric History Treaties Culture

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Davis, Robert and Mark Shadle. “‘Building a Mystery’: Alternative Research Writing and the Academic Act of Seeking.” CCC 51.3 (2000): 417-446.

Abstract:

Alternative forms of research writing that displace those of modernism are unfolded, ending with “multi-writing,” which incorporates multiple genres, disciplines, cultures, and media to syncretically gather post/modern forms. Such alternatives represent a shift in academic values toward a more exploratory inquiry that honors mystery.

Keywords:

ccc51.3 Research ResearchPaper Students Writing Alternative Inquiry MultiWriting Postmodernism Genre Multimedia

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Barton, Ellen. “More Methodological Matters: Against Negative Argumentation.” CCC 51.3 (2000): 399-416.

Abstract:

Negative argumentation about methodological approaches threatens to limit the field of composition: it exacerbates the tension concerning the place and value of empirical studies in research; it potentially limits the field’s ability to ask certain kinds of research questions; and it risks impoverishing the methodological education offered to new practitioners in the field.

Keywords:

ccc51.3 Research Composition Field ResearchQuestions Studies Methodology Researchers Ethics Empiricism NegativeArgumentation GraduateStudy

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Horner, Bruce. “Traditions and Professionalization: Reconceiving Work in Composition.” CCC 51.3 (2000): 366-398.

Abstract:

The derogation of the “traditional” in the discourse of academic professionalism in composition studies overlooks practices within tradition that may be counter or alternative to the hegemonic. Aspects of the Amherst College “tradition” of English 1-2 illustrate, in idealized form, alternative practices drawing from residual elements of dominant culture.

Keywords:

ccc51.3 Knowledge Composition Work Tradition Teaching Practices Amherst Lore SNorth Professionalism Alternative WorkingKnowledge

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Varnum, Robin. Fencing with Words: A History of Writing Instruction at Amherst College during the Era of Theodore Baird, 1938-1966. Urbana, IL: NCTE, 1996.

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v51-2

Greer, Jane. “‘No Smiling Madonna’: Marian Wharton and the Struggle to Construct a Critical Pedagogy for the Working Class, 1914-1917.” CCC 51.2 (1999): 248-271.

Abstract:

This article examines the work of Marian Wharton, a socialist and feminist who helped shape the English curriculum at the People’s College in Fort Scott, Kansas, from 1914 to 1917. While other historical projects on writing instruction have focused on women working at or in alliance with elite eastern colleges, Wharton operated outside the traditional academy at a site where the empowerment of the working class was the explicit goal of writing and language instruction. By exploring tensions in Wharton’s work, I hope to develop a rich, historically-situated conception of how the rhetorical activities of women and other marginalized people are a complex interweaving of alliance and antagonism, of free choice and restricted options, of accomplishment and failure.

Keywords:

ccc51.2 Students MWharton People Language Class WorkingClass Rhetoric History NonAcademic Women Instruction CriticalPedagogy

Works Cited

Allen, Julia M. “‘Dear Comrade’: Marian Wharton of The People’s College, Fort Scott, Kansas, 1914-1917. Women’s Studies Quarterly 22 (1994): 119-133.

Altenbaugh, Richard J. Education for Struggle: The American Labor Colleges of the 1920s and 1930s. Philadelphia: Temple UP, 1990.

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

hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.

Kansas City Star. June 20, 1914. (Clip File, Special Collections, Kansas City Public Library.)

Le Sueur, Meridel. The Crusaders:The Radical Legacy of Marian and Arthur Le Sueur. (1955) St. Paul: Minnesota Historical Society P, 1984.

—. Ripening: Selected Work. 2nd ed. Ed. Elaine Hedges. New York: Feminist P, 1990.

Lunsford, Andrea A., ed. Reclaiming Rhetorica: Women in the Rhetorical Tradition. Pittsburgh: U of Pittsburgh P, 1995.

Noffsinger, John S. Correspondence Schools, Lyceums, Chautauquas. New York: MacMillan, 1926.

People’s College News (PCN) 2.5 (Dec. 1915); 2.9 (April 1916); 3.4 (Nov. 1916); 3.6 (Jan. 1917); 3.7 (Feb. 1917); 3.8 (March 1917); 4.1 (Aug. 1917); 4.4 (Nov. 1917); 4.6 (Jan. 1918); 4.11 (June 1918).

Spring, Joel H. Education and the Rise of the Corporate State. Boston: Beacon, 1972.

Wharton, Marian. Plain English. Fort Scott, KS: The People’s College, 1917.

Lindquist, Julie. “Class Ethos and the Politics of Inquiry: What the Barroom Can Teach Us about the Classroom.” CCC 51.2 (1999): 225-247.

Abstract:

I want to suggest that an examination of rhetorical practices at the local bar is instructive for two reasons: (1) the barroom is predictably different from the university writing classroom; and (2) the barroom is surprisingly similar to the university writing classroom. A look at how neighborhood bars are qualitatively different from classrooms can teach us about our working-class students’ rhetorical motives, and a recognition of how they are functionally similar can teach us something about our own.

Keywords:

ccc51.2 Students Smokehouse Class Bar Writing Rhetoric MiddleClass Community Ethos WorkingClass Authority Discourse Power Capital

Works Cited

Anderson, Virginia. “Confrontational Teaching and Rhetorical Practice.”CCC 48 (1997): 197-214.

Aronowitz, Stanley. “Working-Class Identity and Celluloid Fantasies in the Electronic Age.” Popular Culture: Schooling and Everyday Life. Eds. Henry Giroux and Roger Simon. New York: Bergin, 1989.

Bell, Michael J. The World from Brown’s Lounge: An Ethnography of Black Middle-Class Play. Urbana: U of Illinois P, 1983.

Bloom, Lynn Z. “Freshman Composition as a Middle-Class Enterprise.” College English 58 (1996): 654-75.

Bourdieu, Pierre. Distinction: A Social Critique of the Judgment of Taste. Trans. R. Nice. Cambridge: Harvard UP, 1984.

Cooper, Marilyn. “Unhappy Consciousness in First-Year English: How to Figure Things Out for Yourself.” Writing as Social Action. Marilyn Cooper and Michael Holzman. Portsmouth: Boynton, 1989. 28-60.

Covino, William. Forms of Wondering. Portsmouth: Boynton, 1991.

Eckert, Penelope. Jocks and Burnouts: Social Categories and Identity in the High School. New York: Teachers College P,1989.

Farmer, Frank. ” Dialogue and Critique: Bakhtin and the Cultural Studies Writing Classroom .” CCC 49 (1998): 186-207.

Fox, Tom. The Social Uses of Writing. Norwood: Ablex, 1990.

Gale, Xin Liu. Teachers, Discourses, and Authority in the Postmodern Composition Classroom. New York: State U of New York P, 1996.

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

Le Masters, E. E. Blue-Collar Aristocrats: Lifestyles at a Working-Class Tavern. Madison: U of Wisconsin P, 1975.

Lindquist, Julie. “‘Bullshit on “What If”!’ An Ethnographic Rhetoric of Political Argument in a Working-Class Bar.”Diss. University of Illinois at Chicago, 1995.

Mortensen, P., and Gesa Kirsch. “On Authority in the Study of Writing.” CCC 44 (1993): 556-72.

Ohmann, Richard. “Reflections on Class and Language.” College English 44 (1982): 1-17.

Rosenweig, Ray. “The Rise of the Saloon.” Rethinking Popular Culture: Contemporary Perspectives in Cultural Studies. Eds. Mukerji and Schudson. Berkeley: U of California P, 1991: 121-56.

Seitz, David. “Keeping Honest: Working Class Students, Difference, and Rethinking the Critical Agenda in Composition.” Under Construction: Working at the Intersections of Composition Theory, Research, and Practice. Ed. Christine Farris and Chris Anson. Logan: Utah State P, 1998.

Smith, Jeff. “Students’ Goals, Gatekeeping, and Some Questions of Ethics.” College English 59 (1997): 299-320.

Spradley, James, and Brenda Mann. The Cocktail Waitress: Women’s Work in a Man’s World. New York: Knopf, 1975.

Ratcliffe, Krista. “Rhetorical Listening: A Trope for Interpretive Invention and a ‘Code of Cross-Cultural Conduct.'” CCC 51.2 (1999): 195-224.

Abstract:

I make the following moves in this article: (1) I briefly trace how rhetorical listening emerged in my thinking; (2) I explore disciplinary and cultural biases that subordinate listening to reading and writing and speaking; (3) I speculate why listening is needed; (4) I offer an extended definition of rhetorical listening as a trope for interpretive invention; (5) I demonstrate how it may be employed as a code of cross-cultural conduct; and (6) I listen to a student’s listening.

Keywords:

ccc51.2 RhetoricalListening Whiteness Discourse Difference Reading Writing Women Logos Others InterpretiveInvention Invention Intent Culture Gender

Works Cited

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Davis, Diane. “Just Listening: A Hearing for the Unhearable.” CCCC, Phoenix, AZ, March 1997.

Davy, Kate. “Outing Whiteness: A Feminst/ Lesbian Project.” Hill 204-25.

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Scheunemann, Sara. “Matthew 13: 1-17: ‘He who has ears, let him hear.'” Unpublished essay, Marquette U, 1996.

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Watson, Julia. “Unruly Bodies: Autoethnography and Authorization in Nafissatou Dallo’s De Tilene au Plauteau (A Dakar Childhood).” Research in African Literatures 28 (1997): 34-56.

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—. Email, 5 Nov 1997.

Williams, David Cratis. “Under the Sign of (An)Nihilation.”The Legacy of Kenneth Burke. Ed. Herbert Simons. Madison: U of Wisconsin P, 1989. 196-223.

Lu, Min-Zhan. “Redefining the Literate Self: The Politics of Critical Affirmation.” CCC 51.2 (1999): 172-194.

Abstract:

In writing this paper, I have maintained that the actual act of writing is an important means for reflecting and revising the paradox of one’s privileges. It helps to put one’s self: especially one’s private and day to day thoughts, feelings, and bodily reactions: on the line for personal and public scrutiny. It can initiate exchanges in which colleagues: bystanders and persons in action: could become coinvestigators of not only the problems needing to be posed but also how to go about addressing them. I have emphasized my sense that in spite of the rich insights emerging in the field on how to help our students practice fluency in critical affirmation, we cannot fully benefit from such insights in our teaching if we don’t also use these insights to rework the self in our own “scholarly” activities

Keywords:

ccc51.2 CWest RMiller Experience Oppression JRoyster Writing Racism Self Others Class Voice Privilege Culture Power Literacy

Works Cited

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Anzaldúa, Gloria, ed. Making Face, Making Soul: Haciendo Caras. San Francisco: aunt lute, 1990.

Allen, Paula Gunn. “Some Like Indians Endure.” Anzaldúa 298-301.

Ball, Arnetha, and Ted Lardner. ” Dispositions Toward Language: Teacher Constructs of Knowledge and the Ann Arbor Black English Case .” CCC 48 (1997): 469-85.

Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste. Trans. Richard Nice. Cambridge, MA: Harvard UP, 1984.

Chan, Sucheng. “You’re Short, Besides!” Anzaldúa 62-68.

Chiang, Pamela, Milyoung Cho, Elaine H. Kim, Meizhu Lui, and Helen Zia. “On Asian America, Feminism, and Agenda-Making: A Roundtable Discussion.” Shah 57-70.

Elliott, Mary. “Coming Out in the Classroom.” College English 58 (1996): 693-708.

hooks, bell. Yearning: Race, Gender, and Cultural Politics. Boston: South End, 1990.

Kim, Elaine H. “Home is Where the Han Is: A Korean-American Perspective on the Los Angeles Upheavals.” Reading Culture. 2nd ed. Ed. Diane George and John Trimbur. New York: HarperCollins, 1995. 519-34.

Levin, Richard. “Silence Is Consent, or Curse Ye Meroz!” College English 59 (1997): 171-90.

Lunsford, Andrea A. “Toward a Mestiza Rhetoric: Gloria Anzaldúa on Composition and Postcoloniality.” JAC 18 (1998): 1-27.

Miller, Richard E. “The Nervous System.” College English 58 (1996): 265-86.

—. Response. College English 59 (1997): 221-24.

Parker, Pat. “For the white person who wants to know how to be my friend.” Anzaldúa 297.

Royster, Jacqueline Jones. “When the First Voice You Hear is Not Your Own.” CCC 47 (1996): 29-40.

Sedgwick, Eve Kosofsky. “Axiomatic.” The Cultural Studies Reader. Ed. Simon During. New York: Routledge,1993. 243-68.

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Sze, Julie. “Expanding Environmental Justice: Asian American Feminists’ Contribution.” Shah 90-99.

Waugh, Patricia. “Stalemates?: Feminists, Postmodernists and Unfinished Issues in Modern Aesthetics.” Modern Literary Theory: A Reader. Ed. Philip Rice and Patricia Waugh. London: Arnold, 1996. 322-48.

West, Cornel. Race Matters. New York: Vintage, 1994.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v51-1

Welch, Nancy. “Playing with Reality: Writing Centers after the Mirror Stage.” CCC 51.1 (1999): 51-69.

Abstract:

Between the daily reality and theoretical visions of writing center work, Welch points to disharmonies that perpetuate the opinion in the field for centers to “get real” and abandon high ideals and theories to teach “practical writing.” Using Lacan and psychoanalytical theories of object-relation development, Welch juxtaposes these arguments to pursue the practical with the potential for productive investigation and change in the gap between theory and practice, unsettling current ideas about students and writing.

Keywords:

ccc51.1 Writing Centers Tutors JLacan Mirror Stage Assignments Play Students Structure Ego Psychology Space

Works Cited

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Benjamin, Jessica. Like Subjects, Love Objects: Essays on Recognition and Sexual Difference. New Haven: Yale UP, 1995.

Bruffee, Ken. “Peer Tutoring and the ‘Conversation of Mankind.'” Writing Centers: Theory and Administration. Ed. Gary A. Olson. Urbana: NCTE, 1984. 3-15.

Copjec, Joan. “Cutting Up.” Between Feminism and Psychoanalysis. Ed. Teresa Brennan. London: Routledge, 1989. 227-46.

Freud, Sigmund. Dora: An Analysis of a Case of Hysteria. New York: Collier, 1962.

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—. “The Ego and the Id.” Standard Edition of the Complete Psychological Works of Sigmund Freud (Vol. 19). Ed. and trans. James Strachey. London: Hogarth, 1962. 1-66.

Grimm, Nancy Maloney. ” Rearticulating the Work of the Writing Center .” CCC 47 (1996): 523-48.

Harris, Muriel. “Talking in the Middle: Why Writers Need Writing Tutors.” College English 57 (1995): 27-42.

Haynes-Burton, Cynthia. “‘Hanging Your Alias on Their Scene’: Writing Centers, Graffiti, and Style.” Writing Center Journal 14 (1994): 112-24.

Lacan, Jacques. Ecrits: A Selection. Trans. Alan Sheridan. New York: Norton, 1977.

Laing, R. D. The Divided Self. New York: Pantheon, 1969.

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

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

Winnicott, D. W. Playing and Reality. London: Tavistock, 1971.

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Wright, Elizabeth. Psychoanalytic Criticism: Theory in Practice. London: Routledge, 1989.

Yagelski, Robert P. “The Ambivalence of Reflection: Critical Pedagogies, Identity, and the Writing Teacher.” CCC 51.1 (1999): 32-50.

Abstract:

Yagelski examines the self-doubt of teachers struggling to be sensitive and empowering. This “reflective practice” in teaching that has become “an essential part of being an effective writing teacher” (34) offers the opportunity to use the doubt to gain insight into the teacher-student relationship, institutional teacher identity, and the generative results of a writing class where the needs and abilities of the student are at the center of the teaching.

Keywords:

ccc51.1 Teachers Students Pedagogy PFreire Identity Zen Doubt CriticalPedagogy

Works Cited

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Brannon, Lil and C. H. Knoblauch. Critical Teaching and the Idea of Literacy. Portsmouth: Heinemann, 1993.

Clifford, John. “The Subject in Discourse.” Patricia Harkin and John Schilb, eds. Contending With Words: Composition and Rhetoric in a Postmodern Age. New York: MLA, 1991. 38-51.

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Ellsworth, Elizabeth. “Why Doesn’t This Feel Empowering? Working Through the Repressive Myths Of Critical Pedagogy.” Harvard Educational Review 59 (1989): 297-324.

Fox, Thomas J. The Social Uses of Writing: Politics and Pedagogy. Norwood: Ablex, 1990.

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Giroux, Henri. “Radical Pedagogy and the Politics of Student Voice.” Interchange 17 (1986): 48-69.

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

hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.

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Knoblauch, C. H. “Critical Teaching and Dominant Culture.” C. Mark Hurlbert and Michael Blitz, eds. Composition and Resistance. Portsmouth: Boynton, 1991. 12-21.

Mayher, John S. Uncommon Sense: Theoretical Practice in Language Education. Portsmouth: Heinemann, 1990.

Miller, Richard E. “The Arts of Complicity: Pragmatism and the Culture of Schooling.” College English 61 (1998): 10-28.

Olson, Gary. “bell hooks and the Politics of Literacy: A Conversation.” Gary Olson and Irene Gale, eds. Philosophy, Rhetoric, Literary Criticism: (Inter)views. Carbondale: Southern Illinois UP, 1994. 81-99.

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Shor, Ira. Critical Teaching and Everyday Life. Chicago: U of Chicago P, 1980.

Smith, Jeff. “Students’ Goals, Gatekeeping, and Some Questions of Ethics.” College English 59 (1997): 299-320.

Tobin, Lad. Writing Relationships: What Really Happens in the Composition Classroom. Portsmouth: Boynton, 1993.

Tompkins, Jane. “Pedagogy of the Distressed.” College English 52 (1990): 653-60.

Trungpa, Chogyam. Meditation in Action. Boston: Shambala, 1991.

Weiser, Irwin. “Self-Assessment, Reflection, and the New Teacher of Writing.” Kathleen Yancey and Jane Smith, eds. Self Assessment and Development in Writing. Cresskill: Hampton P, forthcoming.

Yancey, Kathleen. Reflection in the Writing Classroom. Logan: Utah State UP, 1998.

Bishop, Wendy. “Places to Stand: The Reflective Writer-Teacher-Writer in Composition.” CCC 51.1 (1999): 9-31.

Abstract:

Bishop exposes the tendency of “social epistemic hardliners” (12) to essentialize and oversimplify expressivist writers, theorists and teachers. She examines the many “personas” of the “teacher-writer, writer-teacher” (13), and calls for “more writing about our writing” (29) that includes dialogic interaction between expressivist and social constructionist methods and methodologies rather than placing them in opposition to one another.

Keywords:

ccc51.1 Writing Composition Teaching Expressivism PElbow DMurray Teachers Students Field Literature Reflection

Works Cited

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Bourdieu, Pierre. Distinction: A Social Critique of the Judgment of Taste. Trans. Richard Nice. Cambridge: Harvard UP, 1984.

Corder, Jim W. “From Rhetoric into Other Studies.” Defining the New Rhetorics. Eds. Theresa Enos and Stuart C. Brown. Newbury Park: Sage 1993. 95-105.

Fishman, Stephen M. and Lucille Parkinson McCarthy. “Is Expressivism Dead?” College English 54 (1992): 647-61.

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Fulwiler, Toby. ” Looking and Listening for My Voice (Staffroom Interchange) .” CCC 41 (1990): 214-20.

Gradin, Sherrie L. Romancing Rhetorics: Social Expressivist Perspectives on the Teaching of Writing. Portsmouth: Boynton, 1995.

Geisler, Cheryl. “Exploring Academic Literacy: An Experiment in Composing.” CCC 43 (1992): 39-54.

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Hult, Christine. “Over the Edge: When Reviewers Collide.” Writing on the Edge 5.2 (1994): 24-28.

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

Lunsford, Andrea. “Toward a Mestiza Rhetoric: Gloria Anzaldúa on Composition and Postcoloniality.” JAC 18 (1998): 1-27.

Lyne, William. “White Purposes.” Genre and Writing: Issues, Arguments, Alternatives. Wendy Bishop and Hans Ostrom, eds. Portsmouth: Boynton, 1997. 73-80.

Knox-Quinn, Carolyn. ” Collaboration in the Writing Classroom: An Interview with Ken Kesey .” CCC 41 (1990): 309-17.

Mongo, Lisa. “‘I Teach Writing’: Writing as Teacher in the Field of Composition.” Forum. (Winter 1998): A16-18. Special Section of CCC 49.1 (Feb. 1998).

Murray, Donald M. “All Writing Is Autobiography.” CCC 42 (1991): 66-74.

—. “A Preface on Rejection.” Writing on the Edge 5.2 (1994): 29-30.

O’Donnell, Thomas. “Politics and Ordinary Language: A Defense of Expressivist Rhetorics.” College English 59 (1996): 423-39.

Olson, Gary. “Encountering the Other: Postcolonial Theory and Composition Scholarship.” JAC 18 (1998): 45-55.

Ostrom, Hans. “Countee Cullen: How Teaching Rewrites the Genre of ‘Writer'”. Genre and Writing: Issues, Arguments, Alternatives. Wendy Bishop and Hans Ostrom, eds. Portsmouth: Boynton, 1997. 93-104.

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

Sanders, Scott Russell. “The Writer in the University.” AWP Chronicle 25 (1992): 1, 9-13.

Scholes, Robert. Textual Power: Literary Theory and the Teaching of English. New Haven: Yale UP, 1986.

Schwartz, Mimi. ” Wearing the Shoe on the Other Foot: Teacher as Student Writer .” CCC 40 (1989): 203-10.

Seitz, James. “Roland Barthes, Reading, and Roleplay: Composition’s Misguided Rejection of Fragmentary Texts.” College English 53 (1991): 815-25.

Stygall, Gail. ” Resisting Privilege: Basic Writing and Foucault’s Author Function .” CCC 45 (1994): 320-41.