Author: ksuchor

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v50-4

Bizzaro, Patrick. “What I Learned in Grad School, or Literacy Training and the Theorizing of Composition. CCC 50.4 (1999): 722-742.

Abstract:

Bizzaro studies seven well-known composition theorists whose wide-ranging work in composition studies is representative of particular moments in the development of the field of composition during the three decades between the 1940s and late 1970s. The essay endeavors “to show […] that theorizing in composition inevitably carries, and continues to carry, the indelible imprint of literary analysis” (725). The conclusion suggests future research toward defining the discipline.

Keywords:

ccc50.4 Composition Writing Dissertation Studies Literature Training Literacy Profession Rhetoric Theory

Works Cited

Bartholomae, David. “The Early Novels of Thomas Hardy.” Diss. Rutgers U, 1975.

—. “Inventing the University.” When a Writer Can’t Write: Studies in Writer’s Block and Other Composing-Process Problems. Ed. Mike Rose. New York: Guilford, 1985. 134-165.

—. “The Study of Error.” CCC 31 (1980): 253-69.

—. “Writing with Teachers.” CCC 46 (1995): 62-71.

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

Bishop, Wendy. “If Winston Weathers Would Just Write to Me on E-Mail.” CCC 46 (February 1995): 97-103.

Ede, Lisa. “Audience: An Introduction to Research.” CCC 35 (May 1984): 140-154.

—. “The Nonsense Literature of Edward Lear and Lewis Carroll.” Diss. Ohio State U, 1975.

Ede, Lisa, and Andrea Lunsford. “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy.” CCC 35 (1984): 155-171.

Elbow, Peter. ” Being a Writer vs. Being an Academic: A Conflict in Goals .” CCC 46 (February 1995): 72-83.

—. “Complex Irony in Chaucer.” Diss. Brandeis U, 1969.

—. “Embracing Contraries in the Teaching Process.” College English 45 (April 1983): 327-339.

—. “Illiteracy at Oxford and Harvard: Reflections on the Inability to Write.” Mc- Cracken et al. 91-114.

—. Oppositions in Chaucer. Middletown: Wesleyan UP, 1973

—. What Is English?. NY: MLA, 1990.

—. Writing Without Teachers. NY: Oxford UP, 1973.

Flower, Linda. “Fantasy Perception and the Myth of Innocence in Dickens.” Diss. Rutgers U, 1973.

—. Problem-Solving Strategies for Writing NY: Harcourt, 1981.

—. Reading-to-Write: Exploring a Cognitive and Social Process. NY: Oxford UP, 1990.

Fulkerson, Richard. Teaching the Argument in Writing. Urbana: NCTE, 1996.

Fulwiler, Toby. “How Well Does Writing Across the Curriculum Work?” College English 46 (1984): 113-25.

—. “Portraits of Failure: A Study in American Autobiography.” Diss. U of Wisconsin, 1973.

Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCC 36 (October 1985): 272-282.

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

Irmscher, William F. “The Conventional Aspects of John Donne as a Love Poet.” Diss. Indiana U, 1950.

—. ” Finding a Comfortable Identity .” CCC 38 (1987): 81-87.

Lindemann, Erika. A Rhetoric for Writing Teachers. New York: Oxford UP, 1982.

—. “English Composition: No Place for Literature.” College English 55 (1993): 311-16.

—. “Three Views of English 101.” College English 57 (1995): 287-302.

—. “Translation Techniques in William Langland’s Piers Plowman.” Diss. U of North Carolina, 1972.

McCracken, H. Thomas, Richard Larson, with Judith Entes, eds. Teaching College English and English Education: Reflective Stories. Urbana: NCTE, 1998.

Ray, Ruth E. The Practice of Theory: Teacher Research in Composition. Urbana: NCTE, 1993.

Schilb, John. “A Tale of Two Conferences.” Between the Lines: Relating Composition Theory and Literary Theory. Portsmouth: Boynton, 1996. 17-37.

“Symposium: Literature in the Composition Classroom.” College English 57 (1995): 265-318.

Tate, Gary. “A Place for Literature in Freshman Composition” College English 55 (1993): 317-21.

Tompkins, Jane. “Facing Yourself.” Mc- Cracken et al. 3-9.

Young, Art. Shelley and Nonviolence. Paris: Mouton, 1975.

—. “Surprising Myself as a Teacher in Houghton, America.” McCracken et al. 10-20.

Matsuda, Paul Kei. “Composition Studies and ESL Writing: A Disciplinary Division of Labor.” CCC 50.4 (1999): 699-721.

Abstract:

Matsuda raises the question of why research on ESL writing issues in composition literature is disproportionately small for the rapidly growing number of ESL students attending first-year composition courses. He examines the historical context for the intellectual division between composition studies and TESL. He points particularly to 1941-1966, when TESL was professionalizing, overlapping disciplinary development of composition.

Keywords:

ccc50.4 ESL Language Students Composition Writing English Teaching Specialists Programs Linguistics University

Works Cited

Alatis, James E., with Carol LeClair. “Building an Association: TESOL’s First Quarter Century.” State of the Art TESOL Essays: Celebrating 25 Years of the Discipline. Ed. Sandra Silberstein. Alexandria: TESOL, 1993. 382-413.

Allen, Harold B. “English as a Second Language.” Current Trends in Linguistics: Linguistics in North America. Vol. 10. Ed. Thomas A. Sebeok. The Hague: Mouton, 1973. 295-320.

—. “The Pros Have It.” TESOL Quarterly 2 (1968): 113-20.

—. A Survey of the Teaching of English to Non-English Speakers in the United States. Champaign: NCTE, 1966.

—. “TESOL and the Journal.” TESOL Quarterly 1 (1967): 3-6.

Atkinson, Dwight. “A Critical Approach to Critical Thinking in TESOL.” TESOL Quarterly 31 (1997): 71-94.

Atkinson, Dwight, and Vai Ramanathan. “Cultures of Writing: An Ethnographic Comparison of L1 and L2 University Writing/Language Programs.” TESOL Quarterly 29 (1995): 539-68.

Belcher, Diane, and George Braine, eds. Academic Writing in a Second Language: Essays on Research and Pedagogy. Norwood: Ablex, 1995.

Bloomfield, Leonard. “Why a Linguistic Society?” Language 1 (1925): 1-5.

Braine, George. “ESL Students in First-Year Writing Courses: ESL Versus Mainstream Classes.” Journal of Second Language Writing 5 (1996): 91-107.

—. “Starting ESL Classes in Freshman Writing Programs.” TESOL Journal 3.4 (1994): 22-25.

Brown, Steven. “ESL Textbooks and Teaching in the Progressive Era.” The Mid-Atlantic Almanac 6 (1997): 81-94.

Burke, Virginia M. “Secretary’s Report No. 56.” CCC 18 (1967): 204-7.

—. “Secretary’s Report No. 58.” CCC 19 (1968): 263-65.

—. “Secretary’s Report No. 59.” CCC 20 (1969): 266-68.

Campbell, Cherry. Teaching Second-Language Writing: Interacting with Text. Boston: Heinle, 1998.

Carson, Joan G., and Ilona Leki, eds. Reading in the Composition Classroom: Second Language Perspectives. Boston: Heinle 1992.

Colton, Joel. “The Role of the Department in the Groves of Academe.” The Academic’s Handbook. 2nd ed. Ed. A. Leigh DeNeef and Craufurd D. Goodwin. Durham: Duke UP, 1995. 315-33.

Connor, Ulla. Contrastive Rhetoric: Cross- Cultural Aspects of Second Language Writing. New York: Cambridge UP, 1996.

Connor, Ulla, and Ann M. Johns, eds. Coherence in Writing: Research and Pedagogical Perspectives. Alexandria: TESOL, 1990.

Connor, Ulla, and Robert B. Kaplan, eds. Writing Across Languages: Analysis of L2 Text. Reading: Addison, 1987.

Davis, Todd M., ed. Open Doors 1996-97: Report on International Educational Exchange. New York: Institute of International Education, 1997.

Editorial. Language Learning 17.1/2 (1967): 1-2.

“ESL Programs: Composition and Literature.” CCC 16 (1965): 203.

Ferris, Dana, and John Hedgcock. Teaching ESL Composition: Purpose, Process, and Practice. Mahwah: Erlbaum, 1998.

“The Foreign Student in the Freshman Course.” CCC 6 (1955): 138-40.

“The Foreign Student in the Freshman Course.” CCC 7 (1956): 122-24.

Fox, Helen. Listening to the World: Cultural Issues in Academic Writing. Urbana: NCTE, 1994.

“The Freshman Whose Native Language is Not English.” CCC 12 (1961): 155-57.

Fries, Charles C. “As We See It.” Language Learning 1.1 (1948): 12-16.

—. Teaching and Learning English as a Foreign Language. Ann Arbor: U of Michigan P, 1945.

Gibian, George. “College English for Foreign Students.” College English 13 (1951): 157-60.

Hamp-Lyons, Liz, ed. Assessing Second Language Writing in Academic Contexts. Norwood: Ablex, 1991.

Hettich, David W. “Secretary’s Report No. 57.” CCC 19 (1968): 261-63.

Hook, J. N. A Long Way Together: A Personal View of NCTE’s First Sixty-Seven Years. Urbana: NCTE, 1979.

Horning, Alice S. Teaching Writing as a Second Language. Carbondale: Southern Illinois UP, 1987.

Howatt, A. P. R. A History of English Language Teaching. New York: Oxford UP, 1984.

Institute of International Education. Handbook on International Study: For Foreign Nationals. New York: Institute of International Education, 1961.

Ives, Sumner. “Help for the Foreign Student.” CCC 4 (1953): 141-44.

Johns, Ann M. Text, Role, and Context: Developing Academic Literacies. New York: Cambridge UP, 1997.

—. “Too Much on Our Plates: A Response to Terry Santos’ ‘Ideology in Composition: L1 and ESL.'” Journal of Second Language Writing 2 (1993): 83-88.

Kaplan, Robert B. “Cultural Thought Patterns in Inter-cultural Education.” Language Learning 16 (1966): 1-20.

—. “TESOL and Applied Linguistics in North America.” State of the Art TESOL Essays: Celebrating 25 Years of the Discipline. Ed. Sandra Silberstein. Alexandria: TESOL, 1993. 373-81.

Kroll, Barbara. “The Rhetoric/Syntax Split: Designing a Curriculum for ESL Students.” Journal of Basic Writing 9.1 (1990): 40-55.

—, ed. Second Language Writing: Research Insights for the Classroom. New York: Cambridge UP, 1990.

—. “Teaching Writing IS Teaching Reading: Training the New Teachers of ESL Composition.” Reading in the Composition Classroom: Second Language Perspectives. Ed. Joan G. Carson and Ilona Leki. Boston: Heinle, 1992. 61-81.

Lado, Robert. “New Perspectives in Language Learning.” Editorial. Language Learning 10.1/2 (1960): v-viii.

Leki, Ilona. Understanding ESL Writers: A Guide for Teachers. Portsmouth: Boynton/ Cook, 1992.

Li, Xiao-Ming. “Good Writing” in Cross-Cultural Context. Albany: State U of New York P, 1996.

Marquardt, William F. “Composition and the Course in English for Foreign Students.” CCC 7 (1956): 29-33.

McKay, Sandra Lee. Agendas for Second Language Literacy. New York: Cambridge UP, 1993.

Moulton, William G. “Linguistics and Language Teaching in the United States 1940- 1960.” Trends in European and American Linguistics 1930-1960. Ed. Christine Mohrmann, Alf Sommerfelt, and Joshua Whatmough. Utrecht: Spectrum, 1961. 82-109.

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

Prior, Paul. “Contextualizing Writing and Response in a Graduate Seminar.” Written Communication 8 (1991): 267-310.

Purves, Alan C., ed. Writing Across Languages and Cultures: Issues in Contrastive Rhetoric. Thousand Oaks: Sage, 1988.

Raimes, Ann. “What Unskilled ESL Students Do As They Write: A Classroom Study of Composing.” TESOL Quarterly 19 (1985): 229-58.

Ramanathan, Vai and Robert B. Kaplan. “Some Problematic ‘Channels’ in the Teaching of Critical Thinking in Current L1 Composition Textbooks: Implications for L2 Student-Writers.” Issues in Applied Linguistics 7.2 (1996): 225-49.

Ransdell, D. R. “Important Events: Second Language Students in the Composition Classroom.” Teaching English in the Two- Year College 21 (1994): 217-22.

Reichelt, Melinda, and Tony Silva. “Cross- Cultural Composition.” TESOL Journal 5.2 (1995-1996): 16-19.

Reid, Joy M. Teaching ESL Writing. Englewood Cliffs: Prentice, 1993.

Rodby, Judith. Appropriating Literacy: Writing and Reading in English as a Second Language. Portsmouth: Boynton, 1992.

Rogers, Gretchen L. “Freshman English for Foreigners.” School and Society 61 (1945): 394-96.

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

Roy, Alice M. “ESL Concerns for Writing Program Administrators: Problems and Policies.” Writing Program Administration 11.3 (1988): 17-28.

Russell, David R. Writing in the Academic Disciplines, 1870-1990: A Curricular History. Carbondale: Southern Illinois UP, 1991.

Santos, Terry. “Response to Ann Johns.” Journal of Second Language Writing 2 (1993): 89-90.

Severino, Carol, Juan C. Guerra, and Johnnella E. Butler, eds. Writing in Multicultural Settings. New York: MLA, 1997.

Schueler, Herbert. “English for Foreign Students.” Journal of Higher Education 20.6 (1949): 309-16.

Shaughnessy, Mina P. Errors and Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford UP, 1977.

Silva, Tony. “An Examination of Writing Program Administrator’s Options for the Placement of ESL Students in First Year Writing Classes.” Writing Program Administration 18.1/2 (1994): 37-43.

—. “Differences in ESL and Native-English- Speaker Writing: The Research and Its Implications.” Writing in Multicultural Settings. Ed. Carol Severino, Juan C. Guerra, and Johnnella E. Butler. New York: MLA, 1997. 209-19.

Silva, Tony, Ilona Leki, and Joan Carson. “Broadening the Perspective of Mainstream Composition Studies: Some Thoughts from the Disciplinary Margins.” Written Communication 14 (1997): 398-428.

Singh, Frances. “Teaching English to Adult Speakers of Other Languages: 1910- 1920.” College ESL 2.1 (1992): 44-53.

Slager, William. “The Foreign Student and the Immigrant: Their Different Problems as Students of English.” Language Learning 6.3/4 (1956): 24-29.

Spack, Ruth. “The Acquisition of Academic Literacy in a Second Language: A Longitudinal Case Study.” Written Communication 14 (1997): 3-62.

—. America’s “Second Tongue”: The Ownership of English and American Indian Education, 1860s-1900. Diss. Lesley College, 1998.

Sternglass, Marilyn S. The Presences of Thought: Introspective Accounts of Reading and Writing. Norwood: Ablex, 1988.

“Studies in English as a Second Language.” CCC 7 (1956): 163-65.

Sullivan, Paul R. “English as a Second Language: Potential Applications to Teaching the Freshman Course.” CCC 8 (1957): 10-12.

Tannacito, Dan J. A Guide to Writing in English as a Second or Foreign Language: An Annotated Bibliography of Research and Pedagogy. Alexandria: TESOL, 1995.

“Teaching English as a Second Language.” CCC 17 (1966): 198-99.

Vald�s, Guadalupe. “Bilingual Minorities and Language Issues in Writing: Toward Professionwide Response to a New Challenge.” Written Communication 9 (1992): 85-136.

Williams, Jessica. “ESL Composition Program Administration in the United States. Journal of Second Language Writing 4 (1995): 157-79.

Zamel, Vivian. ” Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum .” CCC 46 (1995): 506-21.

—. “Teaching Composition in the ESL Classroom: What We Can Learn from Research in the Teaching of English.” TESOL Quarterly 10 (1976): 67-76.

—. “Recent Research on Writing Pedagogy.” TESOL Quarterly 21 (1987): 697-715.

Zamel, Vivian, and Ruth Spack, eds. Negotiating Academic Literacies: Readings on Teaching and Learning Across Cultures. Mahwah: Erlbaum, 1998.

George, Diana and John Trimbur. “The ‘Communication Battle,’ or Whatever Happened to the 4th C?” CCC 50.4 (1999): 682-698.

Abstract:

George and Trimbur write a retrospective of the relationship between composition and communication from 1949 to the early 1960s. They historicize the failed liaison between the NSSC and CCCC, caused in part by “leading forces in CCCC actively reject[ing] the ‘communications approach’ as inimical to what they believed to be the work of CCCC and of the first-year course” (686), and by “deep-seated ambivalence […] toward the means of mass communication” (686), evident prior to 1949.

Keywords:

ccc50.4 Composition Communication CCCC Course Writing KMacrorie Teachers English CCC Organization MassMedia Culture

Works Cited

Bailey, Dudley, et al. “Report of the Committee on Future Directions.” CCC 11 (1960): 3-7.

Bartholomae, David. ” Freshman English, Composition, and CCCC .” CCC 40 (1989): 38-50.

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

—. Rhetorics, Poetics, and Cultures: Refiguring College English Studies. Urbana: NCTE, 1996.

Bird, Nancy K. “The Conference on College Composition and Communication: A Historical Study of Its Continuing Education and Professionalization Activities, 1947- 1975.” Diss. Virginia Polytechnic Institute, 1977.

Bowman, Francis. “The Chairman Retires.” CCC 13 (1962): 55-56.

Corbett, Edward P. J. Statement of Editorial Policy. CCC 25 (1974): 2.

Couchman, Gordon W. “Organization and Administration of the Freshman Communications Course.” CCC 3 (1952): 9-11.

Dean, Howard H. “The Communication Course: A Ten-Year Perspective.” CCC 10 (1959): 80-85.

Fisher, B. E. “Problems of Motivation in Junior College Communication Courses.” CCC 4 (1953):43-45.

Goggin, Maureen Daly. “Composing a Discipline: The Role of Scholarly Journals in the Disciplinary Emergence of Rhetoric and Composition Since 1950.” Rhetoric Review 15 (1997): 322-48.

Gorrell, Robert M. “Philosophy and Structure.” CCC 12 (1961): 14-15.

Grewe, Eugene F. “A Counter-Proposal Affecting the Future Direction of the CCCC.” CCC 12 (1961): 18-22.

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

Irmscher, William. Statement of Editorial Policy. CCC 12 (1961): inside front cover.

Johnson, Falk S. “What Future for CCCC?” CCC 12 (1961): 13-14.

—. “Secretary’s Report No. 26.” CCC 10 (1959): 128-29.

—. “Secretary’s Report No. 28.” CCC 11 (1960): 61-63.

Kitzhaber, Albert R. “4C, Freshman English, and the Future.” CCC 9 (1963): 129-38.

Leavis, F. R., and Denys Thompson. Culture and Environment. London: Chatto, 1933.

Limpus, Robert. “The Freshman Program at Western Michigan.” CCC 5 (1954): 3-8.

Macrorie, Ken. “Miscellany.” CCC 13 (1962): 57-61.

—. “World’s Best Directions Writer.” College English 13 (1952): 275-79.

—. “Writing’s Dying.” CCC 11.4 (1960): 206-10.

Miller, Susan. “Technologies of Self-Formation.” JAC 17 (1997): 497-500.

“The N.S.S.C. and the C.C.C.C.” CCC 2.2 (1951): 13-15.

Paine, Charles. “The Composition Course and Public Discourse.” Rhetoric Review 15 (1997): 282-98.

Radner, Sanford. “The Communication Concepts of Harold Innis.” CCC 10 (1959): 77-80.

“Report of the Committee on Future Directions.” CCC 11 (1960): 3-7.

Russell, David R. Writing in the Academic Disciplines, 1870-1990. Carbondale: Southern Illinois UP, 1991.

Stout, George. “The Function of Freshman Composition in General Education.” CCC 4 (1954): 95-96.

Strandness, Theodore B. “Perspective and Personnel in Communication Courses.” CCC 7 (1956): 8-12.

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

Wilson, Gordon. “CCCC in Retrospect.” CCC 18 (1967): 127-33.

Wykoff, George. “Secretary’s Report.” CCC 1 (1950): 19-21.

Heyda, John. “Fighting Over Freshman English: CCCC’s Early Years and the Turf Wars of the 1950s.” CCC 50.4 (1999): 663-681.

Abstract:

Dipping back into the 1930s and 1940s, Heyda makes the case that the rise of communication studies in the 1950s, and composition’s initial alignment with those studies, created the opportunity for composition might have become an independent academic field at that point. But due to “turf wars” with communications, composition broke the alliance and “won” the first-year course, doing so with English Studies backing, which further entrenching composition within English departments.

Keywords:

ccc50.4 Composition FYC Communication Teaching Courses College Writing Journal CCC CCCC Organization TurfWars

Works Cited

Bailey, Dudley. “The Obvious Content of Freshman English.” CCC 9 (1958): 231-35. Barnard, Ellsworth. “On Teaching Teachers.” CCC 6 (1955): 25-28.

Bartholomae, David. ” Freshman English, Composition, and CCCC .” CCC 40 (1989): 38-50.

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

Connors, Robert J. “The Abolition Debate in Composition: A Short History.” In Composition in the Twenty-First Century: Crisis and Change. Eds. Lynn Z. Bloom, Donald A. Daiker, and Edward M. White. Carbondale: Southern Illinois UP, 1996.

Crowley, Sharon. “A Personal Essay on Freshman English.” Pre/Text 12 (1991): 156-76.

Dunn, Thomas F. “The Principles and Practice of the Communication Course.” CCC 6 (1955): 31-38.

Estrich, Robert M. “And Now the Tailor: Trimming Ideals to Fit the Situation.” CCC 6 (1955): 85-88.

Fisher, John A. “The Problem of Freshman English: What Are Its Dimensions?” CCC 6 (1955): 75-78.

Hart, John A., Robert C. Slack, and Neal Woodruff. “Literature in the Composition Course.” CCC 9 (1958): 236-41.

Koller, Kathrine. “Broadening the Horizon: Cultural Values in Freshman English.” CCC 6 (1955): 82-85.

Malmstrom, Jean. “The Communications Course.” CCC 7 (1956): 21-24.

Miles, Josephine. “The Freshman at Composition.” CCC 2 (1951): 7-9

Needham, Arnold E. “The Need for the ‘Permissive’ in Basic Communications.” CCC 1 (1950): 12-18.

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

Oliver, Kenneth. “The One-legged, Wingless Bird of Freshman English.” CCC 1 (1950): 3-6.

Rogers, Joseph A. “A Battle Plan for Freshman English.” CCC 10 (1959): 107-11.

Stabley, Rhodes R. “After Communications, You Can’t Go Home Again.” CCC 1 (1950): 7-11.

Tuttle, Robert E. “Composition and Communication: Two Approaches.” CCC 6 (1955): 163-64.

Villanueva, Victor. “On the Rhetoric and Precedents of Racism.” CCC 50.4 (1999): 645-661.

Abstract:

Weaving anecdote, poetry, and personal narrative into academic dialectic argumentation, Villanueva suggests the profession can improve on its multiculturalism by breaking with European colonial discourse we have revered. He calls for “breaking precedent” by getting to know and teaching “the concepts that come of members of the interior colonies like Puerto Rico and the American Indian nations, [..] the formerly colonized as in America’s people of color, and the neocolonies of Latin America” (659).

Keywords:

ccc50.4 Color Racism People America Latino Ethnicity FFanon Students Discourse Rhetoric Culture Multiculturalism

Works Cited

Cruz, Victor Hernández, “Anonymous.” Puerto Rican Writers At Home in the USA: An Anthology. Faythe Turner, Ed., Seattle: Open Hand P, 1991. 119.

Davis, Mike. “The Political Economy of Late Imperial America.” New Left Review 143 (1984): 6-38.

De Groat, Jennie. Personal Communication, 21 Nov. 1998.

Department of Health and Human Services. Hispanic Customer Service Demographics, http://www./hhs/gov/heo/hisp.html, 4 October 98.

Dunn, Cataya, Azfar Hussan, Abraham Tarango, Sumatay Sivamohan. “Black Masks, White Masks” The Daily Evergreen, 23 April 1998, 6.

Dussel, Enrique. The Invention of the Americas: Eclipse of “the Other” and the Myth of Modernity. Trans. Michael D. Barber. New York: Continuum, 1995.

Emecheta, Buchi. Double Yoke. New York: Braziller, 1982.

Esteves, Sandra María. “From Fanon.” Turner 186-87.

—. “Here.” Turner 181.

Estrada, Leonardo F., F. Chris Garcia, Reynaldo Flores Macias, and Lionel Maldonado.

“Chicanos in the United States: A History of Exploitation and Resistance.” Daedalus 2 (1981): 103-31.

Fanon, Frantz. Black Skin, White Masks. Trans. by Charles Lam Markmann. New York: Grove, 1967.

Gates, Henry Louis, Jr. “On the Rhetoric of Racism in the Profession.” Literature, Language, and Politics. Ed. Betty Jean Craige. Athens: U of Georgia P, 1988. 20-26.

Glazer, Nathaniel and Daniel P. Moynihan. Beyond the Melting Pot: The Negroes, Puerto Ricans, Jews, Italians, and Irish of New York City. Cambridge: MIT P, 1970.

Grosfoguel, Ramón, Frances Negrón- Muntaner, and Chlo� S. Georas. “Beyond Nationalist and Colonialist Discourses: The Jaiba Politics of the Puerto-Rican Ethno- Nation,” Puerto Rican Jam: Rethinking Colonialism and Nationalism. Grosfoguel et al., eds. Minneapolis: U of Minnesota P, 1997. 1-36.

Martínez, Elizabeth. De Colores Means All of Us: Latina Views for a Multi-Colored Century. Cambridge: South End, 1998.

Omi, Michael and Howard Winant. Racial Formation in the United States: From the 1960s to the 1990s. New York: Routledge, 1994.

Prendergast, Catherine. ” Race: The Absent Presence in Composition Studies .” CCC 50 (1998): 35-53.

President’s Advisory Commission on Educational Excellence for Hispanic Americans. Our Nation on the Fault Line: Hispanic American Education. Washington, DC: USIA, September 1996.

Rex, John. Race, Colonialism and the City. London: Routledge, 1973.

San Juan, E. Racial Formations/Critical Transformations: Articulations of Power in Ethnic and Racial Studies in the United States. Atlantic Highlands: Humanities P, 1992.

Schoultz, Lars. Beneath the United States: A History of U.S. Policy Toward Latin America. Cambridge: Harvard UP, 1998.

Takaki, Ronald. A Different Mirror: A History of Multicultural America. Boston: Little, 1993.

—. “Reflections on Racial Patterns in America.” From Different Shores. Ed. Ronald Takaki. New York: Oxford UP, 1987.

Turner, Faythe, ed. Puerto Rican Writers At Home in the USA: An Anthology . Seattle: Open Hand P, 1991.

U.S. Department of Education, National Center for Educational Statistics, Integrated Postsecondary Education Data System. “Completions Survey.” Washington: US. Department of Education. April 1997.

Veltman, Calvin. “Anglicization in the United States: Language Environment and Language Practice of American Adolescents.” International Journal of Social Languages 44 (1983): 99-114.

Gilyard, Keith. “African American Contributions to Composition Studies.” CCC 50.4 (1999): 626-644.

Abstract:

Gilyard draws out connections between African American intellectual and rhetorical traditions to emphasize the importance of these traditions as highly influencial contributions to composition studies. He traces “a line of thought from early rhetors and scholars [of the early 1800s] to contemporary researchers, thinkers and practioners that both emphasizes critical pedagogy and values Black culture […and] vernacular” (626).

Keywords:

ccc50.4 Black Students Language Composition College Writing AfricanAmerican WEBDuBois FDouglass Field Education

Works Cited

Anderson, Edward. “Using Folk Literature in Teaching Composition.” Brooks 219-25.

Aptheker, Herbert, ed. The Education of Black People: Ten Critiques, 1906-1960 by W. E. B. Du Bois. New York: Monthly Review P, 1973.

—. “Introduction.” Aptheker vii-xii.

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

Bingham, Caleb. The Columbian Orator: Containing a Variety of Original and Selected Pieces; Together with Rules Calculated to Improve Youth and Others in the Ornamental and Useful Art of Eloquence. 1797.

“Black Nonsense.” Editorial. Crisis 78 (1971): 78.

Brasch, Ila, and Walter Brasch, eds. A Comprehensive Annotated Bibliography of American Black English. Baton Rouge: Louisiana State UP, 1974.

Braxton, Joanne M. “Introduction: The Poetry of Paul Laurence Dunbar.” The Collected Poetry of Paul Laurence Dunbar. Ed. Joanne Braxton. Charlottesville: UP of Virginia, 1993.

Brooks, Charlotte, ed. Tapping Potential: English and Language Arts for the Black Learner. Urbana: NCTE, 1985.

Brown, Hallie Quinn. Bits and Odds: A Choice Selection of Recitations. (1880).

—. Elocution and Physical Culture: Training for Students, Teachers, Readers, Public Speakers. Wilberforce: Homewood Cottage, 1910.

—. “First Lessons in Public Speaking.” McFarlin 156-72.

—. “Not Gifts But Opportunity.” McFarlin 173-81.

Brown, Jessie. “Advanced Composition.” CLA Journal 12 (1968): 26-31.

Buncombe, Marie. “CLA’S Second Half-Century: Language and Literature in the Black Diaspora.” CLA Journal 32 (1988): 1-9.

Burling, Robbins. English in Black and White. New York: Holt, 1973.

Butler, Melvin. “The Implications of Black Dialect for Teaching English in Predominantly Black Colleges.” CLA Journal 15 (1971): 235-39.

Campbell, Kermit. “‘Real Niggaz’s Don’t Die’: African American Students Speaking Themselves into Their Writing.” Severino et al. 67-78.

Carson, Clayborne. “Martin Luther King, Jr.: The Morehouse Years.” The Journal of Blacks in Higher Education (Spring 1997): 121-25.

Coleman, Charles. ” Our Students Write With Accents: Oral Paradigms for ESD Students .” CCC 48 (1997): 486-500.

CCCC. Students Right to Their Own Language. Special Issue. CCC 25 (1974): 1-32.

Curl, Thelma. “Back to the Basics (Or Babylon Revisited).” CLA Journal 22 (1978): 1-5.

Davis, Marianna White. History of the Black Caucus of the National Council of Teachers of English. Urbana: The NCTE/CCCC Black Caucus, 1994.

Davis, Vivian. “Teachers as Editors: The Student Conference.” Brooks 187-99.

Delpit, Lisa. “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children.” Harvard Educational Review 58 (1988): 280-98.

—. “Skills and Other Dilemmas of a Progressive Black Educator.” Harvard Educational Review 56 (1986): 379-85.

Dillard, J. L. Black English: Its History and Usage in the United States. New York: Random House, 1972.

Dobrin, Sidney. “Race and the Public Intellectual: A Conversation with Michael Eric Dyson.” JAC 17 (1997): 143-81.

Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. (1845).

Du Bois, W. E. B. “Education and Work.” Aptheker 61-82.

—. “The Future and Function of the Private Negro College.” Aptheker 139-48.

—. “The Hampton Idea.” Aptheker 5-15.

Epps, Janis. “Killing Them Softly: Why Willie Can’t Write.” Brooks 154-58.

Evans, Henry. “An Afrocentric Multicultural Writing Project.” Severino et al. 273-86.

Fowler, Carolyn. The College Language Association: A Social History. Ann Arbor: UMI, 1988.

Gilyard, Keith. Voices of the Self: A Study of Language Competence. Detroit: Wayne State UP, 1991.

Gilyard, Keith, June Bobb, and Joyce Harte. “Caribbean Literature as Catalyst in the Composition Classroom.” Voices in English Classrooms: Honoring Diversity and Change. Ed. Lenora Cook and Helen Lodge. Urbana: NCTE, 1996. 212-18.

Greene, Brenda. “Autobiography as a Liberating Force in the Basic Writing Classroom.” Voices in English Classrooms: Honoring Diversity and Change. Ed. Lenora Cook and Helen Lodge. Urbana: NCTE, 1996. 77-84.

Howard-Pitney, David. The Afro-American Jeremiad: Appeals for Justice in America. Philadelphia: Temple UP, 1990.

Kates, Susan. “The Embodied Rhetoric of Hallie Quinn Brown.” College English 59 (1997): 59-71.

Kelly, Ernece. “Murder of the American Dream.” CCC 19 (1968): 106-08.

Kemp, Lorena. “Linguistics and Grammatical Rules.” CLA Journal 7 (1964): 263-68.

Language Curriculum Research Group. “Letter to the Editor.” Crisis 78 (1971): 174.

Lee, Carol. Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. Urbana: NCTE, 1993.

McFarlin, Annjenette Sophie. “Hallie Quinn Brown: Black Woman Elocutionist.” Diss. Washington State U, 1975.

Miller, Keith D. Voice of Deliverance: The Language of Martin Luther King, Jr. and Its Sources. New York: Free P, 1992.

Morgan, Raleigh, Jr. “Factors in Speech Variation and Change.” CLA Journal 8 (1964): 13-20.

Moss, Beverly. “Theory, Theories, Politics, and Journeys.” Writing Theory and Critical Theory. Ed. John Clifford and John Schilb. New York: MLA, 1994. 341-47.

Musgrave, Marian. “Failing Minority Students: Class, Caste, and Racial Bias in American Colleges.” CCC 22 (1971): 24-29.

Parler, Nettie. “Significant Steps in Successful Language Teaching: The Communications Approach.” CLA Journal 2 (1958): 42-50.

Ramsey, Paul. “Teaching the Teachers to Teach Black-Dialect Writers.” Brooks 176-81.

Redd, Teresa, and Victoria Massey. “How E-Mail Affects African American Student Writers.” JAC 17 (1997): 245-66.

Royster, Jacqueline. “A New Lease on Writing.” Brooks 159-67.

Severino, Carol, et al. Writing in Multicultural Settings. New York: MLA, 1997.

Smitherman, Geneva. Black Language and Culture: Sounds of Soul. New York: Harper, 1975.

—. “‘The Blacker the Berry, the Sweeter the Juice’: African American Student Writers.” The Need for Story: Cultural Diversity in Classroom and Community. Ed. Anne Haas Dyson and Celia Genishi. Urbana: NCTE, 1994. 80-101.

—. Talkin and Testifyin: The Language of Black America. Boston: Houghton, 1977.

Thomas, Lorenzo. “Knowledge Is Power: Frederick Douglass and the Roots of Literacy.” The Teachers & Writers Guide to Frederick Douglass. Ed. Wesley Brown. New York: Teachers & Writers Collaborative, 1996. 1-7.

Troutman, Denise. “Whose Voice Is It Anyway? Marked Features in the Writing of Black English Speakers.” Severino et al. 27-39.

Turner, Darwin T. “CLA and the Language Teacher.” CLA Journal 9 (1965): 1-11.

Turner, Lorenzo. Africanisms in the Gullah Dialect. Ann Arbor: U of Michigan P, 1949.

Walker, David. David Walker’s Appeal to the Coloured Citizens of the World, but in Particular, and Very Expressly, to Those of the United States of America. 1829.

Williamson, Juanita. “A Look at Black English.” The Crisis 78 (1971): 169-73, 185.

—. “Selected Features of Speech: Black and White.” CLA Journal 13 (1970): 420-33.

—. “What Can We Do About It?: The Contribution of Linguistics to the Teaching of English.” CLA Journal 1 (1957): 23-27.

Woodson, Carter G. The Miseducation of the Negro. Washington, DC: Associated Publishers, 1933.

Taylor, Marcy and Jennifer L. Holberg. “‘Tales of Neglect and Sadism’: Disciplinarity and the Figuring of the Graduate Student in Composition.” CCC 50.4 (1999): 607-625.

Abstract:

Taylor and Holberg use historical narratives of TAs in composition and literature graduate programs of the last fifty years to contradict the progress narratives of professionalization encompassing the same time frame. They investigate institutional naming and self-identification of graduate teaching assistant and theorize about TA complicity in reinscribing “[the] trope of the morass of anxiety, apprehension, and angst [as] a distinguishing mark of stories about graduate school” (609).

Keywords:

ccc50.4 GraduateStudents Composition Students Teaching Training Stories Preparation Pedagogy Professionalization Identity Faculty Field

Works Cited

Bailey, Dudley. “The Graduate Assistant and the Freshman English Student.” CCC 5.1 (1954): 37-40.

Bryan, Adolphus J. “The Problem of Freshman English in the University.” CCC 2.2 (1951): 6-8.

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

Donker, Marjorie (recorder). “The Role of TAs in the English Department.” Workshop Report. CCC 22 (1971): 277-78.

Ferruci, Stephen. “Splintered Subjectivities: Assumptions, The Teacher, and Our Professional Work.” English Education 29 (1997): 183-201.

Fiedler, Leslie A. “On Remembering Freshman Comp.” CCC 13 (1962): 1-4.

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

Fullington, James F. “Training for Teaching or Research?” College English 2 (1949): 264. “The Graduate Experience in English: Ten Personal Case Histories.” CCC 15 (1964): 212-52.

Gunner, Jeanne. “The Fate of the Wyoming Resolution: A History of Professional Seduction.” Writing Ourselves into the Story. Ed. Sheryl Fontaine and Susan Hunter. Carbondale: Southern Illinois UP, 1992. 107-22.

Hattenhauer, Darryl, and Mary Ellen Shaw. “The Teaching Assistant as Apprentice.” CCC 33 (1982): 452-54.

Hunting, Robert S. “A Training Course for Teachers of Freshman Composition.” CCC 2 (1951): 3-6.

Kallsen, T. J. “The Graduate Assistant and the Freshman English Student: A Panel Discussion.” CCC 5 (1954): 35-6.

Kameen, Paul. “Studying Professionally: Pedagogical Relationships at the Graduate Level.” College English 57 (1995): 448-60.

Macrorie, Ken. “An Introduction to Ten Case-Histories.” CCC 15 (1964): 209-12.

McCrosson, Doris Ross. “The Graduate Assistant Reviews His Role.” CCC 9 (1958): 71-75.

Miller, Scott L., Brenda Jo Brueggemann, Bennis Blue, and Deneen M. Shepherd. ” Present Perfect and Future Imperfect: Results of a National Survey of Graduate Students in Rhetoric and Composition Programs .” CCC 48 (1997): 392-409.

Pemberton, Michael. “‘Tales Too Terrible To Tell’: Unstated Truths and Underpreparation in Graduate Composition Programs.” Writing Ourselves Into the Story: Unheard Voices from Composition Studies. Ed. Sheryl Fontaine and Susan Hunter. Carbondale: Southern Illinois UP, 1993. 154-73.

” A Progress Report from the CCCC Committee on Professional Standards .” CCC 42 (1991): 330-44.

Rankin, Elizabeth. “In the Spirit of Wyoming: Using Local Action Research to Create a Context for Change.” WPA: Writing Program Administration 16 (1992): 62-70.

Roberts, Charles W. “Freshman English: Retrospect and Prospect.” CCC 18 (1967): 200.

Robertson, Linda R., Sharon Crowley, and Frank Lentricchia. “The Wyoming Conference Resolution Opposing Unfair Salaries and Working Conditions for Post-Secondary Teachers of Writing.” College English 49 (1987): 274-80.

Schell, Eileen E. ” Teaching Under Unusual Conditions: Graduate Teaching Assistants and the CCCC’s ‘Progress Report’ .” CCC 43 (1992): 164-67.

Sledd, James. “Why the Wyoming Resolution Had to be Emasculated: A History and a Quixotism.” JAC 11 (1991): 269-81.

Slevin, James F. “Depoliticizing and Politicizing Composition Studies.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth: Boynton, 1991. 1-21.

Welch, Nancy. “Resisting the Faith: Conversion, Resistance, and The Training of Teachers.” College English 55 (1993): 387-401.

—. “Telling Tales About Teaching Writing.” College English 59 (1997): 939-45.

Wikelund, Philip R. “‘Masters’ and ‘Slaves’: A Director of Composition Looks at the Graduate Assistant.” CCC 10 (1959): 226-30.

Ritchie, Joy and Kathleen Boardman. “Feminism in Composition: Inclusion, Metonymy, and Disruption.” CCC 50.4 (1999): 585-606.

Abstract:

Ritchie and Boardman’s critical historical survey of the relationship between feminist theory and composition’s disciplinary development offers a reflective understanding of the field through feminist narrative strategies of inclusion, metonymy and distruption. They investigate both published discourse and unpublished ephemera of conversations and experiences of the last four decades or so, encompassing the 1960s through the 1990s, “remind[ing] us that the near-absence of feminism from our publications does not constitute absence from the field” (587).

Keywords:

ccc50.4 Women Composition Feminism Experience Narrative Field Writing Gender Metonymy Inclusion Disruption Difference History

Works Cited

Annas, Pamela J. “Style as Politics: A Feminist Approach to the Teaching of Writing.” College English 47 (1985): 360-71.

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

Bennett, Robert A. “NCTE Presidential Address: The Undiscovered.” English Journal 61 (1972): 351-57.

Berlin, James. Rhetorics, Poetics and Cultures: Refiguring College English Studies. Urbana: NCTE, 1996.

Berthoff, Ann E. ” Rhetoric as Hermeneutic .” CCC 42 (1991): 279-87.

Bishop, Wendy. “Learning Our Own Ways to Situate Composition and Feminist Studies in the English Department.” Journal of Advanced Composition 10 (1990): 339-55.

Bloom, Lynn Z. “Teaching College English as a Woman.” College English 54 (1992): 818-825.

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

Bolker, Joan. “Teaching Griselda to Write.” College English 40 (1979): 906-08.

Brady, Laura. “The Reproduction of Othering.” Jarratt and Worsham 21-44.

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

Caywood, Cynthia, and Gillian Overing, eds. Teaching Writing: Pedagogy, Gender, and Equity. Albany: State U of New York P, 1987.

Clark, Suzanne. “Argument and Composition.” Jarratt and Worsham 94-99.

Coles, William, Jr. “The Sense of Nonsense as a Design for Sequential Writing Assignments.” CCC 21 (1970): 27-34.

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

Enos, Theresa. Gender Roles and Faculty Lives in Rhetoric and Composition. Carbondale: Southern Illinois UP, 1996.

Faigley, Lester. Fragments of Rationality: Postmodernity and the Subject of Composition. Pittsburgh Series in Composition, Literacy, and Culture. Pittsburgh, U of Pittsburgh P, 1992.

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

Fontaine, Sheryl I., and Susan Hunter, eds. Writing Ourselves into the Story: Unheard Voices from Composition Studies. Carbondale: Southern Illinois UP, 1993. 1-17.

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

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

Hennessy, Rosemary. Materialist Feminism and the Politics of Discourse. Thinking Gender Series. New York: Routledge, 1992.

Hiatt, Mary P. “The Feminine Style: Theory and Fact.” CCC 29 (1978): 222-26.

Hill, Carolyn Ericksen. Writing from the Margins: Power and Pedagogy for Teachers of Composition. New York: Oxford UP, 1990.

Howe, Florence. “A Report on Women and the Profession.” College English 32 (1971): 847-54.

—. “Identity and Expression: A Writing Course for Women.” College English 32 (1971): 863-871.

Jarratt, Susan C. “Feminism and Composition: The 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.

Jarratt, Susan C.,and Lynn Worsham, eds. Feminism and Composition Studies: In Other Words. New York: MLA, 1998.

Judy, Stephen. “The Search for Structures in the Teaching of Composition.” English Journal 59 (1970): 213-218.

Kirsch, Gesa E. Women Writing the Academy: Audience, Authority, and Transformation. Studies in Writing and Rhetoric. Carbondale: Southern Illinois UP, 1992.

Kirsch, Gesa E., and Patricia A. Sullivan, eds. Methods and Methodology in Composition Research. Carbondale: Southern Illinois UP, 1992.

Lakoff, Robin. Language and Woman’s Place. New York: Harper, 1975.

Logan, Shirley W., ed. With Pen and Voice: The Rhetoric of Nineteenth Century African-American Women. Carbondale: Southern Illinois UP, 1995.

Lu, Min-Zhan. “Conflict and Struggle: The Enemies or Preconditions of Basic Writing?” College English 54 (1992): 887-913.

—. “From Silence to Words: Writing as Struggle.” Perl 165-176.

Malinowitz, Harriet. Textual Orientations: Lesbian and Gay Students and the Making of Discourse Communities. Portsmouth: Boynton, Heinemann, 1995.

McCracken, Nancy, Lois Green, and Claudia Greenwood. “Gender in Composition Research: A Strange Silence.” Fontaine and Hunter 352-73.

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

Murray, Donald M. “The Interior View: One Writer’s Philosophy of Composition.” CCC 21 (1970): 21-26.

Olsen, Tillie. “Women Who Are Writers in Our Century: One Out of Twelve.” College English 34 (1972): 6-17.

“Open Letter from Janet Emig, Chairwoman, NCTE Committee on the Role and Image of Women.” English Journal 61 (1972): 710.

Perl, Sondra, ed. Landmark Essays on Writing Process. Landmark Essays Series 7. Davis: Hermagoras, 1994.

Phelps, Louise W. “Becoming a Warrior: Lessons of the Feminist Workplace.” Phelps and Emig 289-339.

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

Reynolds, Nedra. “Interrupting Our Way to Agency: Feminist Cultural Studies and Composition.” Jarratt and Worsham 58-73.

Rich, Adrienne. “When We Dead Awaken: Writing as Re-vision.” College English 34 (1972): 18-25.

—. “Taking Women Students Seriously.” On Lies, Secrets, and Silence: Selected Prose 1966-1978. New York: Norton, 1979. 237-245.

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

Schell, Eileen. Gypsy Academics and Mother- Teachers: Gender, Contingent Labor, and Writing Instruction. Portsmouth: Boynton, 1998.

—. “The Costs of Caring: ‘Feminism’ and Contingent Women Workers in Composition Studies.” Jarratt and Worsham 74-93.

Schmidt, Jan Zlotnik, ed. Women/Writing/ Teaching. Albany: State U of New York P, 1998.

Scott, Joan. “Experience.” Feminists Theorize the Political. Ed. Judith Butler and Joan W. Scott. New York: Routledge, 1992. 22-40.

Showalter, Elaine. “Women and the Literary Curriculum.” College English 32 (1971): 855-62.

Sommers, Nancy. “Between the Drafts.” Perl 217-24.

Sullivan, Patricia A. “Feminism and Methodology.” Kirsch and Sullivan 37-61.

Taylor, Sheila Ortiz. “Women in a Double- Bind: Hazards of the Argumentative Edge.” CCC 29 (1978): 385-89.

“The Students’ Right to Their Own Language.” CCC 25 Special Issue (1974): 1-32.

The Secretary’s Report of Executive Committee. “The Student’s Right to His Own Language.” CCC 21 (1970): 319-28.

Villanueva Jr., Victor, ed. Cross-Talk in Comp Theory. Urbana: NCTE, 1997.

Welch, Nancy. Getting Restless: Rethinking Revision in Writing Instruction. Portsmouth: Boynton, 1997.

Worsham, Lynn. “After Words: A Choice of Words Remains.” Jarratt and Worsham 329-356.

Royster, Jacqueline Jones and Jean C. Williams. “History in the Spaces Left: African American Presence and Narratives of Composition Studies.” CCC 50.4 (1999): 563-584.

Abstract:

Royster and Williams point to the gaps in composition’s disciplinary histories that have gone unnoticed as the dominant positionality of the writers of the histories (Kitzhaber, Berlin, North, Miller) are “habitually naturalized, as universal and thereby transparent” (565). These then become the field’s “official” history, despite the presence of compositionists’ diverse positionalities, peripheralizing and excluding counter-narratives. They address particularly the image of the “universal” student and the conflation of race and basic writers.

Keywords:

ccc50.4 Students Composition Narratives AfricanAmerican Education Colleges Field History Writing HigherEducation Writers

Works Cited

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

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

Brereton, John, ed. The Origins of Composition Studies in the American College, 1875-1925. Pittsburgh: U of Pittsburgh P, 1995.

Charmaine, Sylvia. “Land-Grant Colleges and Universities: 100 Years of Excellence.” About…Time (Nov. 1990): 12-15.

Cook, William. ” Writing in the Spaces Left .” CCC 44 (1993): 9-25.

Du Bois, W. E. B. The Souls of Black Folk. (1903) Greenwich: Fawcett, 1961.

Fontaine, Sheryl, and Susan Hunter, eds. Writing Ourselves into the Story: Unheard Voices from Composition Studies. Carbondale: Southern Illinois UP, 1993.

Fowler, Carolyn. The College Language Association: A Social History. Ann Arbor: UMI, 1988.

Gloster, Hugh M. Negro Voices in American Fiction. New York: Russell, 1965.

Gloster, Hugh M., and Nathaniel P. Tillman, eds. My Life, My Country, My World: College Readings for Modern Living. New York: Prentice, 1952.

Helmers, Marguerite H. Writing Students: Composition Testimonials and Representations of Students. Albany: State U of New York P, 1994.

Hine, Darlene Clark, ed. Black Women in America: An Historical Encyclopedia. Brooklyn: Carlson, 1993.

Jones, Edward A. A Candle in the Dark: A History of Morehouse College. Valley Forge: Judson, 1967.

Kates, Susan. “The Embodied Rhetoric of Hallie Quinn Brown.” College English 59 (1997): 59-71.

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

LaPati, Americo D. Education and the Federal Government: A Historical Record. New York: Mason/Charter, 1975.

Locke, Alain, ed. The New Negro: An Interpretation. New York: Boni, 1925.

Logan, Rayford W., and Michael R. Winston, eds. Dictionary of American Negro Biography. New York: Norton, 1982.

Malinowitz, Harriet. Textual Orientations: Lesbian and Gay Students and the Making of Discourse. Portsmouth: Boynton, 1995.

McKinney, Theophilus Elisha, ed. Higher Education among Negroes. Charlotte: Johnson C. Smith U, 1932.

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

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

“Octalog: The Politics of Historiography.” Rhetoric Review 7 (1988): 5-49.

Shaughnessy, Mina P. Errors and Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford UP, 1977.

Woodson, Carter G. The Education of the Negro Prior to 1861. 1919. Salem: Ayer, 1991.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v47-1

Courage, Richard. “Review: Dangerous Narratives.” Rev. of Live from Death Row by Abu-Jamal Mumia. CCC 47.1 (1996): 124-130.

Anokye, Akua Duku, Suellynn Duffey, and Judith Rodby. “Interchanges: Rethinking Basic Writing.” CCC 47.1 (1996): 101-111.

Donahue, Patricia. “Review Essay: Talking to Students.” Rev. of Generation at the Crossroads: Apathy and Action on the American Campus by Paul Rogat Loeb; Battling Bias: The Struggle for Identity and Community on College Campuses by Ruth Sidel; City on a Hill: Testing the American Dream at City College by James Traub. CCC 47.1 (1996): 112-123.

Soliday, Mary. “From the Margins to the Mainstream: Reconceiving Remediation.” CCC 47.1 (1996): 85-100.

Abstract:

Soliday proposes a “progressive version of mainstreaming” to address a basic writing remedial model entrenched in a system that rewards the labeling of students in efforts to “fix” them. She analyzes her proposed two-semester credit-bearing course “responsive to writers with diverse language and cultural backgrounds” by qualitatively evaluating a basic writing student who takes the course.

Keywords:

ccc47.1 Students Writing Remediation Course Language Curriculum Essays Classrooms Programs

Works Cited

Bartholomae, David. “Inventing the University.” Perspectives on Literacy. Ed. Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 273-285.

Brodkey, Linda. “On the Subjects of Class and Gender in the ‘Literacy Letters,”’ College English 51 (1989): 125-41.

Coles, Nicholas and Susan V. Wall. “Conflict and Power in the Reader Responses of Adult Basic Writers.” College English 49 (1987): 298-314.

Duffey, Suellynn. “Literacy and Culture: Cross- Placement in First Year Writing Courses,” Unpublished Proposal. Columbus: Department of English, Ohio State University, November 1991.

Dyson, Michael Eric. Reflecting Black: AfricanAmerican Cultural Criticism. Minneapolis: Minnesota UP, 1993.

Elbow, Peter. “Writing Assessment in the Twenty-First 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, 1995.

Elbow, Peter. “Response to Glynda Hull, Mike Rose, Kay Losey Fraser, and Marisa Castellano.” CCC 44 (1993): 587-88.

Faludi, Susan. Backlash: The Undeclared War Against American Women. New York: Doubleday, 1991.

Fishman, Judith. “Do You Agree or Disagree: The Epistemology of the CUNY Writing Assessment Test,” Writing Program Administration 8 (1984): 17-25.

Grego, Rhonda, and Nancy Thompson. ” Repositioning Remediation: Renegotiating Composition’s Work in the Academy .” CCC 47 (1996): 56-78.

Harley, Kay, and Sally Cannon. “Collapsing the Boundaries that Separate Basic Writers,” CCCC, Nashville, TN, March 1994.

Hull, Glynda, Mike Rose, Kay Losey Fraser, and Marisa Castellano. “Reply to Peter Elbow.” CCC 44 (1993): 588-89.

Journal of Basic Writing. Special Issue: Fourth National Basic Writing Conference Plenaries. Vol. 12.1 (Spring 1993): 1-89.

Kidda, Michael, Joseph Turner, and Frank E. Parker. “There Is an Alternative to Remedial Education.” Metropolitan Universities 3 (Spring 1993): 16-25.

Kogen, Myra. “The Conventions of Expository Writing.” Journal of Basic Writing 5.1 (Spring 1986): 24-37.

Kutz, Eleanor, Suzy Q. Groden, and Vivian Zamel. The Discovery of Competence: Teaching and Learning with Diverse Student Writers. Portsmouth: Boynton, 1993.

Lalicker, William B. “Eliminating the Segregation of a Basic Writing Program.” CCCC, Nashville, TN, March 1994.

Leo, John. “A University’s Sad Decline.” US News & World Report August 15, 1994: 20. Lively, Kit. “Ready or Not.” Chronicle of Higher Education 31 March 1995: A23-24.

Mac Donald, Heather. “Downward Mobility: The Failure of Open Admissions at City University.” City Journal Summer 1994: 10-20.

McConnell, Scott. “The Campaign’s Missing Debate.” New York Post 16 September 1994: 23.

Mellix, Barbara. “From Outside, In.” Georgia Review 41 (1987): 258-67.

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

Otheguy, Ricardo. The Condition of Latinos in the City University of New York: A Report to the Vice Chancellor for Academic Affairs and to the Puerto Rican Council on Higher Education. New York: CUNY Office of Institutional Research, June 1990.

Rose, Mike. “The Language of Exclusion: Writing Instruction at the University.” College English (1985): 341-55.

—. “Remedial Writing Courses: A Critique and a Proposal.” College English 45 (1983): 109-28.

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

Shor. Ira. Empowering Education: Critical Teaching for Social Change. Chicago: U of Chicago P, 1992.

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

Traub, James. City on a Hill: Testing the American Dream at City College. New York: Addison, 1994.

—. “Class Struggle.” New Yorker 19 September 1994: 76-90.

—. “Letter to the Editor.” New York Times Book Review 23 October 1994: 39.

Grego, Rhonda and Nancy Thompson. “Repositioning Remediation: Renegotiating Composition’s Work in the Academy.” CCC 47.1 (1996): 62-84.

Abstract:

Grego and Thompson analyze their implementation of a Writing Studio comprised of a small group of students and an instructor as a complement to the required Freshman Composition Course at the University of South Carolina. They use the Studio to reflect how students and composition teachers might jettison the practice of professionalizing writing that uncritically maintains a distinction of basic/normal writers and negates composition as a scholarly enterprise.

Keywords:

ccc47.1 Writing Students Work Studio Teachers Composition Remediation Institutions BasicWriting Program

Works Cited

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Bartholomae, David. “The Tidy House: Basic Writing in the American Curriculum.” Journal of Basic Writing 12 (1993): 4-21.

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

Brand, Alice G. The Psychology of Writing: The Affective Experience. New York: Greenwood, 1989.

Bourdieu, Pierre. Outline of a Theory of Practice. Cambridge: Cambridge UP, 1977.

Champagne, Rosaria. “Women’s History and Housekeeping: Memory, Representation and Reinscription.” Women’s Studies 20 (1992): 321-29.

Connors, Robert J. “Overwork/Underpay: Labor and Status of Composition Teachers since 1880.” Rhetoric Review 9 (1990): 108-25.

Crawford, June, Susan Kippax, Jenny Onyx, Una Gault, and Pam Benton. Emotion and Gender, Constructing Meaning from Memory. London: Sage, 1992.

Damasio, Antonio R. Descartes’ Error: Emotion, Reason, and the Human Brain. New York: Putnam, 1995.

de Sousa, Ronald. The Rationality of Emotions. Cambridge: MIT P, 1987.

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

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Abstract:

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ccc47.1 Students Writing Reading Teacher Identity Draft Revision Classroom Transference ReModeling Composition

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Keywords:

ccc47.1 Voice People Others Stories Boundaries Home Practice Scene Understanding Position Students

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Keywords:

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Panel and Workshop Reports. Conference on College Composition and Communication, Hotel Benjamin Franklin, Philadelphia, March 27-29, 1958

Appendix A: Instructional Team

Appendix B: Syllabus

Appendix C: Intersections between Course, “WPA Outcomes Statement for First-Year Composition,” and “Framework for Success in Postsecondary Writing”

Appendix D: Learning Objectives

Appendix E: List of Instructional Videos

Appendix F: Major Writing Projects

Appendix G.1: Sample Formative Peer Feedback, Project 3

Appendix G.2: Sample Evaluative Peer Feedback, Project 3

Appendix G.3: Sample Evaluative Peer Feedback, Project 4

Appendix H: Rubrics for Assessment Rating Sessions

Appendix I: Quality Matters Certificate

Appendix J: Sample Peer Feedback (Formative)

Appendix K: Self-Efficacy Survey Data

Appendix L: Final Course Grades for Portfolio Sample

Appendix M: Expert Rating Frequency and Distribution across Projects 3 and 4