Author: ksuchor

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

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

Works Cited

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

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

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

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

Keywords:

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

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

Works Cited

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

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

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

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

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

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

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

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

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

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

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

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

Works Cited

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

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

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

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

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

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

Works Cited

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

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

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

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

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

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

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

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

Abstract:

Keywords:

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

Works Cited

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Boone, J. Allen qtd. in Shelia Booth, Purely Positive Training: Companion to Competition. Unionville, New York: Podium, 1998.

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Hearne, Vicki. Adam’s Task: Calling Animals by Name. New York: Knopf, 1986.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Abstract:

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

Keywords:

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

Works Cited

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Giddens, Anthony. Modernity and Self-Identity: Self and Society in the Late Modern Age . Stanford, CA: Stanford UP, 1991.

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

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

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

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

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

Petraglia, Joseph, ed. Reconceiving Writing, Rethinking Writing Instruction . Mahwah, NJ: Lawrence Erlbaum Associates, 1995.

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

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

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

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

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

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

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

Abstract:

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

Keywords:

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

Works Cited

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

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Hall, James Norman. “A Word for the Essayist” The Yale Review 32.1 (1942): 50-58.

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

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—. “Montaigne.” The Common Reader. New York: Harcourt, Brace and Company, 1948. I. 87-100.

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

Zeiger, William. “The Exploratory Essay: Enfranchising the Spirit of Inquiry in College Composition.” College English 47.5 (1985): 454-466.

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

Abstract:

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

Keywords:

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

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v56-4

Miller, Susan. “Review Essay: The Evidence of Our Sensibilities.” CCC 56.4 (2005): 688-700.

No abstract available.

Works Cited

Berkenkotter, Carol, Thomas N. Huckin, and John Ackerman. “Conventions, Conversations, and the Writer: Case Study of a Student in a Rhetoric Ph.D. Program.” Research in the Teaching of English 22.1 (1988): 9-41.

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Robinson, Jay L. “Literacy and Lived Lives: Reflections on the Responsibilities of Teachers.” Literacy and Democracy: Teacher Research and Composition Studies in Pursuit of Habitable Spaces: Further Conversations from the Students of Jay Robinson. Ed. Cathy Fleischer and David Schaafsma. Urbana, IL: NCTE, 1998. 1-27.

Rosaldo, Renato. “Cultural Citizenship, Inequality, and Multiculturalism.” Latino Cultural Citizenship: Claiming Identity, Space, and Rights. Ed. William V. Fl ores and Ri na Benmayor. Boston: Beacon, 1997.

Scott, Joan. “The Evidence of Experience.” Critical Inquiry 17 (1991): 773-97. Rpt. in Questions of Evidence. Ed. James Chandler, Arnold I. Davidson, and Harry D. Harootunian. Chicago: U of Chicago P, 1994. 363-400. Abridged as “Experience” in Feminists Theorize the Political. Ed. Joan Scott and Judith Butler. New York: Routledge, 1992. 22-40.

Weedon, Chris. Feminist Practice and Poststructuralist Theory. Oxford: Blackwell, 1987.

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

Abstract

I argue that examining two collections of essays designed for the preparation of new writing teachers and published twenty years apart provides some important clues to what has occurred to composition studies in the interval. Building on the framework I established in two previous CCC articles, I argue that composition studies has become a less unified and more contentious discipline early in the twenty-first century than it had appeared to be around 1990. The present article specifically addresses the rise of what I call critical/cultural studies, the quiet expansion of expressive approaches to teaching writing, and the split of rhetorical approaches into three: argumentation, genre analysis, and preparation for “the” academic discourse community.

Keywords:

Discipline Mapping Students Composition Writing Process Pedagogy Teaching Approaches Courses Genre CulturalStudies Argument Teachers Axiology Field Knowledge Expressivism Discourse

Works Cited

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Barnett, Timothy. Teaching Argument in the Composition Course: Background Readings. Boston: Bedford, 2002.

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Berlin, James. “Composition and Cultural Studies.” Composition and Resistance. Ed. C. Mark Hurlbert and Michael Blitz. Portsmouth, NH: Boynton, 1991. 47-55.

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Bishop, Wendy, and Hans Ostrom, eds. Genre and Writing: Issues, Arguments, Alternatives. Portsmouth, NH: Heinemann, 1997.

Bizzell, Patricia, and Bruce Herzberg. Negotiating Difference: Cultural Case Studies for Composition. Boston: Bedford, 1996.

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Burnham, Christopher. “Expressive Pedagogy: Practice/Theory. Theory/ Practice.” Tate, Rupiper, and Schick 19- 35.

Campbell, Karlyn Kohrs, and Kathleen Hall Jamieson. “Form and Genre in Rhetorical Criticism: An Introduction.” Form and Genre: Shaping Rhetorical Action. Ed. Karlyn Kohrs Campbell and Kathleen Hall Jamieson. Falls Church, VA: Speech Communication Assn., 1977. 9-32.

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Connors, Robert. “The Rise and Fall of the Modes of Discourse.” CCC 32 (Dec. 1981): 444-63.

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Fahnestock, Jeanne, and Marie Secor. A Rhetoric of Argument. 2nd ed. New York: McGraw, 1990.

—. “Teaching Argument: A Theory of Types.” CCC 34 (Feb. 1983): 20-30.

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Fulkerson, Richard. “Composition in the Eighties.” CCC 41.4 (Dec. 1990): 409-29.

—. “Newsweek ‘My Turn’ Columns and the Concept of Rhetorical Genre: A Preliminary Study.” Defining the New Rhetorics. Ed. Theresa Enos and Stuart Brown. Sage Series in Written Communication 7. Newbury Park, CA: Sage, 1993. 227-43.

—. “Of Pre- and Post-Process: Reviews and Ruminations.” Composition Studies 29.2 (Fall 2001): 93-119.

—. Teaching the Argument in Writing. Urbana, IL: NCTE, 1996.

— . “Technical Logic, Comp-Logic, and the Teaching of Writing.” CCC 39 (Dec. 1988): 436-52.

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George, Diana, and John Trimbur. Reading Culture. 5th ed. New York: Pearson, 2004.

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

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Hunt, Douglas. Misunderstanding the Assignment: Teenage Students, College Writing, and the Pains of Growth. Portsmouth, NH: Boynton, 2002.

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

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Tobin, Lad. “Process Pedagogy.” Tate, Rupiper, and Schick 1-18.

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— . “Cultural Studies and the Teaching of Writing.” Focuses 1.2 (1988): 5-18.

— . “Taking the Social Turn: Teaching Writing Post-Process.” CCC 45.1 (1994): 108-18.

Trimbur, John, and Diana George. “Cultural Studies and Composition.” Tate, Rupiper and Schick 71-92.

Trimbur, John, et al. “Reply to Maxine Hairston: Diversity, Ideology, and Teaching Writing.” CCC 44.2 (1993): 248-55.

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“WPA Outcomes Statement for First-Year Composition.” WPA: Writing Program Administration 23.1/2 (Fall/Winter 1999): 59-66.

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You, Xiaoye. “Ideology, Textbooks, and the Rhetoric of Production in China.” CCC 56.4 (2005): 632-53.

Abstract

This article examines a writing textbook published in the People’s Republic of China over two editions. I will argue that competing ideologies have constantly and in multifold manners dictated the ways this textbook was produced, disseminated, consumed, and reproduced: the rhetoric for a textbook’s production and existence.

Keywords:

Textbooks Composition Ideology Writing China Students Rhetoric Production Market Society Economy

Works Cited

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— . “Sexist Language in Composition Textbooks: Still a Major Issue?” CCC 32 (1981): 57-64.

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Reynolds, Nedra. “Composition’s Imagined Geographies: The Politics of Space in the Frontier, City, and Cyberspace.” CCC 50 (1998): 12-35.

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Wang, James C. F. Contemporary Chinese Politics: An Introduction. 6th ed. Upper Saddle River: Prentice, 1999.

Welch, Kathleen E. “Ideology and Freshman Textbook Production: The Place of Theory in Writing Pedagogy.” CCC 38 (1987): 269-82.

Winterowd, W. Ross. “Composition Textbooks: Publisher-Author Relationships.” CCC 40 (1989): 139-51.

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Ritter, Kelly. “The Economics of Authorship: Online Paper Mills, Student Writers, and First-Year Composition.” CCC 56.4 (2005): 601-31.

Abstract

Using sample student analyses of online paper mill Web sites, student survey responses, and existing scholarship on plagiarism, authorship, and intellectual property, this article examines how the consumerist rhetoric of the online paper mills construes academic writing as a commodity for sale, and why such rhetoric appeals to students in first-year composition, whose cultural disconnect from the academic system of authorship increasingly leads them to patronize these sites.

Keywords:

Students Papers Authorship Writing Online Plagiarism PaperMills Composition Author Research Sources Internet Culture Essays Property

Works Cited

“About Us.” Swap Termpapers Web site. 2002. 16 Apr. 2005 http://www.swap termpapers.com/aboutus.htm. Authentic Essays Web site. 2003. 16 Nov. 2003 http://www.AuthenticEssays.com.

Edmunson, Mark. “How Teachers Can Stop Cheaters.” New York Times 9 Sept. 2003: A29.

Fain, Margaret, and Peggy Bates. “Cheating 101: Paper Mills and You.” 27 Jan. 2005. 12 Apr. 2005 http://www.coastal.edu/ library/presentations/papermil.html.

Foster, Andrea. “Plagiarism Detection Tool Creates Legal Quandary.” Chronicle of Higher Education 17 May 2002: A37+.

Genius Papers Web site. N.d. 16 Nov. 2003 http://www.GeniusPapers.com.

Horner, Bruce. “Students, Authorship, and the Work of Composition.” College English 59.5 (1997): 505-29.

Howard, Rebecca Moore. “The Ethics of Plagiarism.” The Ethics of Writing Instruction: Issues in Theory and Practice. Ed. Michael A. Pemberton. Norwood, NJ: Ablex, 2000: 79-90.

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

— . Standing in the Shadow of Giants: Plagiarists, Authors, Collaborators. Stamford, CT: Ablex, 1999.

Lohr, Steve. “In the Age of Internet, Whatever Will Be Will Be Free.” New York Times 14 Sept. 2003, sec. 4: 1+.

Lunsford, Andrea, and Susan West. “Intellectual Property and Composition Studies.” CCC 47.3 (1996): 383-411.

McCabe, Donald L., Linda Klebe Trevino, and Kenneth D. Butterfield. “Dishonesty in Academic Environments: The Influence of Peer Reporting Requirements.” Journal of Higher Education 72.1 (2001): 29-45.

McCollum, Kelly. “One Way to Get into College: Buy an Essay That Worked for Someone Else.” Chronicle of Higher Education 28 Feb. 1997: A25-A26.

McHenry, William. “Reflections on the Internet Paper Mills.” 1998. 15 Jan. 2002 http://www.Georgetown.edu/honor/ Papermill.html.

Mohr-Corrigan, Lori. “Role of Women: Renaissance and Today.” Purchased from the Paper Store.

Moore, Thomas H. “Colleges Try New Ways to Thwart Companies that Sell Term Papers.” Chronicle of Higher Education 9 Nov. 1988: A1+.

Pemberton, Michael. “Threshold of Desperation: Winning the Fight against Term Paper Mills.” Writing Instructor 11.3 (Spring/Summer 1992): 143-52.

Price, Margaret. “Beyond ‘Gotcha!’: Situating Plagiarism in Policy and Pedagogy.” CCC 54.1 (2002): 88-115.

Roy, Alice M. “Whose Words These Are I Think I Know: Plagiarism, the Postmodern, and Faculty Attitudes.” Perspectives on Plagiarism and Intellectual Property in a Postmodern World. Ed. Lise Buranen and Alice M. Roy. Albany, NY: SUNY P, 1999. 55-61.

Sanjek, David. “‘Don’t Have to DJ No More’: Sampling and the ‘Autonomous’ Creator.” The Construction of Authorship: Textual Appropriation in Law and Literature. Ed. Martha Woodmansee and Peter Jaszi. Durham, NC: Duke UP, 1994: 343-60.

Spigelman, Candace. Across Property Lines: Textual Ownership in Writing Groups. Studies in Writing and Rhetoric. Carbondale: Southern Illinois UP, 2000.

Whitaker, Elaine. “A Pedagogy to Address Plagiarism.” CCC 44.4 (1993): 509-14.

White, Edward M. “Student Plagiarism as an Institutional and Social Issue.” Perspectives on Plagiarism and Intellectual Property in a Postmodern World. Ed. Lise Buranen and Alice Roy. Albany: SUNY Press, 1999: 205-10.

Woodmansee, Martha. “Introduction.” The Construction of Authorship: Textual Appropriation in Law and Literature. Ed. Martha Woodmansee and Peter Jaszi. Durham, NC: Duke UP, 1994. 1-14.

Young, Jeffrey R. “The Cat-and-Mouse Game of Plagiarism Detection.” Chronicle of Higher Education 6 July 2001: A26-A27.

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

Abstract

Although most portfolio evaluation currently uses some adaptation of holistic scoring, the problems with scoring portfolios holistically are many, much more than for essays, and the problems are not readily resolvable. Indeed, many aspects of holistic scoring work against the principles behind portfolio assessment. We have from the start needed a scoring methodology that responds to and reflects the nature of portfolios, not merely an adaptation of essay scoring. I here propose a means for scoring portfolios that allows for relatively efficient grading where portfolio scores are needed and where time and money are in short supply. It is derived conceptually from portfolio theory rather than essay-testing theory and supports the key principle behind portfolios, that students should be involved with reflection about and assessment of their own work. It is time for the central role that reflective writing can play in portfolio scoring to be put into practice.

Keywords:

Portfolios Assessment Goals Writing Students ReflectiveLetter Program Faculty Grades Holistic Reflection

Works Cited

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

Belanoff, Pat, and Peter Elbow. “Using Portfolios to Increase Collaboration and Community in a Writing Program.” WPA: Writing Program Administration 9.3 (1986): 27-40. Rpt. in Belanoff and Dickson 17-36.

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

Diederich, Paul Bernard. Measuring Growth in English. Urbana, IL: NCTE, 1974.

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

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

Larson, Richard L. “Portfolios in the Assessment of Writing: A Political Perspective.” White, Lutz, and Kamusikiri 271-83.

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

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

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

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

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

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

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

Yancey, Kathleen Blake, and Irwin Weiser, eds. Situating Portfolios: Four Perspectives. Logan: Utah State UP, 1997.

McLeod, Susan, Heather Horn, and Richard H. Haswell. “Accelerated Classes and the Writers at the Bottom: A Local Assessment Story.” CCC 56.4 (2005): 556-80.

Abstract

Assessment, including writing assessment, is a form of social action. Because standardized tests can be used to reify the social order, local assessments that take into account specific contexts are more likely to yield useful information about student writers. This essay describes one such study, a multiple-measure comparison of accelerated summer courses with nonaccelerated courses. We began with the assumption that the accelerated courses would probably not be as effective as the longer courses; but our assessment found that assumption largely to be incorrect. Contextual information made it clear that students were taking summer accelerated courses strategically, for reasons we had been unaware of and in ways that forced us to reinterpret their writing and our courses.

Keywords:

AcceleratedCourses Students Summer Writing WritingCourses Study Assessment

Works Cited

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Lucas, Catharine Keech. “Holistic Assessment as Longitudinal Measure ofStudent Growth: Interpreting Student Task Constructions (Part 1): Unexpected Directions of Change in Student Writing Performance.” Properties of Writing Tasks: A Study of Alternative Procedures for Holistic Writing Assessment. Final Report, NIE-G-80-034. Ed. James R. Gray and Leo R. Ruth. ERIC, ED230576. 473-508.

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Smith, William L. “Assessing the Reliability and Adequacy of Using Holistic Scoring of Essays as a College Composition Placement Technique.” Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations. Ed. Michael M. Williamson and Brian Huot. Cresskill, NJ: Hampton, 1993. 142- 205.

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Wallace, David. “Writing Attitude Survey.” Making Thinking Visible: Writing, Collaborative Planning, and Classroom Inquiry. Ed. Linda Flower, David Wallace, Linda Norris, and Rebecca Burnett. Urbana, IL: NCTE, 1994. 143- 44.

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Witte, Stephen P. “Context, Text, Intertext: Toward a Constructivist Semiotic of Writing.” Written Communication 9.2 (1992): 237-308.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v45-2

Reynolds, Nedra, et al. “Review: Fragments in Response: An Electronic Discussion of Lester Faigley’s Fragments of Rationality.” CCC 45.2 (1994): 264-273.

Berthoff, Ann E., Beth Daniell, JoAnn Campbell, C. Jan Swearingen, and James Moffett. “Interchanges: Spiritual Sites of Composing.” CCC 45.2 (1994): 237-263.

Haswell, Richard and Susan Wyche-Smith. “Adventuring into Writing Assessment.” CCC 45.2 (1994): 220-236.

Abstract:

The authors discuss what they deem a “success story” of how they and writing faculty reclaimed their land grant university’s assessment program. They offer the narrative of their work in contrast to what they perceive as a stereotyped story of teachers victimized by administrative interests. They claim the “moral is that writing teachers should be leery of assessment tools made by others” but “should, and can, make their own.”

Keywords:

ccc45.2 Students Assessment Writing Exams PlacementExam Teachers Literature Courses Readers University Holistic Testing

Works Cited

Anson, Chris M., and Robert L. Brown, Jr. “Large-Scale Portfolio Assessment.” Belanoff and Dixon 248-69.

Baker, Eva L. and Edys Quellmalz. Results of pilot Studies: Effects of Variations in Writing Task Stimuli on the Analysis of Student Writing Performance. Studies in Measurement and Methodology No.2: Effects of Topic Familiarity. EDRS No. ED213728, 1979.

Barritt, Loren, Patricia L. Stock, and Francelia Clark. “Researching Practice: Evaluating Assessment Essays.” CCC 37 (1986): 315-27.

Belanoff, Pat. “The Myths of Assessment.” Journal of Basic Writing 10 (1991): 54-67.

Belanoff, Pat, and Marcia Dickson, eds. Portfolios: Process and Product. Portsmouth: Boynton/Cook, 1991.

Bernhardt, Stephen A. “Text Revisions by Basic Writers: From Impromptu First Draft to Take-Home Revision.” Research in the Teaching of English 22 (1988): 266-80.

Bizzell, Patricia. “Composing Processes: An Overview.” The Teaching of Writing. 85th Yearbook of the National Society for the Study of Education (Pan II). Ed. Anthony R. Petrosky and David Bartholomae. Chicago: National Society for the Study of Education, 1986.49-70.

Boomer, Garth. “Assessment of Writing.” Directions and Misdirections in English Evaluation. Ed. Peter J. A. Evans. Toronto: Canadian Council of Teachers of English, 1985. 63-64.

Braddock, Richard, Richard Lloyd-Jones, and Lowell Schoer. Research in Written Composition. Champaign: NCTE, 1963.

Breland, Hunter M., et al. Assessing Writing Skill. Research Monograph No. 11. New York: College Entrance Examination Board, 1987.

— and Roberta J. Jones. “Perceptions of Writing Skills.” Written Communication 1 (1984): 101-19.

Brooks, Elaine. Interviews with Students and Colleagues: What Can We Learn? EDRS No. ED314958, 1989.

Brossell, Gordon and Barbara Hoetker Ash. “An Experiment with the Wording of Essay Topics.” CCC 35 (1984): 423-25.

Caroll, Karen and Sandra Murphy. A Study of the Construction of the Meanings of a Writing Prompt by Its Authors, the Student Writers, and the Raters. EDRS No. ED230576, 1982.

Charney, Davida. “The Validity of Using Holistic Scoring to Evaluate Writing: A Critical Overview.” Research in the Teaching of English 18 (1984): 65-81.

Clark, Michael. “Evaluating Writing in an Academic Setting.” fforum: Essays on Theory and Practice in the Teaching of Writing. Ed. Patricia Stock. Upper Montclair: Boynton/Cook, 1983.59-79.

Cohen, Elaine, et al. Approaches to Predicting Student Success: Findings and Recommendations from a Study of California Community Colleges. EDRS No. ED310808, 1989.

Condon, William, and Liz Hamp-Lyons. “Introducing a Portfolio-Based Writing Assessment.” Belanoff and Dickson 231-47.

Elbow, Peter, and Pat Belanoff. “Portfolios as a Substitute for Proficiency Examinations.” College Communication and Composition 37 (Oct. 1986): 336-39.

Ewell, Peter. “To Capture the Ineffable: New Forms of Assessment in Higher Education.” Review of Research in Higher Education 17 (1991): 75-125.

Feldhusen, John E, Kevin Hynes, and Carole A. Ames. “Is a Lack of Instructional Validity Contributing to the Decline of Achievement Test Scores?” The Test Score Decline: Meaning and Issues. Ed. Lawrence Lipsitz. Englewood Cliffs: Educational Technology Publications, 1977. 87-96.

Fitzgerald, Kathryn. “Rhetorical Implications of School Discourse for Writing Placement.” Journal of Basic Writing 7 (1988): 61-72.

Freedman, Sara Warshauer, and William S. Robinson. “Testing Proficiency in Writing at San Francisco State University.” CCC 33 (1982): 393-98.

Gorman, Thomas P., Alan C. Purves, and R. E. Degenhart. The LEA Study of Written Composition I: The International Writing Tasks and Scoring Scales. Vol. 5 of International Studies in Educational Achievement. Oxford: Pergamon, 1988.

Haswell, Richard. Contrasting Ways to Appraise Improvement in a Writing Course: Paired Comparison and Holistic. EDRS No. ED294315, 1989.

Haswell, Richard, Lisa Johnson-Shull, and Susan Wyche-Smith. “Shooting Niagara: Making Portfolio Assessment Serve Instruction at a State University.” Conference on New Directions in Portfolio Assessment. Miami OR, October 1992.

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Huot, Brian. “Reliability, Validity, and Holistic Scoring: What We Know and What We Need to Know.” CCC 41 (1990): 201-13.

Johns, Ann M. “Interpreting an English Competency Examination: The Frustrations of an ESL Science Student.” Written Communication 8 (1991): 379-401.

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Loofbourrow, Peggy T. Composition in the Context of CAP: A Case Study of the Interplay Between Assessment and School Life. Berkeley: National Center for the Study of Writing and Literacy, 1992.

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—. “Unexpected Direction of Change in Writing Performance.” Properties of Writing Tasks: A Study of Alternative Procedures for Holistic Writing Assessment. Ed. Leo Ruth. EDRS No. ED230576, 1982. 473-568.

Millward, Jody. “Placement and Pedagogy: UC Santa Barbara’s Preparatory Program. Journal of Basic Writing 9 (1990): 99-113.

Morante, Edward A. “A Primer on Placement Testing.” Issues in Student Assessment. New Directions for Community Colleges No. 59. Ed. Dorothy Bray and Marcia J. Belcher. San Francisco: Jossey-Bass, 1987. 55-63.

Peyton, Joy Kreeft, et al. “The Influence of Writing Task on ESL Students’ Written production.” Research in the Teaching of English 24 (1990): 142-71.

Plasse, Lorraine A. The Influence of Audience on the Assessment of Student Writing. EDRS No. ED229760, 1982.

Quellmalz, Edys S. “Designing Writing Assessments: Balancing Fairness, Utility, and Cost.” Educational Evaluation and Policy Analysis 6 (1984): 63-72.

Raforth, Bennett A. “Audience and Information.” Research in the Teaching of English 23 (1989): 273-90.

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

Ruth, Leo, and Sandra Murphy. Designing Tasks for the Assessment of Writing. Norwood, NJ: Ablex, 1988.

Scharton, Maurice. “Models of Competence: Responses to a Scenario Writing Assignment.” Research in the Teaching of English 23 (1989): 163-80.

Smith, Laura, et al. Characteristics of Student Writing Competence: An Investigation of Alternative Scoring Systems. Los Angeles: University of California, Los Angeles Center for the Study of Evaluation, 1980.

Smith, William L. “Teachers Informing Placement Testing: A New Method Based on Teacher Expertise.” Conference on College Composition and Communication. Cincinnati, April, 1992.

Stock, Patricia, and Jay L. Robinson. “Taking on Testing: Teachers as Tester- Researchers.” English Education 19 (1987): 93-121.

White, Edward. “The Damage of Innovations Set Adrift.” Bulletin of the American Association for Higher Education 43 (1990): 3-5.

White, Edward, and Leon Thomas. “Racial Minorities and Writing Skills Assessment in the California State University and Colleges.” College English 43 (1981): 276-83.

Wiener, Harvey S. “Evaluating Assessment Programs in Basic Skills.” Journal of Developmental Education 13 (Winter 1989): 24-26.

Winters, Lynn. The Effects of Differing Response Criteria on the Assessment of Writing Competence. EDRS No. ED212659, 1982.

Smith, Jeff. “Against ‘Illegeracy’: Toward a New Pedagogy of Civic Understanding.” CCC 45.2 (1994): 200-219.

Abstract:

Smith proposes a solution to what he deems the lack of comprehensive and operative clout of the concept of illiteracy. Illiteracy fails to adequately describe a larger cultural failure in education and mass media. He proposes the word illegeracy as a multivalent solution. Illegeracy, he argues is more inclusive than the word illiteracy to describe “a missing skill, an unhappy state and a social (in)action that follows in consequence.” Furthermore he claims illegeracy applies to a wider berth of citizens, not just to students. Three problems that contribute to illegeracy are an inability to read, a failure to see choices, and an abdicating of political power.

Keywords:

ccc45.2 Students Issues People System Government Society Illegeracy Questions Problems Knowledge Teachers Citizens Media Writing Community Civic Pedagogy

Works Cited

Berman, Paul. “Introduction: The Debate and its Origins.” Debating P.c. Ed. Paul Berman. New York: Dell, 1992. 1-26.

Colombo, Gary, Robert Cullen, and Bonnie Lisle, eds. Re-Reading America: Cultural Contexts for Critical Thinking and Writing. 2nd ed. New York: Bedford/St. Martin’s, 1992.

Dionne, E.J., Jr. Why Americans Hate Politics. New York: Simon, 1991.

Fulghum, Robert. All I Really Need to Know I Learned in Kindergarten. New York: Knopf, 1989.

Greider, William. Who Will Tell the People: The Betrayal of American Democracy. New York: Simon, 1992.

Hirsch, E.D., Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton, 1987.

Lazere, Donald. “Teaching the Political Conflicts: A Rhetorical Schema.” CCC 43 (1992): 194-213.

Rose, Mike. “What’s Wrong with Remedy: A College Try.” Los Angeles Times 23 April 1989: Opinion 1, 3.

Rothman, Donald, “Caliban in the Composition Classroom.” The Right to Literacy. Ed. Andrea Lunsford, Helene Moglen, and James Slevin. New York: MLA, 1990. 12027.

Sledd, Andrew. “Readin’ Not Riotin’: The Politics of Literacy.” College English 50 (1988): 495-508.

“Understanding the Riots-Six Months Later.” Series of articles. Los Angeles Times 16-20 Nov. 1992: Sec JJ.

Wolff, Robert Paul. “A Discourse on Grading.” The Ideal of the University. Boston: Beacon, 1969. 58-68.

Glenn, Cheryl. “Sex, Lies, and Manuscript: Refiguring Aspasia in the History of Rhetoric.” CCC 45.2 (1994): 180-199.

Abstract:

Glenn reconstructs the life and rhetoric of Aspasia of Miletus, a woman rhetor of the firth century BCE as part of a larger project in challenging dominant contemporary rhetorical history and theory that neglects women. Against lists and indices of primary works in rhetorical history do not mention women, many have assumed women have not been involved in rhetorical history. A remapping of such unquestioned scholarship is necessary for a more gender representative “understanding of rhetorics of the past [that] underwrites our capacity for further theorizing.”

Keywords:

ccc45.2 BraddockAward Aspasia Pericles Rhetoric Women Socrates History Athens Men Plato Oration Speech Funeral Truth Xenophon Polis Politics Power Tradition Influence

Works Cited

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Ballif, Michelle. “Re/Dressing Histories; Or, On Re/Covering Figures Who Have Been Laid Bare by Our Gaze.” Rhetoric Society Quarterly 22 (1992): 91-98.

Biesecker, Barbara. “Coming to Terms with Recent Attempts to Write Women into the History of Rhetoric.” Philosophy and Rhetoric 25 (1992): 140-61.

Bizzell, Patricia. “Opportunities for Feminist Research in the History of Rhetoric.” Rhetoric Review II (1992): 50-58.

—. “The Praise of Folly, The Woman Rhetor, and Post-Modern Skepticism.” Rhetoric Society Quarterly 22 (1992): 7-17.

Bizzell, Patricia, and Bruce Herzberg. The Rhetorical Tradition: Readings from Classical Times to the Present. Boston: Bedford-St. Martin’s, 1990.

Blair, Carole. “Contested Histories of Rhetoric: The Politics of Preservation, Progress, and Change.” Quarterly Journal of Speech 78 (1992): 403-28.

—, and Mary L. Kahl. “Introduction: Revising the History of Rhetorical Theory.” Western Journal of Speech Communication 54 (1990): 148-59.

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Cole, Susan Guettel. “Could Greek Women Read and Write?” Foley 219-45.

Corbett, Edward P. J. Classical Rhetoric for the Modern Student. 3rd ed. New York: Oxford UP, 1990.

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Foley, Helene P. Reflections of Women in Antiquity. New York: Gordon, 1981.

Glenn, Cheryl. “Author, Audience, and Autobiography: Rhetorical Technique in The Book of Margery Kempe.” College English 53 (1992): 540-53.

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—. “Performing Feminisms, Histories, Rhetorics.” Rhetoric Society Quarterly 22 (1992): 1-6.

—. Rereading the Sophists: Classical Rhetoric Refigured. Carbondale: Southern Illinois UP, 1991.

Jarratt, Susan L., and Rory Ong. “Aspasia: Rhetoric, Gender, and Colonial Ideology.” Lunsford, Reclaiming Rhetorica, in press.

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Just, Roger. Women in Athenian Law and Life. London: Routledge, 1989.

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Lunsford, Andrea A., ed. Reclaiming Rhetorica. Pittsburgh: U of Pittsburgh P, in press.

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Peaden, Catherine. “Feminist Theories, Historiographies, and Histories of Rhetoric: The Role of Feminism in Historical Studies.” Kneupper 116-26.

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Pomeroy, Sarah. Goddesses, Whores, Wives, and Slaves. New York: Schocken, 1975.

—. Women’s History and Ancient History. Chapel Hill: U of North Carolina P, 1991.

Quintilian. Institutio aratoria. Trans. H. E. Butler. 1920. 4 vols. London: Heinemann, 1969.

Schaps, David M. “The Woman Least Mentioned: Etiquette and Women’s Names.” Classical Quarterly 27 (1977): 323-3 I.

Scott, Joan Wallach. Gender and the Politics of History. New York: Columbia UP, 1988.

Selfe, Cynthia. “Aspasia: The First Woman Rhetorician.” Unpublished essay.

Smith, Barbara Herrnstein. .Contingencies of Value.” Contingencies of Value. Cambridge: Harvard UP, 1988. 30-53.

Sprague, Rosamond Kent, ed. The Older Sophists. Columbia: U of South Carolina P, 1972.

Stallybrass, Peter. “Patriarchal Territories: The Body Enclosed.” Ferguson et al. 123-44.

Swearingen, C. Jan. Rhetoric and Irony. New York: Oxford UP, 1991.

Taylor, A. E. Plato, the Man and his Work. 7th ed. London: Methuen, 1960.

Thucydides. History of the Peloponnesian War. Trans. Rex Warner. London: Penguin, 1954.

Vernant, Jean-Pierre. Myth and Society in Ancient Greece. 1974. New York: Zone, 1980.

—. Myth and Thought Among the Greeks.1965. London: Routledge, 1983.

—. The Origins of Greek Thought. 1962. Ithaca: Cornell UP, 1982.

Vidal-Naquet, Pierre. The Black Hunter. Trans. Andrew Szegedy-Maszak. Baltimore: Johns Hopkins UP, 1986.

Waithe, Mary Ellen, ed. A History of Women Philosophers, Vol. 1/600 BC-500 AD. Dordrecht: Martinus Nijhoff, 1987. 4 vols.

Warhol, Robyn R., and Diane Price Herndl. Feminisms. New Brunswick: Rutgers UP, 1991.

Xenophon. Memorabilia and Oeconomicus. Trans. E. C. Marchant. Cambridge: Harvard UP, 1988.

Miller, Richard E. “Composing English Studies: Towards a Social History of the Discipline.” CCC 45.2 (1994): 164-179.

Abstract:

Miller first reviews how histories of English Studies demarcate a hierarchical division of labor where intellectual work is deemed the province of literary studies not composition. He suggests an alternative history, one which deem the student work rather than literary text would serve as the principal object of study in the composition field, one he deems the “single most institutional function” of English departments, one rife with positive political possibilities of discussion, and one that would “provide a common ground” upon which the relationship between composition and literary studies might be reworked.

Keywords:

ccc45.2 Composition Work EnglishStudies History Student EWatkins Field LiteraryStudies GGraff Institutions Practices Writing Conflicts Discipline

Works Cited

Bartholomae, David. “Producing Adult Readers: 1930-50.” The Right to Literacy. Eds. Andrea A. Lunsford, Helene Moglen, and James Slevin. MLA 1990: 13-27.

Connors, Robert J. “Writing the History of Our Discipline.” An Introduction to Composition Studies. Eds. Erika Lindemann and Gary Tate. New York: Oxford UP, 1991. 49-71.

Graff, Gerald. Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education. W.W. Norton: New York. 1992.

—. Professing Literature: An Institutional History. U of Chicago P, 1987.

Miller, Susan. Rescuing the Subject: A Critical Introduction to Rhetoric and the Writer. Carbondale and Edwardsville: Southern Illinois UP, 1989.

—. Textual Carnivals: The politics of Composition. Carbondale and Edwardsville: Southern Illinois UP, 1991.

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

Ohmann, Richard. English in America. New York: Oxford UP, 1976.

Said, Edward. The World, the Text, and the Critic. Cambridge, MA: Harvard UP, 1983.

Slevin, James F. “Depoliticizing and Politicizing Composition Studies.” The Politics of Writing Instruction: Postsecondary. Eds. Richard Bullock, John Trimbur, and Charles Schuster. Portsmouth, NH: Boynton/Cook, 1991. 1-22.

Strain, Margaret M. “Toward a Hermeneutic Model of Composition History: Robert Carlsen’s ‘The State of the Profession 1961-1962.'” Journal of Advanced Composition. Winter 93: 217-240.

Varnum, Robin. “The History of Composition: Reclaiming Our Lost Generations.” Journal of Advanced Composition. Winter 92: 39-56.

Watkins, Evan. Work Time: English Departments and the Circulation of Cultural Value. Stanford, CA: Stanford UP, 1989.

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Atwill, Janet M. Rev. of On Rhetoric: A Theory of Civic Discourse by Aristotle and George A. Kennedy. CCC 44.1 (1993): 93-95.

Daniell, Beth. Rev. of Rhetoric and Irony: Western Literacy and Western Lies by C. Jan Swearingen. CCC 44.1 (1993): 95-99.

Calderonello, Alice. Rev. of Composition and Resistance by C. Mark Hurlbert and Michael Blitz. CCC 44.1 (1993): 99-101.

McAlexander, Patricia J. Rev. of Written Language Disorders: Theory into Practice by Ann M. Bain, Laura Lyons Bailet and Louisa Cook Moates; Faking It: A Look into the Mind of a Creative Learner by Christopher M. Lee and Rosemary F. Jackson. CCC 44.1 (1993): 101-103.

Bloom, Lynn Z. Rev. of Reading and Writing the Self: Autobiography in Education and the Curriculum by Robert J. Graham. CCC 44.1 (1993): 103-105.

Ashton-Jones, Evelyn. Rev. of Rethinking Writing by Peshe C. Kuriloff; About Writing: A Rhetoric for Advanced Writers by Kristin R. Woolever; Successful Writing by Maxine Hairston; Fact and Artifact: Writing Nonfiction by Lynn Z. Bloom; Process, Form, and Substance: A Rhetoric for Advanced Writers by Richard M. Coe. CCC 44.1 (1993): 105-111.

Sheridan, Daniel. Rev. of Beginning Writing Groups. CCC 44.1 (1993): 111-112.

Brookes, Gerry H. “Town Meetings: A Strategy for including Speaking in a Writing Classroom.” CCC 44.1 (1993): 88-92.

Abstract:

Keywords:

ccc44.1 Students Writing Speaker Course TownMeetings Speaking Speech Strategy Discussion Topics Experience

Works Cited

James, William. “On a Certain Blindness in Human Beings.” The Writings of William James. Ed. John J. McDermott. New York: Random, 1967.629-45.

Lakoff, George, and Mark Johnson. Metaphors we Live By. Chicago: U of Chicago P, 1980.

McClish, Glen. “Controversy as a Mode of Invention: The Example of James and Freud.” College English 53 (1991): 391-402.

Moffett, James. Active voice: A Writing Program Across the Curriculum. Upper Montclair: Boynton/Cook,1981.

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

Tannen, Deborah. You Just Don’t Understand: Women and Men in Conversation. New York: Morrow, 1990.

Dutton, Sandra and Holly Fils-Aime. “Bringing the Literary Magazine into the Classroom.” CCC 44.1 (1993): 84-87.

Abstract:

Keywords:

ccc44.1 Students LiteraryMagazine Teachers Classrooms Assignments Journal Campus Gridlock

No works cited.

Mansfield, Margaret A. “Real World Writing and the English Curriculum.” CCC 44.1 (1993): 69-83.

Abstract:

Keywords:

ccc44.1 Writing Students Audience World Writers Classrooms Collaboration Experience Memos ProfessionalWriting Assignments RealWorld Curriculum English

Works Cited

Brereton, John. “Professional Writing Meets Rhetoric and Composition.” Ronald and Roskelly 71-85.

Britton, James. “The Composing Processes and the Functions of Writing.” Research on Composing: Points of Departure. Ed. Charles R. Cooper and Lee Odell. Urbana: NCTE, 1978. 13-28.

Couture, Barbara, and Jone Rymer. “Interactive Writing on the Job: Definitions and Implications of ‘Collaboration.'” Kogen 73-93.

Daiker, Donald A., and Max Morenberg, eds. The Writing Teacher as &searcher: Essays in the Theory and Practice of Class-Based Research. Portsmouth: Boynton/Cook, 1990.

Elbow, Peter. “Closing My Eyes As I Speak: An Argument for Ignoring Audience.” College English 49 (Jan. 1987): 50-69.

Kogen, Myra, ed. Writing in the Business Professions. Urbana: NCTE and the Association for Business Communication, 1989.

Lunsford, Andrea A. “The Case for Collaboration-in Theory, Research, and Practice.” Daiker and Morenberg 52-60.

Moffett, James. Teaching the Universe of Discourse. 1968. Boston: Houghton, 1983. Nelson, Cary, ed. Theory in the Classroom. Urbana: U of Illinois P, 1986.

Perelman, Les. “The Context of Classroom Writing.” College English 48 (Sep. 1986): 471-79.

Reither, James A., and Douglas Vipond. “Writing as Collaboration.” College English 51 (Dec. 1989): 855-67.

Ronald, Kate, and Hephzibah Roskelly, eds. Farther Along: Transforming Dichotomies in Rhetoric and Composition. Portsmouth: Boynton/Cook, 1990.

Selzer, Jack. “Critical Inquiry in a Technical Writing Course.” Daiker and Morenberg 188-218.

Smith, Louise Z., ed. Audits of Meaning: A Festschrift in Honor of Ann E. Berthoff. Portsmouth: Boynton/Cook, 1988.

Jones, Robert and Joseph J. Comprone. “Where Do We Go Next in Writing across the Curriculum?” CCC 44.1 (1993): 59-68.

Abstract:

Keywords:

ccc44.1 WAC Writing Program Research Disciplines Faculty Courses Program Conventions Engineering WritingToLearn Pedagogy

Works Cited

Bazerman, Charles. “The Second Stage in Writing Across the Curriculum.” College English 53 (Feb. 1991): 209-12.

—. Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Madison: U of Wisconsin P, 1988. -, ed. Textual Dynamics of the Profession. Madison: U of Wisconsin P, 1991.

Berkenkotter, Carol. “Paradigm Debates, Turf Wars, and the Conduct of Sociocognitive Inquiry in Composition.” CCC 42 (May 1991): 151-69.

Brown, Carol. “A History and Critique of Writing Across the Curriculum.” Master’s Thesis. Michigan Technological U, 1991.

Comprone, Joseph J. “Generic Constraints and Expressive Motives: Rhetorical Perspectives on Textual Problems.” The Social Perspective in Professional Communication. Beverly Hills: Sage Publications, forthcoming.

Flynn, Elizabeth, and Robert Jones, with Diane Shoos and Bruce Barna. “Michigan Technological University.” Programs that Work. Ed. Toby Fulwiler and Art Young. Portsmouth: Boynton/Cook, 1990: 163-80.

Freire, Paulo. Pedagogy of the Oppressed. Trans. by Myra Bergman Ramos. New York: Seabury, 1970.

Fulwiler, Toby, and Art Young. Introduction and Afterword. Programs That Work: Models and Methods for Writing Across the Curriculum. Ed. Fulwiler and Young. Portsmouth: Boynton/Cook, 1990. 1-8; 287-94.

—, ed. Language Connections: Writing and Reading Across the Curriculum. Portsmouth: Boynton/Cook, 1982.

—, ed. Writing Across the Disciplines: Research into Practice. Portsmouth: Boynton/Cook, 1986.

Jolliffe, David. Advances in Writing Research: Writing in Academic Disciplines. Norwood: Ablex, 1988.

Koen, Billy Vaughn. “Toward a Definition of the Engineering Method.” Engineering Education 75 (1984): 150-55.

Maimon, Elaine. “Collaborative Learning and Writing Across the Curriculum.” Writing Program Administration 9 (1986): 9-15.

McLeod, Susan. Strengthening Programs for Writing Across the Curriculum. San Francisco: Jossey-Bass, 1988.

—. “Writing Across the Curriculum: The Second Stage, and Beyond.” CCC 40 (Oct. 1989): 337-43.

Morris, Barbara S. Disciplinary Perspectives on Thinking and Writing. Ann Arbor: U of Michigan Composition Board, 1989.

Moss, Andrew, and Carol Holder. Improving Student Writing: A Guidebook for Faculty in All Disciplines. Pomona: California State Polytechnic U, 1988. (Distributed by Kendall/Hunt Publishers, Dubuque, Iowa.)

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

Trimmer, Joseph. Rev. of Programs that Work, ed. Toby Fulwiler and Art Young, and Disciplinary Perspectives on Thinking and Writing, by Barbara Morris. CCC 41 (Dec. 1990): 482-83.

White, Edward. “Shallow Roots or Taproots for Writing Across the Curriculum.” Association of Departments of English Bulletin 98 (Spring 1991): 29-33.

Pemberton, Michael A. “Modeling Theory and Composing Process Models.” CCC 44.1 (1993): 40-58.

Abstract:

Keywords:

ccc44.1 Models Writing Cognitive Process Composition Data Theory Research LFlower JHayes Epistemology Paradigm

Works Cited

Achinstein, Peter. “Theoretical Models.” British Journal for the Philosophy of Science 16 (Aug. 1965): 102-20.

Apostel, Leo. “Towards the Formal Study of Models in the Non-Formal Sciences.” Synthese 12 (Sep. 1960): 125-61.

Bazerman, Charles. “A Relationship between Reading and Writing: The Conversational Model.” College English 41 (Feb. 1980): 656-61.

Beaugrande, Robert de. Text Production: Toward a Science of Composition. Notwood: Ablex, 1984.

Bereiter, Carl, and Marlene Scardamalia. The Psychology of Written Composition. Hillsdale: Erlbaum, 1987.

Berkenkotter, Carol. “Decisions and Revisions: The Planning Strategies of a Publishing Writer.” CCC 34 (May 1983): 156-69.

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

Berthoff, Ann E. “The Problem of Problem Solving.” CCC 22 (Oct. 1971): 237-42.

Bizzell, Patricia. “Cognition, Convention, and Certainty: What We Need to Know about Writing.” Pre/Text 3 (Fall 1982): 213-43.

Black, Max. Models and Metaphors. Ithaca: Cornell UP, 1962.

Braithwaite, Richard B. Scientific Explanation. Cambridge: Cambridge UP, 1959.

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

—. “The Why of Cognition: Emotion and the Writing Process.” CCC 38 (Dec. 1987): 436-43.

Bruffee, Kenneth. “Collaborative Learning and the ‘Conversation of Mankind.”’ College English 46 (Nov. 1984): 635-52.

Bunge, Mario. Method, Model and Matter. Dordrecht: D. Reidel, 1973.

Carter, Michael. “The Idea of Expertise: An Exploration of Cognitive and Social Dimensions of Writing.” CCC 41 (Oct. 1990): 265-86.

Connors, Robert J. “Composition Studies and Science.” College English 45 (Jan. 1983): 1-20.

Cooper, Charles R., and Ann Matsuhashi. “A Theory of the Writing Process.” The Psychology of Writing: A Developmental Approach. Ed. Margaret Martlew. London: Wiley, 1982. 3-39.

Cooper, Marilyn, and Michael Holzman. “Reply by Marilyn Cooper and Michael Holzman.” CCC 36 (Feb. 1985): 97-100.

—. “Talking about Protocols.” CCC 34 (Oct. 1983): 284-93.

Crapanzano, Vincent. “Hermes’ Dilemma: The Masking of Subversion in Ethnographic Description.” Writing Culture: The Poetics and Politics of Anthropology. Ed. James Clifford and George E. Marcus. Berkeley: U of California P, 1986. 51-76.

Dobrin, David N. “Protocols Once More.” College English 48 (Nov. 1986): 713-25.

Duhem, Pierre. The Aim and Structure of Physical Theory. 1914. Trans. P. Wiener. New York: Athenum, 1954.

Elbow, Peter. “Closing My Eyes as I Speak: An Argument for Ignoring Audience.” College English 49 (Jan. 1987): 50-69.

Emig, Janet. “Inquiry Paradigms and Writing.” CCC 33 (Feb. 1982): 64-75.

Faigley, Lester. “Competing Theories of Process: A Critique and a Proposal.” College English 48 (Oct. 1986): 527-42.

Faust, David. The Limits of Scientific Reasoning. Minneapolis: U of Minnesota P, 1984.

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

Flower, Linda, and John Hayes. “A Cognitive Process Theory of Writing.” CCC 32 (Dec. 1981): 365-87.

—. “Response to Marilyn Cooper and Michael Holzman, ‘Talking about Protocols.”’ CCC 36 (Feb. 1985): 94-97.

Flower, Linda, et al. “Detection, Diagnosis, and the Strategies of Revision.” CCC 37 (Feb. 1986): 16-55.

Geertz, Clifford. “Being There: Anthropology and the Scene of Writing.” Works and Lives: The Anthropologist as Author. Stanford: Stanford Up, 1988. 1-24.

Goetz, Judith P., and Margaret D. LeCompte. Ethnography and Qualitative Design in Educational &search. Orlando: Academic, 1984.

Gould, John D. “Experiments on Composing Letters: Some Facts, Some Myths and Some Observations.” Cognitive Processes in Writing. Ed. Lee w: Gregg and Erwin R. Steinberg. Hillsdale: Erlbaum, 1980. 97-127.

Hairston, Maxine. “The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing.” CCC 33 (Feb. 1982): 76-88.

Harre, Rom. The Principles of Scientific Thinking. Chicago: U of Chicago P, 1970.

Hayes, John R., and Linda S. Flower. “Identifying the Organization of Writing Processes.” Cognitive Processes in Writing. Ed. Lee W. Gregg and Erwin R. Steinberg. Hillsdale: Erlbaum, 1980. 3-30.

—. “Writing as Problem Solving.” Visible Language 14.4 (1980): 388-99.

Herndl, Carl G. “Writing Ethnography: Representation, Rhetoric, and Institutional Practices.” College English 53 (Mar. 1991): 320-32.

Hesse, Mary. “Models versus Paradigms in the Natural Sciences.” The Use of Models in the Social Sciences. Ed. L. Collins. Boulder: Westview, 1976. 1-15.

Irmscher, William F. “Finding a Comfortable Identity.” CCC 38 (Feb. 1987): 81-87.

Kuhn, Thomas S. “Second Thoughts on Paradigms.” The Structure of Scientific Theories. Ed. Frederick Suppe. Urbana: U of Illinois P, 1974.459-99.

Laudan, Larry. Science and Relativism: Some Key Controversies in the Philosophy of Science. Chicago: U of Chicago P, 1990.

Lauer, Janice. “Heuristics and Composition.” CCC 23 (Dec. 1970): 396-404.

Marcus, George, and Michael M.J. Fischer. Anthropology as Cultural Critique: An Experimental Moment in the Human Sciences. Chicago: U of Chicago P, 1986.

McLeod, Susan. “Some Thoughts about Feelings: The Affective Domain and the Writing Process.” CCC 38 (Dec. 1987): 426-35.

Murray, Donald M. “Response of a Laboratory Rat-or, Being Protocoled.” CCC 34 (May 1983): 169-72.

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

Rosaldo, Renato. “Where Objectivity Lies: The Rhetoric of Anthropology.” The Rhetoric of the Human Sciences: Language and Argument in Scholarship and Human Affairs. Ed. John S. Nelson, Allan Megill, and Donald N. McCloskey. Madison: U of Wisconsin P, 1987. 87-110.

Rose, Mike. ” Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism .” CCC 39 (Oct. 1988): 267-302.

Scardamalia, Marlene, and Carl Bereiter. “Knowledge Telling and Knowledge Transforming in Written Composition.” Reading, Writing and Language Learning. Vol. 2 of Advances in Applied Psycholinquistics. Ed. Sheldon Rosenberg. Cambridge: Cambridge UP, 1987. 142-75.

Schriver, Karen A. “Theory Building in Rhetoric and Composition: The Role of Empirical Scholarship.” Rhetoric Review 7 (Spring 1989): 272-88.

Steinberg, Erwin R. “Protocols, Retrospective Reports, and the Stream of Consciousness.” College English 48 (Nov. 1986): 697-712.

Stotsky, Sandra. “On Planning and Writing Plans-Or Beware of Borrowed Theories!” CCC 41 (Feb. 1990): 37-57.

Suppes, Patrick. Studies in the Methodology and Foundations of Science. Dordrecht: D. Reidel, 1969.

“Theory in Communication: Panel and Workshop Report.” CCC 9 (Oct. 1958): 170-71.

Killingsworth, M. Jimmie. “Product and Process, Literacy and Orality: An Essay on Composition and Culture.” CCC 44.1 (1993): 26-39.

Abstract:

Keywords:

ccc44.1 Writing Process Literacy Orality Composition Culture Students Pedagogy Teachers Classrooms SecondaryOrality KBruffee PElbow JBerlin

Works Cited

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—. 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.

Bruffee, Kenneth. “Collaborative Learning: Some Practical Models.” College English 34 (Feb. 1973): 634-43.

Coles, William E., Jr. “The Teaching of Writing as Writing.” College English 29 (Nov. 1967): 111-16.

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Elbow, Peter. “A Method for Teaching Writing.” College English 30 (Nov. 1968): 115-25.

—. Writing without Teachers. New York: Oxford UP, 1973.

Emig, Janet. The Composing Processes of Twelfth Graders. Urbana: NCTE, 1971.

Faigley, Lester. “Competing Theories of Process: A Critique and a Proposal.” College English 48 (Oct. 1986): 527-42.

Flower, Linda, and John R. Hayes. “A Cognitive Process Theory of Writing.” CCC 32 (Dec. 1981): 365-87.

Freire, Paulo. Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. New York: Continuum, 1990.

Gere, Anne Ruggles. Writing Groups. Carbondale: Southern Illinois UP, 1987.

Graff, Harvey J. The Legacies of Literacy. Bloomington: Indiana UP, 1987.

Greenbaum, Leonard A., and Rudolf B. Schmerl. “A Team Learning Approach to Freshman English.” College English 29 (Nov. 1967): 135-52.

Hairston, Maxine. “The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing.” CCC 33 (Feb. 1982): 76-88.

Halloran, S. Michael. “From Rhetoric to Composition: The Teaching of Writing in America to 1900.” A Short History of Writing Instruction from Ancient Greece to Twentieth-Century America. Ed. James J. Murphy. Davis: Hermagoras, 1990. 151-82.

Harris, Muriel. Teaching One-to-One: The Writing Conference. Urbana: NCTE, 1986.

Hawisher, Gail E., and Cynthia L. Selfe. ” The Rhetoric of Technology and the Electronic Writing Class .” CCC 42 (Feb. 1991): 55-65.

Hunter, Lynette. “A Rhetoric of Mass Communication: Collective or Corporate Public Discourse.” Oral and Written Communication: Historical Approaches. Ed. Richard Leo Enos. Newbury Park: Sage, 1990. 216-61.

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Murray, Donald M. A Writer Teaches Writing. Boston: Houghton, 1968.

Myers, David. “The Origins of Creative Writing.” Unpublished paper, 1990.

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Noble, David F. America by Design: Science, Technology, and the Rise of Corporate Capitalism. New York: Oxford UP, 1977.

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

Ochsner, Robert S. Physical Eloquence and the Biology of Writing. Albany: State U of New York P, 1990.

Ohmann, Richard. “Literacy, Technology, and Monopoly Capital.” College English 47(Nov. 1985): 675-89.

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Pumphrey, Jean. ‘Teaching English as a Creative Art.” College English 34 (Feb. 1973): 666-73.

Scholes, Robert. Textual Power: Literary Theory and the Teaching of English. New Haven: Yale UP, 1985.

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

Sheils, Merrill. “Why Johnny Can’t Write.” Speaking of Words: A Language Reader. Ed. James MacKillop and Donna Woolfolk Cross. New York: Holt, 1978. 2-7.

Tannen, Deborah. “The Myth of Orality and Literacy.” Linguistics and Literacy. Ed. William Frawley. New York: Plenum, 1982. 37-50.

Welch, Kathleen E. “Electrifying Classical Rhetoric: Ancient Media, Modern Technology, and Contemporary Composition.” Journal of Advanced Composition 10 (Winter 1990): 22-38.
Wolcott, Willa. ” Writing Instruction and Assessment: The Need for Interplay between Process and Product .” CCC 38 (Feb. 1987): 40-46.

Young, Richard E. “Paradigms and Problems: Needed Research in Rhetorical Invention.” Research on Composing: Points of Departure. Ed. Charles C. Cooper and Lee Odell. Urbana: NCTE, 1978. 29-48.

Zoellner, Robert. “Talk-Write: A Behavioral Pedagogy for Composition.” College English 30 (Jan. 1969): 267-320.

Cook, William W. “Writing in the Spaces Left.” CCC 44.1 (1993): 9-25.

Abstract:

Keywords:

ccc44.1 ChairsAddress FDouglass REllison Narrative Texts Voice Oratory SlaveNarratives Power Book Name Action Freedom

Works Cited

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Morrison, Toni. Beloved. New York: New American Library, 1988.

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Renan, Ernest. “What Is a Nation?” Bhabha 8-22.

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Youngblood, Shay. Big Mama Stories. Ithaca: Firebrand, 1989.

—. “Shakin’ the Mess Outta Misery.” Unpublished manuscript.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v43-3

Nystrand, Martin. Rev. of Reading-to-Write: Exploring a Cognitive and Social Process by Linda Flower, Victoria Stein, John Ackerman, Margaret J. Kantz, Kathleen McCormick and Wayne C. Peck. CCC 43.3 (1992): 411-415.

Herrington, Anne J. Rev. of Thinking and Writing in College by Barbara Walvoord, Lucille McCarthy, Virginia Anderson, John Breihan, Susan Robison and Kimbrough Sherman. CCC 43.3 (1992): 415-416.

Hansen, Kristine. Rev. of The Writing Scholar: Studies in Academic Discourse by Walter Nash. CCC 43.3 (1992): 417-418.

Greenhalgh, Anne M. “Voices in Response: A Postmodern Reading of Teacher Response.” CCC 43.3 (1992): 401-410.

Abstract:

Keywords:

ccc43.3 Teachers Voice Students Response Writing Comments Interpretation Interruption Postmodernism

Works Cited

Belsey, Catherine. Critical Practice. London: Methuen, 1980.

Brannon, Lil, and C. H. Knoblauch. “On Students’ Rights to Their Own Text: A Model of Teacher Response.” CCC 33 (May 1982): 157-66.

Bridwell, Lillian S. “Revising Strategies in Twelfth Grade Students’ Transactional Writing.” Research in the Teaching of English 14 (Oct. 1980): 197-222.

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

Brodkey, Linda, and James Henry. “Voice Lessons in a Poststructural Key: Notes on Response andRevision.” A Rhetoric of Doing: Essays in Honor of James Kinneavy. Ed. Stephen P. Witte, Roger Cherry, and Neil Nakadate. Carbondale: Southern Illinois UP, forthcoming.

Faigley, Lester, and Stephen Witte. “Analyzing Revision.” CCC 32 (Dec. 1981): 400-14.

Matsuhashi, Ann, and Eleanor Gordon. “Revision, Addition, and the Power of the Unseen Text.” The Acquisition of Written Language: Response and Revision. Ed. Sarah Warshauer Freedman. Norwood: Ablex, 1985. 226-49. Silverman, David, and Brian Torode. The Material Word. London: Routledge, 1980.

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

— . “Revision Strategies of Student Writers and Experienced Adult Writers.” CCC 31 (Dec. 1980): 378-88.

Mitchell, Felicia. “Balancing Individual Projects and Collaborative Learning in an Advanced Writing Class.” CCC 43.3 (1992): 393-400.

Abstract:

Keywords:

ccc43.3 Students Writing Models AdvancedWriting Projects Collaboration Assignments Bibliography Style Process Authority Goals

Works Cited

Coe, Richard M. Process, Form, and Substance: A Rhetoric for Advanced Writers. Englewood Cliffs: Prentice, 1990.

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

Kinneavy, James. A Theory of Discourse. Englewood Cliffs: Prentice, 1971.

Reither, James A., and Douglas Vipond. “Writing as Collaboration.” College English 51 (Dec. 1989): 855-67.

Trimbur, John. “Critiquing Collaborative Learning.” College English 51 (Oct. 1989): 602-16.

Holt, Mara. “The Value of Written Peer Criticism.” CCC 43.3 (1992): 384-392.

Abstract:

Keywords:

ccc43.3 Writers Students Writing Papers KBruffee Critique Response PElbow PeerGroups Outline Essays PBelanoff

Works Cited

Bruffee, Kenneth A. A Short Course in Writing: Practical Rhetoric for Teaching Composition through Collaborative Learning. 3rd ed. Boston: Little, 1985.

Elbow, Peter. Embracing Contraries. New York: Oxford UP, 1986.

—. Writing without Teachers. New York: Oxford UP, 1973.

—. Writing with Power. New York: Oxford UP, 1981.

Elbow, Peter, and Pat Belanoff. A Community of Writers: A Workshop Course in Writing. New York: Random, 1989.

—. Sharing and Responding. New York: Random, 1989.

Huff, Roland, and Charles R. Kline, Jr. The Contemporary Writing Curriculum: Rehearsing, Composing, and Valuing. New York: Teachers College P, 1987.

Kail, Harvey, and John Trimbur. “The Politics of Peer Tutoring.” Writing Program Administration 11.1-2 (Fall 1987): 5-12.

Harris, Muriel. “Collaboration Is Not Collaboration Is Not Collaboration: Writing Center Tutorials vs. Peer-Response Groups.” CCC 43.3 (1992): 369-383.

Abstract:

Keywords:

ccc43.3 Writing Students Collaboration Tutors PeerGroups Response Writers Teacher WritingCenters Comments CollaborativeWriting

Works Cited

Allen, Nancy, Dianne Atkinson, Meg Morgan, Teresa Moote, and Craig Snow. “What Experienced Collaborators Say About Collaborative Writing.” Journal of Business and Technical Communication 1.2 (Sept. 1987): 70-90.

Arkin, Marian, and Barbara Shollat. The Tutor Book. New York: Longman, 1982.

Beaven, Mary. “Individualized Goal Setting, Self-Evaluation, and Peer Evaluation.” Evaluating Writing: Describing, Measuring, Judging. Ed. Charles Cooper and Lee Odell. Urbana: NCTE, 1977. 135-56.

Benesch, Sarah. Improving Peer Response: Collaboration Between Teachers and Students. ERIC, 1984. ED 243 113.

Berkenkotter, Carol. “Student Writers and Their Sense of Authority over Texts.” CCC 35 (Oct. 1984): 312-19.

Broglie, Mary. “From Teacher to Tutor: Making the Change.” Writing Lab Newsletter 15.4 (Dec. 1990): 1-3.

Brooks, Jeff. “Minimalist Tutoring: Making the Student Do All the Work.” Writing Lab Newsletter 15.6 (Feb. 1991): 1-4.

Brown, Jane. “Helping Students Help Themselves: Peer Evaluation of Writing.” Curriculum Review 23 (Feb. 1984): 47-50.

Carter, Ronnie. By Itself Peer Group Revision Has No Power. ERIC, 1982. ED 226 350.

Clark, Beverly Lyon. Talking about Writing. Ann Arbor: U of Michigan P, 1985.

Clark, Irene. Writing in the Center: Teaching in a Writing Center Setting. Dubuque: Kendall/Hunt, 1985.

Clifford, John. “Composing in Stages: The Effects of a Collaborative Pedagogy.” Research in the Teaching of English 15 (Feb. 1981): 37-53.

Crowhurst, Marion. “The Writing Workshop: An Experiment in Peer Response to Writing.” Language Arts 56 (Oct. 1979): 752-62.

Davis, Francine. Weaving the web of Meaning: Interaction Patterns in Peer Response Groups. ERIC, 1982. ED 214 202.

Dossin, Mary. “Untrained Tutors.” Writing Lab Newsletter 15.4 (Dec. 1990): 11.

Ede, Lisa, and Andrea Lunsford. “Why Write. . . Together?” Rhetoric Review (Jan. 1983): 150-57. Elbow, Peter. Writing without Teachers. New York: Oxford, 1973.

Flynn, Elizabeth. “Students as Readers of Their Classmates’ Writing: Some Implications for Peer Critiquing.” Writing Instructor 3 (Spring 1984): 120-28.

Gebhardt, Richard. “Teamwork and Feedback: Broadening the Base of Collaborative Writing.” College English 42 (Sept. 1980): 69-74.

George, Diana. “Working with Peer Groups in the Composition Classroom.” CCC 35 (Oct. 1984): 320-26.

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

Gere, Anne Ruggles, and Robert Abbott. “Talking about Writing: The Language of Writing Groups.” Research in the Teaching of English 19 (Dec. 1985): 362-85.

Gere, Anne Ruggles, and Ralph Stevens. “The Language of Writing Groups: How Oral Response ShapesRevision.” The Acquisition of Written Language: Response and Revision. Ed. Sarah Warshauer Freedman. Norwood: Ablex, 1985.85-105.

Glassner, Benjamin. Discovering Audience/Inventing Purpose: A Case Study of Revision in a Cooperative Writing Workshop. ERIC, 1983. ED 227 513.

Grimm, Nancy. “Improving Students’ Responses ro Their Peers’ Essays.” CCC 37 (Feb. 1986): 91-94.

Harris, Muriel. “Contradictory Perceptions of Rules of Writing.” CCC 30 (May 1979): 218-20.

—. “Diagnosing Writing-Process Problems: A Pedagogical Application of Speaking-Aloud Protocol Analysis.” When a Writer Can’t Write. Ed. Mike Rose. New York: Guilford, 1985. 166-81. -. Teaching One-to-One: The Writing Conference. Urbana: NCTE, 1986.

Jensen, George, and John DiTiberio. Personality and the Teaching of Composition. Norwood: Ablex, 1989.

Kantor, Kenneth. “Classroom Contexts and the Development of Writing Intuitions: An Ethnographic Case Study.” New Directions in Composition Research. Ed. Richard Beach and Lillian Bridwell. New York: Guilford, 1984.72-92.

Karegianes, Myra, Ernest Pascarella, and Susanna Pflaum. “The Effects of Peer Editing on the Writing Proficiency of Low-Achieving Tenth Grade Students.” Journal of Educational Research 73.4 (March/April 1980): 203-07.

Livesey, Matthew. “Ours Is to Wonder Why.” Writing Lab Newsletter 15.2 (Oct. 1990): 9-11.

Maid, Barry, Sally Crisp, and Suzanne Norton. “On Gaining Insight into Ourselves as Writers and as Tutors.” Writing Lab Newsletter 13.10 (June 1989): 1-5.

Meyer, Emily, and Louise Smith. The Practical Tutor. New York: Oxford UP, 1987.

Newkirk, Thomas. “Direction and Misdirection in Peer Response.” CCC 35 (Oct. 1984): 300-11.

North, Stephen. “Training Tutors to Talk about Writing.” CCC 33 (Dec. 1982): 434-41.

Perdue, Virginia, and Deborah James. “Teaching in the Center.” Writing Lab Newsletter 14.10 (June 1990): 7-8.

Rose, Mike. “Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer’s Block.” CCC 31 (Dec. 1980): 389-401.

Spear, Karen. Sharing Writing: Peer Response Groups in English Classes. Portsmouth: Boynton/Cook, 1988.

Trimbur, John. “Peer Tutoring: A Contradiction in Terms?” Writing Center Journal 7.2 (Spring/Summer 1987): 21-28.

Wauters, Joan. “Non-Confrontational Pairs: An Alternative to Verbal Peer Response Groups.” Writing Instructor 7 (Spring/Summer 1988): 156-66.

Weiner, Harvey. “Collaborative Learning in the Classroom.” College English 48 (Jan. 1986): 52-61.

Weller, Rebecca. “Authorizing Voice: Pedagogy, Didacticism, and the Student-Teacher-Tutor Triangle.” Writing Lab Newsletter 17.2 (Oct. 1992): 9-12.

Ziv, Nina. Peer Groups in the Composition Classroom: A Case Study. ERIC, 1983. ED 229799.

Bridwell-Bowles, Lillian. “Discourse and Diversity: Experimental Writing within the Academy.” CCC 43.3 (1992): 349-368.

Abstract:

Keywords:

ccc43.3 Writing Students Language Discourse Diversity Experimental Feminism Women Voice Work Difference Rhetoric HCixous

Works Cited

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Suleiman, Susan Rubin. “(Re)writing the Body: The Politics and Poetics of Female Eroticism.” Poetics Today 6 (1985): 44-55.

Tompkins, Jane. “Me and My Shadow.” New Literary History 19 (Autumn 1987): 169-78.

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Yates, Gayle Graham. Mississippi Mind: A Personal Cultural History of an American State. U of Tennessee P, 1990.

Hollis, Karyn L. “Feminism in Writing Workshops: A New Pedagogy.” CCC 43.3 (1992): 340-348.

Abstract:

Keywords:

ccc43.3 Gender Students Narratives Writing Research Women Men Play Feminism Workshops Pedagogy

Works Cited

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

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Jensen, George H., and John K. DiTiberio. Personality and the Teaching of Composition. Norwood: Ablex, 1989.

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Weiler, Kathleen, ed. Women Teaching for Change: Gender, Class and Power. South Hadley: Bergin, 1988.

Kraemer, Don J., Jr. “Gender and the Autobiographical Essay: A Critical Extension of the Research.” CCC 43.3 (1992): 323-339.

Abstract:

Keywords:

ccc43.3 Women Writing Faculty Students Gender Autobiography Feminism Language Knowledge Groups Teachers Research LPeterson

Works Cited

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

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Sirc, Geoffrey. “Gender and ‘Writing Formations’ in First-Year Narratives.” Freshman English News 18 (Fall 1989): 4-11.

Smith-Rosenberg, Carroll. “Writing History: Language, Class, and Gender.” Feminist Studies/Critical Studies. Ed. Teresa de Lauretis. Bloomington: Indiana UP, 1986.31-54.

Winnett, Susan. “Coming Unstrung: Women, Men, Narrative, and Principles of Pleasure.” PMLA 105(May 1990): 505-18.

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Sciachitano, et al. “A Symposium on Feminist Experiences in the Composition Classroom.” CCC 43.3 (1992): 297-322.

Abstract:

Keywords:

ccc43.3 Students Women Classrooms Feminism Difference Composition Experience Authority Writing Teachers Body Pedagogy Discussion

Works Cited

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Rich, Adrienne. “Taking Women Students Seriously.” On Lies, Secrets, Silences. New York: Norton, 1979. 237-45.

Runciman, Lex. “Fun?” College English 53 (Feb. 1991): 156-62.

Salholz, Eloise, et al. “Women Under Assault.” Newsweek 16 July 1990: 23-24.

Sandler, Bernice Resnick. “Women Faculty at Work in the Classroom, or, Why It Still Hurts to Be a Woman in Labor.” Communication Education 40 (Jan. 1991): 6-15.

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Trimbur, John. “Consensus and Difference in Collaborative Learning.” College English 51 (Oct. 1989): 602-16.

Weiler, Kathleen. Women Teaching for Change: Gender, Class, and Power. South Hadley: Bergin, 1988.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v41-4

Halloran, S. Michael and John Hollow. Rev. of The English Coalition Conference: Democracy through Language by Richard Lloyd-Jones and Andrea A. Lunsford. CCC 41.4 (1990): 472-475.

Phelps, Louise Wetherbee. Rev. of Developing Successful College Writing Programs by Edward M. White. CCC 41.4 (1990): 475-477.

Chapman, David W. Rev. of Advanced Placement English: Theory, Politics, and Pedagogy by Gary A. Olson, Elizabeth Metzger, and Evelyn Ashton-Jones. CCC 41.4 (1990): 477-478.

Greenberg, Karen L. Rev. of Creating Writers: Linking Assessment and Writing Instruction by Vicki Spandel and Richard J. Stiggins. CCC 41.4 (1990): 478-480.

White, Edward M. Rev. of A Program Development Handbook for the Holistic Assessment of Writing by Norbert Elliot, Maximino Plata, and Paul Zelhart. CCC 41.4 (1990): 480-481.

Trimmer, Joseph F. Rev. of Programs That Work: Models and Methods for Writing across the Curriculum by Toby Fulwiler and Art Young; Disciplinary Perspectives on Thinking and Writing by Barbara S. Morris. CCC 41.4 (1990): 481-483.

Harris, Joseph. Rev. of Discourse and the Construction of Society: Comparative Studies of Myth, Ritual, and Classification by Bruce Lincoln. CCC 41.4 (1990): 483-484.

Guilford, Chuck. “Creating a Learning Flow for Exploratory Writing.” CCC 41.4 (1990): 460-465.

Cleary, Linda Miller and Earl Seidman. “In-Depth Interviewing in the Preparation of Writing Teachers.” CCC 41.4 (1990): 465-471.

Laib, Nevin. “Conciseness and Amplification.” CCC 41.4 (1990): 443-459.

Abstract:

In this article, the author argues for a more balanced approach to style, one that recognizes both the value of conciseness as well as the art of amplification through elaboration, emphasis, and copiousness of style. The author points out that the difference between the two – a style that values brevity and disclosure and one that values superfluity and repetition – is not cut and dry; a plain style can be just as deceptive as an elaborate one and a redundant paragraph can be more understandable than a concise one. He surveys how amplification is taught in classical, medieval, and contemporary rhetoric and offers fifteen amplification strategies that teachers can have students practice and use to enrich their own writing.

Keywords:

ccc41.4 Amplification Style Elaboration Children Conciseness Texts Development Emphasis Paragraph Repetition Substance Rhetoric Teaching

Works Cited

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Orwell, George. “Politics and the English Language.” The Bedford Reader. Ed. X. J. Kennedy and Dorothy M. Kennedy. New York: St. Martin’s, 1985. 537-51.

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Perelman, Chaim, and Louise Olbrechts-Tyteca. The New Rhetoric: A Treatise on Argumentation. Notre Dame: U of Notre Dame P, 1969.

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Williamson, George. The Senecan Amble: A Study in Prose Form from Bacon to Collier. Chicago: U of Chicago P, 1951.

Witte, Stephen. “Topical Structure and Revision: An Exploratory Study.” CCC 34 (Oct. 1983): 313-41.

Zukowski-Faust, Jean. In conversation. 1986.

Podis, JoAnne M. and Leonard A. Podis. “Identifying and Teaching Rhetorical Plans for Arrangement.” CCC 41.4 (1990): 430-442.

Abstract:

The authors in this article offer a new taxonomy of rhetorical heuristics for arrangement of academic prose, an area of study they claim has been largely ignored in the past decade of composition research. They base their rhetorical patterns, such as “obvious before remarkable” and “presentation before refutation,” on current cognitive processing theories, which place importance on text readability and retention, ease of processing, and a sense of orientation in the text. The authors warn composition teachers against using the heuristics as rigid prescriptions, pointing out that good, persuasive writing reflects the audience’s expectations and contains creative rhetorical choices. Arrangement is never foolproof, for it is also affected, as literary theory shows, by the social and historical parameters of the writer, which may compromise the author’s control over his or her language choices.

Keywords:

ccc41.4 Arrangement Plans Students Order Reader Texts Audience Readability Patterns Schemes Organization Control Writing

Works Cited

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—. “The Topic Sentence Revisited.” CCC 37 (Dec. 1986): 431-39.

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Haswell, Richard H. “The Organization of Impromptu Essays.” CCC 37 (Dec. 1986): 402-15.

Kintsch, Walter. “Comprehension and Memory of Text.” Handbook of Learning and Cognitive Processes. Vol. 6. Ed. W. K. Estes. Hillsdale: Erlbaum, 1978. 57-86.

Kintsch, Walter, and Teun A. van Dijk. “Toward a Model of Text Comprehension and Production.” Psychological Review 85 (Sept. 1978): 363-94.

Knoblauch, C. H., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Upper Montclair: Boynton, 1984.

Kroll, Barry M. “Writing for Readers: Three Perspectives on Audiences.” CCC 35 (May 1984): 172-85.

Larson, Richard. “Structure and Form in Non-Narrative Prose.” Teaching Composition: Twelve Bibliographical Essays. Ed. Gary Tate. Rev. ed. Fort Worth: Texas Christian UP, 1987. 39-82.

Meyer, Bonnie J. F. The Organization of Prose and Its Effects on Memory. Amsterdam: North Holland, 1975.

Phelps, Louise Wetherbee. “Cross-sections in an Emerging Psychology of Composition.” Research in Composition and Rhetoric. Ed. Michael G. Moran and Ronald F. Lunsford. Westport; Greenwood, 1984. 27-69.

Podis, Leonard A. “Teaching Arrangement: Defining a More Practical Approach.” CCC 31 (May 1980): 197-204.

Selzer, Jack. “Teaching Arrangement: A Rhetorical Approach.” Conference on College Composition and Communication Convention. Atlanta, Mar. 1987.

White, Edward M. “Post-Structural Literary Criticism and the Response to Student Writing.” CCC 35 (May 1984): 186-95.

Fulkerson, Richard. “Composition Theory in the Eighties: Axiological Consensus and Paradigmatic Diversity.” CCC 41.4 (1990): 409-429.

Abstract:

This article argues that in the 1980s, the field of composition moved toward a general axiological agreement of what makes good writing – rhetorical understanding that takes into account the needs of the audience – but disagreed on the methods for teaching toward this end. The author points out that the many trends in writing instruction piloted in the 1980s, such as discourse analysis and writing across the curriculum, are differing pedagogical models for the same purpose: audience and context awareness. He also points out that although there are many ways for achieving the same goal in teaching composition, some textbooks and handbooks advocate exercises and assignments that do not support the rhetorical axiology that the field seems ready to endorse.

Keywords:

ccc41.4 Writing Audience Composition Axiology Process Pedagogy Theory Students JBerlin Epistemology Philosophy Teaching Discourse

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Knoblauch, C. H., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Upper Montclair: Boynton, 1984.

Kroll, Barry. “Writing for Readers: Three Perspectives on Audience.” CCC 35 (May 1984): 172-85.

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Reither, James A., and Douglas Vipond. “Writing as Collaboration.” College English 51 (Dec. 1989): 855-67.

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Stewart, Donald C. The Authentic Voice: A Pre-Writing Approach to Student Writing. Dubuque: William C. Brown, 1972.

—. “Collaborative Learning and Composition: Boon or Bane?” Rhetoric Review 7 (Fall 1988): 58-85.

Thomas, Gordon P. “Mutual Knowledge: A Theoretical Basis for Analyzing Audience.” College English 48 (Oct. 1986): 580-94.

Toulmin, Stephen. The Uses of Argument. Cambridge: Cambridge UP, 1958.

Trimmer, Joseph, and James McCrimmon. Writing with a Purpose. Short ed. Boston: Houghton, 1988.

White, Edward. Developing Successful College Writing Programs. San Francisco: Jossey, 1989.

Willey, R. J. “Audience Awareness: Methods and Madness.” Freshman English News 18 (Spring 1990): 20-25.

Williams, James. Preparing to Teach Writing. Belmont: Wadswotth, 1989.

Woods, William. “Composition Textbooks and Pedagogical Theory 1960-80.” College English 43 (April 1981): 393-409.

Youga, Jan. The Elements of Audience Analysis. New York: Macmillan, 1989.

Durst, Russel K. “The Mongoose and the Rat in Composition Research: Insights from the RTE Annotated Bibliography.” CCC 41.4 (1990): 393-408.

Abstract:

This article analyzes five years (1984-1989) of empirical studies of composition from the Research in the Teaching of English Annotated Bibliography, examining the major patterns and trends in composition research. The author points out that composition is being called on to solve the literacy crisis in American education, and in order to contribute to the solution, more research focused on minority, middle school, and high school writers needs to be conducted by composition scholars. The author also warns against creating divisions over theoretical frameworks or methodologies because these debates can stall the production of research and knowledge.

Keywords:

ccc41.4 Research Studies Writing Students Composition College Instruction Texts Assessment Process Bibliography Contexts Holistic

Works Cited

Anson, Chris, and Hildy Miller. ”Journals in Composition: An Update.” CCC 39 (May 1988): 198-216.

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

Armstrong, Cheryl. The Poetic Dimensions of Revision. ERIC, 1986. ED 278 024.

Berkenkotter, Carol, Thomas Huckin, and John Ackerman. “Conventions, Conversations, and the Writer: Case Study of a Student in a Rhetoric Ph.D. Program.” Research in the Teaching of English 22 (Feb. 1988): 9-44.

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

Black, Kathleen. “Audience Analysis and Persuasive Writing at the College Level.” Research in the Teaching of English 23 (Oct. 1989): 231-53.

Breland, Hunter. Assessing Writing Skill. ERIC, 1987. ED 286 920.

Breland, Hunter, and Roberta Jones. “Perceptions of Writing Skills.” Written Communication 1 (Jan. 1984): 101-19.

Bridwell, Lillian. “Revising Strategies in Twelfth Grade Students’ Transactional Writing.” Research in the Teaching of English 14 (Oct. 1980): 197-222.

Brooke, Robert. ” Underlife and Writing Instruction .” CCC 38 (May 1987): 141-53.

Brossell, Gordon, and Barbara Hoetker Ash. “An Experiment with the Wording of Essay Topics.” CCC 35 (Dec. 1984): 423-25.

Charney, Davida. “The Validity of Using Holistic Scoring to Evaluate Writing: A Critical Overview.” Research in the Teaching of English 18 (Feb. 1984): 65-81.

Connor, Ulla, and Janice Lauer. “Understanding Persuasive Essay Writing: A Linguistic/Rhetorical Approach.” Text 5 (Winter 1985): 309-26.

Connors, Robert, and Andrea Lunsford. “Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research.” CCC 39 (Dec. 1988): 395-409.

Cox, Beverly, and Elizabeth Sulzby. “Children’s Use of Reference in Told, Dictated, and Handwritten Stories.” Research in the Teaching of English 18 (Dec. 1984): 345-66.

Crowhurst, Marion. “Cohesion in Argument and Narration at Three Grade Levels.” Research in the Teaching of English 21 (May 1987): 185-201.

Doheny-Farina, Stephen. “Writing in an Emerging Organization: An Ethnographic Study.” Written Communication 2 (April 1986): 158-85.

Dyson, Ann. “Negotiating among Multiple Worlds: The Space/Time Dimensions of Young Children’s Composing.” Research in the Teaching of English 22 (Dec. 1988): 355-90.

—. “Transitions and Tensions: Interrelationships between the Drawing, Talking, and Dictating of Young Children.” Research in the Teaching of English 20 (Dec. 1986): 379-409.

Ede, Lisa, and Andrea Lunsford. “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy.” CCC 35 (May 1984): 155-71.

Elbow, Peter, and Patricia Belanoff. “State University of New York, Stony Brook: Portfolio Based Evaluation Program.” New Directions in College Writing Programs. Ed. Paul Connolly and Theresa Vilardi. New York: MLA, 1986. 95-105.

Elliott, Audrey. “Throwing the Well-Wrought Urn: The Relationship between Concepts and Evaluation Moves in Revision Processes of Three Writers of Fictional Narratives.” DAI 49 (1988): 1393A.

Emig, Janet. The Composing Processes of Twelfth Graders. Urbana: NCTE, 1971.

Faigley, Lester, and Stephen Witte. “Analyzing Revision.” CCC32 (Dee. 1981): 400-14.

Fitzgerald, Jill. “Research on Revision in Writing.” Review of Educational Research 57 (Winter 1987): 481-506.

Florio, Susan, and Christopher Clark. “The Functions of Writing in an Elementary Classroom.” Research in the Teaching of English 16 (Feb. 1982): 115-30.

Flower, Linda. “Writer-Based Prose: A Cognitive Basis for Problems in Writing.” College English 41 (Jan. 1979): 19-37.

Flower, Linda, and John R. Hayes. “A Cognitive Process Theory of Writing.” CCC 32 (Dec. 1981): 365-87.

Goodlad, John. A Place Called School. New York: McGraw, 1984.

Graves, Donald. Balance the Basics: Let Them Write. New York: Ford Foundation, 1978.

—. “An Examination of the Writing Processes of Seven-Year-Old Children.” Research in the Teaching of English 9 (Oct. 1975): 227-41.

Halliday, M. A. K., and Ruquiya Hasan. Cohesion in English. London: Longman, 1976.

Haswell, Richard. Change in Undergraduate and Post-Graduate Writing Performance. ERIC, 1986. ED 269 780.

—. “Critique: Length of Text and the Measurement of Cohesion.” Research in the Teaching of English 22 (Dee. 1988): 428-33.

Heath, Shirley Brice. Ways with Words: Language, Life, and Work in Communities and Classrooms. Cambridge: Cambridge UP, 1983.

Henning, Grant, and Fred Davidson. Scalar Analysis of Composition Ratings. ERIC, 1987. ED 287 285.

Herrington, Anne. “The First Twenty Years of Research in the Teaching of English and the Growth of a Research Community in Composition Studies.” Research in the Teaching of English 23 (May 1989): 117-37.

—. “Writing in Academic Settings: A Study of the Contexts for Writing in Two College Chemical Engineering Courses.” Research in the Teaching of English 19 (Dee. 1985): 331-61.

Hillocks, George. Research on Written Composition. Urbana: National Conference of Research on English, 1986.

Hoskins, Suzanne. “The Use of Top-Level Structure by Entering Freshmen.” DAI 44 (1983): 3025A.

Humes, Ann. “Research on the Composing Process.” Review of Educational Research 53 (Summer 1983): 201-16.

Kantor, Kenneth, Dan Kirby, and Judith Goetz. “Research in Context: Ethnographic Studies in English.” Research in the Teaching of English 15 (Oct. 1981): 293-310.

Knoblauch, CH., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Montclair: Boynton, 1984.

Kroll, Barry. “Rewriting a Complex Story for a Young Reader: The Development of Audience Adapted Writing Skills.” Research in the Teaching of English 19 (May 1985): 120-39.

Labov, William. Language in the Inner City. Philadelphia: U of Pennsylvania P, 1972.

Levi, Laurie, and Anthony Grasha. Motivational Processes and Personal Attributes of Writers: An Exploratory Study. ERIC, 1983. ED 239 304.

Livingston, Samuel. The Effects of Time Limits on the Quality of Student-Written Essays. ERIC, 1980. ED 286 936.

Martin, Wanda. “A Study of Reader Processes in the Evaluation of English Placement Essays.” DAI 48 (987): 2009A.

Matsuhashi, Ann. “Pausing and Planning: The Tempo of Written Discourse Production.” Research in the Teaching of English 15 (May 1981): 113-34.

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

McCully, George. “Writing Quality, Coherence, and Cohesion.” Research in the Teaching of English 19 (Oct. 1985): 268-82.

Meyer, Bonnie. The Organization of Prose and Its Effect upon Memory. Amsterdam: North Holland,1975.

Mishler, Elliott. “Meaning in Context: Is There any Other Kind?” Harvard Educational Review 49 (Feb. 1979): 1-19.

Mitchell, Karen, and Judith Anderson. Reliability of Holistic Scoring for the 1985 MCAT Essays. ERIC, 1986. ED 285 913.

Morgan, Jerry, and Manfred Sellner. “Discourse and Linguistic Theory.” Theoretical Issues in Reading Comprehension. Ed. Rand Spiro, Bertram Bruce, and William Brewer. Hillsdale: Erlbaum, 1980. 165-200.

Murray, Donald. “Writing as Process: How Writing Finds Its Own Meaning.” Eight Approaches to Teaching Composition. Ed. Timothy Donovan and Ben McClelland. Urbana: NCTE, 1980. 3-20.

Neuner, Jerome. “Cohesive Ties and Chains in Good and Poor Freshman Essays.” Research in the Teaching of English 21 (Feb. 1987): 92-105.

Newkirk, Thomas. “How Students Read Student Papers: An Exploratory Study.” Written Communication I (Oct. 1984): 283-305.

—. “The Non-Narrative Writing of Young Children.” Research in the Teaching of English 21 (May 1987): 121-45.

North, Stephen. The Making of Knowledge in Composition: Portrait of an Emerging Field. Montclair: Boynton, 1986.

Ong, Walter. “The Writer’s Audience Is Always a Fiction.” PMLA 90 (Jan. 1975): 9-21.

Park, Douglas. “Analyzing Audiences.” CCC 37 (Dec. 1986): 478-88.

Perl, Sondra. “The Composing Process of Unskilled College Writers.” Research in the Teaching of English 13 (Oct. 1979): 317-36.

Pollard-Gott, Lucy, and Lawrence Frase. “Flexibility in Writing Style: A New Discourse-Level Cloze Test.” Written Communication 2 (April 1985): 107-28.

Roth, Robert. “The Evolving Audience: Alternatives to Audience Accommodation.” CCC 38 (Feb. 1987): 47-55.

Ruth, Leo, and Sandra Murphy. Designing Writing Tasks for the Assessment of Writing. Norwood: Ablex, 1986.

Schultz, Lucille, and Chester Laine. “A Primary Trait Scoring Grid with Assessment and Instructional Uses.” Journal of Teaching Writing 5 (May 1986): 77-89.

Shaw, Robert. Stability of Analytic Essay Scores: Implications for Diagnosis and Placement. ERIC, 1983. ED 236 699.

Sizer, Theodore. Horace’s Compromise. New York: Pantheon, 1986.

Sloan, Gary. “The Frequency of Transitional Markers in Discursive Prose.” College English 46 (Feb. 1984): 158-75.

Sommers, Nancy. “Revision Strategies of Student Writers and Experienced Adult Writers.” CCC 31 (Dec. 1980): 378-88.

Sperling, Melanie, and Sarah Freedman. “A Good Girl Writes Like a Good Girl: Written Responses to Student Writing.” Written Communication 4 (Oct. 1987): 343-69.

Stotsky, Sandra. “Types of Lexical Cohesion in Expository Writing: Implications for Developing the Vocabulary of Academic Discourse.” CCC 34 (May 1983): 430-46.

Swanson, Owens, Deborah. “Identifying Natural Sources of Resistance: A Case Study of Implementing Writing Across the Curriculum.” Research in the Teaching of English 20 (Feb. 1986): 69-97.

Tierney, Robert, and James Mosenthal. “Cohesion and Textual Coherence.” Research in the Teaching of English 17 (May 1983): 215-29.

Williamson, Michael. “The Functions of Writing in Three College Undergraduate Curricula.” DAI 45 (1984): 775A.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v39-3

Berthoff, Ann E. Rev. of Freire for the Classroom: A Sourcebook for Liberatory Teaching by Ira Shor. CCC 39.3 (1988): 359-360.

Bloom, Lynn Z. Rev. of Teaching Composition: Twelve Bibliographical Essays by Gary Tate. CCC 39.3 (1988): 361-362.

Schwartz, Helen J. Rev. of The Wordworthy Computer: Classroom and Research Applications in Language and Literature by Paula R. Feldman and Buford Norman. CCC 39.3 (1988): 362-363.

Johnstone, Anne. Rev. of The Journal Book by Toby Fulwiler. CCC 39.3 (1988): 363-365.

Fulkerson, Richard. Rev. of The Shape of Reason by John Gage. CCC 39.3 (1988): 365-366.

Olive, Barbara. Rev. of The Harper & Row Rhetoric: Writing as Thinking, Thinking as Writing by Wayne C. Booth and Marshall W. Gregory. CCC 39.3 (1988): 366-367.

Curtis, Marcia S. “Windows on Composing: Teaching Revision on Word Processors.” CCC 39.3 (1988): 337-344.

Sullivan, Patricia. “Desktop Publishing: A Powerful Tool for Advanced Composition Courses.” CCC 39.3 (1988): 344-347.

Clark, Irene Lurkis. “Preparing Future Composition Teachers in the Writing Center.” CCC 39.3 (1988): 347-350.

Walker,Nancy L. “Mr. V and ‘A Saturday Morning in the Republic of One.'” CCC 39.3 (1988): 350-353.

Hall, Chris. “Interacting with a Reader: Using the Strip Story to Develop Reciprocity.” CCC 39.3 (1988): 353-356.

Danis,M. Francine. “Catching the Drift: Keeping Peer-Response Groups on Track.” CCC 39.3 (1988): 356-358.

Larson, Richard L. “Selected Bibliography of Scholarship on Composition and Rhetoric, 1987.” CCC 39.3 (1988): 316-336.

Abstract:

This article is an annotated bibliography of recently published work in composition and rhetoric. When selecting essays and books for this list, the author tried to choose works that offered new approaches, theories, and ways of conceiving issues over items dealing with topics already well explored. The bibliography is organized under the following categories: rhetorical and epistemic theory, literary theory and composing, psychological and developmental studies, research processes, composing processes, “basic” writing, younger children’s writing, language studies, structures of texts, instructional advice/assignments, response to writing/tutoring/group work, assessment/evaluation, instructional trends: historical/recent, writing across the curriculum and in non-academic settings, and computers and writing.

No works cited.

Haswell, Richard H. “Dark Shadows: The Fate of Writers at the Bottom.” CCC 39.3 (1988): 303-315.

Abstract:

>The author, noting that when using holistic grading scales, evaluators agreed more on what constituted “bad” writing than what was “good writing,” compares student essays given low holistic scores to those that achieved high scores and professional non-academic essays. He finds that although remedial writers do not closely follow expected academic writing conventions, their writing, as opposed to the work of their higher-scoring peers, does have logical organizational patterns, complex syntax, and a grasp of metaphor that is more like that of professional writers. Based on this finding, the author argues that instructors should seek out these strengths of remedial writers as a basis to further develop their writing to fit academic conventions. In addition, the author challenges teachers of writing to go beyond assessing student writing to diagnosing it – to understand the numerous choices the writer makes, which might transform what are seen now as deficiencies into proficiencies and strengths. </p

Keywords:

ccc39.3 Writing Writers Essays Students Teachers Organization Holistic Paragraph Remedial BottomWriters Wit

Works Cited

Bartholomae, David. “The Study of Error.” CCC 31 (Oct. 1980): 253-69.

Basseches, Michael A. “Dialectical Thinking as a Metasystematic Form of Cognitive Organization.” Beyond Formal Operations: Late Adolescent and Adult Cognitive Development. Ed. Michael L. Commons, Francis A. Richards, and Cheryl Armon. New York: Praeger, 1983. 216-38.

Bizzell, Patricia. “Cognition, Convention, and Certainty: What We Need to Know about Writing.” Pre/Text 3 (Fall 1982): 213-44.

Bradford, Annette N. “Cognitive Immaturity and Remedial College Writers.” The Writer’s Mind: Writing as a Mode of Thinking. Ed. Janice N. Hays et al. Urbana, IL: NCTE, 1983. 15-24.

Haswell, Richard H. Change in Undergraduate and Post-Graduate Writing Performance: Quantified Findings. ERIC, 1986. ED 269 780.

—. “The Organization of Impromptu Essays.” College Composition and Communication 37 (Dec. 1986): 402-15.

Hays, Janice N. “Teaching the Grammar of Discourse.” Reinventing the Rhetorical Tradition. Ed. Aviva Freedman and Ian Pringle. Conway, AK: L & S Books, 1980. 145-55.

Hoagland, Edward. Red Wolves and Black Bears. New York: Random House, 1976.

Hull, Glynda. “The Editing Process in Writing: A Performance Study of More Skilled and Less Skilled College Writers.” Research in the Teaching of English 21 (Feb. 1987): 8-29.

Inhelder, Barbel, and Jean Piaget. The Growth of Logical Thinking from Childhood to Adolescence: An Essay on the Construction of Formal Operational Structures. Trans. Anne Parsons and Stanley Milgram. New York: Basic Books, 1958.

Labouvie-Vief, Gisela. “Discontinuities in Development from Childhood to Adulthood: A Cognitive-Developmental View.” Review of Human Development. Ed. Tiffany M. Field et al. New York: Wiley, 1982. 447-55.

Lunsford, Andrea. “The Content of Basic Writers’ Essays.” CCC 31 (Oct. 1980): 278-90.

Murphy, J .M., and Carol Gilligan. “Moral Development in Late Adolescence and Adulthood: A Critique and Reconstruction of Kohlberg’s Theory.” Human Development 23 (1980): 77 -104.

Ohmann, Richard. “Use Definite, Specific, Concrete Language.” College English 41 (Dec. 1979): 390-97.

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

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

Stotsky, Sandra. “On Learning to Write about Ideas.” CCC 37 (Oct. 1986): 276-93.

Rose, Mike. “Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism.” CCC 39.3 (1988): 267-302.

Abstract:

This article attacks what the author terms cognitive reductionism by looking at the theories, claims, and terms surrounding the discourse of remediation and pointing out problems in applying over-generalized cognitive and literacy theories to poor college writers. The author shows how uncritical acceptance of cognitive theories such as Witkin’s field independence-dependence theory, hemispheticity, Jean Piaget’s stages of cognitive development, and the orality-literacy divide leads to dangerous, ungrounded political and educational conclusions of remedial writers.

Keywords:

ccc39.3 Cognitive Literacy Theory Problems Field Studies Differences Language Cognition Tests Writing Style JPiaget Research Brains Remediation Students

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v41-2

Pickett, Nell Ann. Rev. of The American Community College by Arthur M. Cohen and Florence B. Brawer. CCC 41.2 (1990): 226-227.

Harris, Joseph. Rev. of Rescuing the Subject: A Critical Introduction to Rhetoric and the Writer by Susan Miller; The Written World: Reading and Writing in Social Contexts by Susan Miller. CCC 41.2 (1990): 227-229.

Brandt, Deborah. Rev. of Writing as Social Action by Marilyn M. Cooper and Michael Holzman. CCC 41.2 (1990): 229-231.

Middleton, Joyce Irene. Rev. of The Double Perspective: Language, Literacy, and Social Relations by David Bleich. CCC 41.2 (1990): 231-233.

Gere, Anne Ruggles. Rev. of Writing and Response: Theory, Practice, and Research by Chris M. Anson. CCC 41.2 (1990): 233-234.

Philbin, Alice. Rev. of Technical and Business Communication: Bibliographic Essays for Teachers and Corporate Trainers by Charles H. Sides. CCC 41.2 (1990): 234-235.

Holdstein, Deborah H. Rev. of Writing and Technique by David Dobrin. CCC 41.2 (1990): 235-237.

Bernhardt, Stephen A. Rev. of Worlds of Writing: Teaching and Learning in Discourse Communities at Work by Carolyn B. Matelene. CCC 41.2 (1990): 237-239.

Fenza, D. W. Rev. of Creative Writing in America: Theory and Pedagogy by Joseph M. Moxley. CCC 41.2 (1990): 239-240.

Cook, Albert B. “Response to Donald C. Stewart, ‘What Is an English Major, and What Should It Be?'” CCC 41.2 (1990): 223-224.

Stewart, Donald C. “Reply by Donald C. Stewart.” CCC 41.2 (1990): 224-225.

Fulwiler, Toby. “Looking and Listening for My Voice.” CCC 41.2 (1990): 214-220.

Brueggemann, Brenda Jo. “Signs and Numbers of the Times: Harper’s ‘Index’ as an Essay Prompt.” CCC 41.2 (1990): 220-222.

Huot, Brian. “Reliability, Validity, and Holistic Scoring: What We Know and What We Need to Know.” CCC 41.2 (1990): 201-213.

Abstract:

The author’s purpose in this essay is “to outline the present state of holistic writing evaluation, the inflated position of reliability and the neglected status of validity, and to consider what we know and what we need to know in order to establish the theoretic soundness of holistic scoring procedures.” Holistic, rubric-based scoring emphasizes the reliability of scores, but the author warns that these holistic scoring procedures change the natural relationship between the reader and the text, forcing the scorer to look narrowly at a piece of writing instead of valuing a personal, subjective reaction to the text. The author argues that the field needs to further develop holistic scoring procedures that will be more accurate and valid in assessing the effectiveness of student writing.

Keywords:

ccc41.2 Holistic Writing Validity Reliability Raters Score Testing Students Evaluation Quality Research EWhite

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—. “The Writer as Reader.” Language Arts 60 (1983): 558-67.

Smith, William L. Personal Correspondence. U of Pittsburgh, 1988.

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Standards for Educational and Psychological Tests. Washington: American Psychological Association, 1974.

Stewart, Murray F., and Cary H. Grobe. “Syntactic Maturity, Mechanics, Vocabulary and Teachers’ Quality Ratings.” Research in the Teaching of English 13 (Oct. 1979): 207-15.

Stock, Patricia L., and Jay L. Robinson. “Taking on Testing.” English Education 19 (May 1987): 93-121.

Tierney, Robert J., and P. David Pearson. “Toward a Composing Model of Reading.” Language Arts 60 (May 1983): 568-80.

Vaughan, Carolyn. “What Affects Raters’ Judgments)” CCCC Convention. Atlanta, Mar. 1987.

Veal, L. Ramon, and Sally A. Hudson. “Direct and Indirect Measures for Large-Scale Evaluation of Writing.” Research in the Teaching of English 17 (Oct. 1983): 290-96.

White, Edward M. Teaching and Assessing Writing. San Francisco: Jossey-Bass, 1985.

White, Edward M., and Linda G. Polin. Research in Effective Teaching of Writing: Volumes I and II. Final Project Report to California State U Foundation. ERIC, 1986. ED 275007.

White, Edward M. “Language and Reality in Writing Assessment.” CCC 41.2 (1990): 187-200.

Abstract:

This article investigates the difference between how compositionists assess writing and how those outside the field, such as administration, assess writing performance, citing that the difference comes from a conflict between discourse communities. This spells trouble for writing programs, who are evaluated by measurement specialists who come from other fields that have a different set of assumptions, definitions, and beliefs about writing. The author argues that writing teachers are right to be vocal against measurement techniques that reduce writing to a mechanical skill, but to dismiss all assessment is unwise, for there is value in measurement practices that take into account the complex nature of writing. Above all, the author argues, compositionists interested in assessment should broaden their reading in order to understand, appreciate, and use knowledge on writing evaluation produced by other fields.

Keywords:

ccc41.2 Language Writing Measurement Assessment Value World Community Score Discourse Students Data Testing Reality

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Whorf, Benjamin L. “Science and Linguistics'” Language, Thought, and Reality: Selected Writings. Ed. John B. Carroll. Cambridge: MIT P, 1956. 207-19.

Tirrell, Mary Kay. “James Britton: An Impressionistic Sketch.” CCC 41.2 (1990): 166-171.

Pradl, Gordon M. “Collaborating with Jimmy Britton.” CCC 41.2 (1990): 171-175.

Warnock, John. “Rejoicing in the Margins.” CCC 41.2 (1990): 176-181.

Britton, James. “James Britton: An Impressionistic Sketch: A Response.” CCC 41.2 (1990): 181-186.

Keywords:

ccc41.2 JBritton Language Teaching Writing Research Theory Development Discourse Field English Knowledge

Works Cited

Bernstein, Richard J. Praxis and Action. Philadelphia: U of Pennsylvania P, 1971.

Bloom, Harold. The Anxiety of Influence: A Theory of Poetry. New York: Oxford UP, 1973.

Boomer, Garth. “The Helping Hand Strikes Again.”‘ English Education 21 (Oct. 1989): 132-51.

Britton, James. “Attempting to Clarify Our Objectives for Teaching English.” English Education 18 (Oct. 1986): 153-58.

—. “English Teaching: Prospect and Retrospect.” Prospect and Retrospect 201-15.

—. Language and Learning. Harmondsworth, Eng.: Penguin, 1970.

—. “Language and the Nature of Learning: An Individual Perspective.” The Teaching of English. Ed. James Squire. The 76th Yearbook of the National Society for the Study of Education. Chicago: U of Chicago P, 1977. 1-38.

—. “A Note on Teaching, Research and ‘Development.'” Prospect and Retrospect 149-52.

—-. “Notes on a Working Hypothesis about Writing.” Prospect and Retrospect 123-39.

—. Prospect and Retrospect: Selected Essays of James Britton. Ed. Gordon M. Pradl. Upper Montclair: Boynton, 1982.

—. “Second Thoughts on Learning.” Language Arts 62 (Jan. 1985): 72-77.

—. “The Spectator as Theorist: A Reply.” English Education 21 (Feb. 1989): 5.)-60.

—. “Spectator Role and the Beginnings of Writing.” Prospect and Retrospect 46-67.

—. “Writing and the Story World.”‘ Exploration of Children’s Writing Development. Ed. Gordon Wells and Barry Kroll. Chichester: Wiley, 1983. 3-30.

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

Burke, Kenneth. “In Response to Booth: Dancing with Tears in My Eyes.” Critical Inquiry 1. 1 (Sept. 1974): 23-31.

Coles, William E. The Plural I: The Teaching of Writing. New York: Holt, 1978.

Emig, Janet. The Composing Processes of Twelfth Graders. Urbana: NCTE, 1971.

Gill, Margaret. “And Gladly Learn.”‘ Lightfoot and Martin 271-72.

Halliday, M. A. K. Explorations in the Function of Language. London: Edward Arnold, 1973.

Kinneavy, James. A Theory of Discourse. New York: Prentice, 1971.

Kuhn, Thomas S. The Structure of Scientific Revolutions. 2nd ed. Chicago: U of Chicago P, 1970.

Lightfoot, Martin, and Nancy Martin. The Word for Teaching Is Learning: Essays for James Britton. London: Heinemann, 1988.

Macrorie, Ken. Twenty Teachers. New York: Oxford UP, 1984.

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

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

Oakeshott, Michael. The Voice of Poetry in the Conversation of Mankind. London: Bowes, 1959.

Phelps, Louise Wetherbee. Composition as a Human Science. New York: Oxford UP, 1988.

Pradl, Gordon. “Learning Listening.”‘ Lightfoot and Martin 33-48.

Pringle, Ian. “Jimmy Britton and Linguistics.” Lightfoot and Martin 264-66.

Rosenblatt, Louise. Literature as Exploration. 1938. 3rd ed. New York: Barnes, 1976.

Schon, Donald A. Educating the Reflective Practitioner. San Francisco: Jossey, 1987.

Tirrell, Mary Kay. “A Study of Two Scholar/Practitioners in Composition: Developmental Themes in the Work of James Moffett and James Britton.” Diss. U of Southern California, 1988.

Tompkins, Jane. “Fighting Words: Unlearning to Write the Critical Essay.” Georgia Review 42 (Fall 1988): 585-90.

Volosinov, V. N. Marxism and the Philosophy of Language. New York: Seminar, 1973.

Vygotsky, L. S. Mind in Society. Cambridge: Harvard UP, 1978.

Warnock, John. “Brittonism.” Rev. of The Development of Writing Abilities (11-18). Rhetoric Society Quarterly 9 (Winter 1979): 7-15.

Young, Richard. “Paradigms and Problems: Needed Research in Rhetorical Invention.” Research on Composing: Points of Departure. Ed. Charles R. Cooper and Lee Odell. Urbana: NCTE, 1978. 29-47.

Young, Richard, Alton Becker, and Kenneth Pike. Rhetoric: Discovery and Change. New York: Harcourt, 1970.

Raines, Helon Howell. “Is There a Writing Program in This College? Two Hundred and Thirty-Six Two-Year Schools Respond.” CCC 41.2 (1990): 151-165.

Abstract:

This article, based on a survey of 236 community college writing programs and eight telephone interviews of chairs of two-year college writing departments, argues that “two year schools are…as different from one another as they are alike.” The survey asked questions about the schools’ institutional structure for writing and English departments, the curriculum, the conceived purpose of writing courses, the faculty, the students, the teaching loads, and support services, such as WAC and writing centers, at the college. The challenges of teaching at two-year institutions – given its much more socially and economically diverse student population – are not often heard because two-year college writing instructors are too busy with large teaching loads and do not have the financial assistance to do research and travel to national composition conferences to share their experiences.

Keywords:

ccc41.2 Writing WritingProgram Colleges Schools Students Faculty Survey Questions English

Works Cited

American Association of Community and Junior Colleges. Membership Directory 1988. Ed. Jim Palmer. Washington: National Center for Higher Education, 1988.

American Association of Community and Junior Colleges Commission on the Future of Community Colleges. Building Communities: A Vision for a New Century. Washington: Center for Higher Education, 1988.

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

English in the Two-Year College. Report of a Joint Committee of the National Council of Teachers of English and the Conference on College Composition and Communication. Urbana: NCTE, 1965.

“Facts in Brief.” Higher Education and National Affairs 6 Oct. 1986: 3.

Fish, Stanley. Is There a Text in this Class? The Authority of Interpretative Communities. Cambridge: Harvard UP, 1980.

Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCC 36 (Oct. 1985); 272-82.

Lunsford, Andrea. ” Composing Ourselves: Politics, Commitment, and the Teaching of Writing .” CCC 41 (Feb. 1990): 71-82.

National Association of College and University Business Officers. 1987 Comparative Financial Statistics. Washington; Financial Management Center, 1987.

North, Stephen M. The Making of Knowledge in Composition: Portrait of an Emerging Field. Montclair: Boynton, 1988.

Raines, Helon. “Teaching Writing in the Two-Year College.” Writing Program Administration 12.1-2 (Fall/Winter 1988): 29-37.

United States Department of Education. Center for Education Statistics. Institutional Characteristics of Colleges and Universities. Washington: Dept. of Education, 1986.

McPherson. Elisabeth. “Remembering, Regretting, and Rejoicing: The Twenty-Fifth Anniversary of the Two-Year College Regionals.” CCC 41.2 (1990): 137-150.

Abstract:

This article is a history and a reflection of the two-year college regional conventions, which were sponsored by NCTE and CCCC and established in 1965 for the purpose of providing professional development and recognition for the teachers of English at junior community colleges. Beginning in the 1970s, community college writing instructors, through the collective voice of the National Junior College Committee, issued statements about the training and the workload of writing teachers at community colleges. Over the past twenty-five years, two-year college writing instructors have been subject to trends and fads in writing instruction and pressure from government and corporate interests. The author insists that teachers cut through these distractions and influences and instead focus on the purpose of college writing – “helping students think more clearly” – by constantly reevaluating their courses through asking “What is this class for?”

Keywords:

ccc41.2 College Students Teachers NCTE CommunityColleges JuniorColleges CCCC Community Conferences Regionals Meetings

Works Cited

An Annotated List of Training Programs for Community College English Teachers: A CCCC Report. Urbana: ERIC Clearing House for Junior Colleges, 1977.

Barton, Thomas L., and Anna M. Beachner, eds. Teaching English in the Two- Year College. Menlo Park: Cummings, 1970.

English in the Two-Year College. Champaign: NCTE, 1965.

Guidelines for the Workload of the College English Teacher. Urbana: NCTE, 1987.

Research and the Development of English Programs in the Junior College. Champaign: NCTE, 1965.

Stewart, Donald C. ” What is an English Major, and What Should It Be? ” CCC 40 (May 1989): 188-202.

Students’ Right to Their Own Language. CCC [Special Issue] 25 (Fall 1974): 1-32.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v39-1

Schuster, Charles I. Rev. of The Structure of Written Communication: Studies in Reciprocity between Writers and Readers by Martin Nystrand pp. 89-91.

Stotsky, Sandra. Rev. of The Dynamics of Language Learning: Research in Reading and English by James R. Squire pp. 91-93.

Kneupper, Charles. Rev. of Actual Minds, Possible World by Jerome Bruner pp. 93-95.

Clark, Beverly Lyon. Rev. of Writing Groups: History, Theory, and Implications by Anne Ruggles Gere pp. 95-96.

Sudol, Ronald A. Rev. of Composition and the Academy: A Study of Writing Program Administration by Carol P. Hartzog pp. 97-98.

Sides, Charles H. Rev. of How to Teach Technical Editing by David K. Farkas pp. 98-99.

Clifford, John. Rev. of Write to Learn by Donald M. Murray pp. 99-101.

Weltzien, O. Alan. Rev. of Generating Prose: Relations, Patterns, Structures by Willis L. Pitkin, Jr. pp. 101-102.

Brent, Harry. Rev. of Literature and the Writing Process by Elizabeth McMahan, Susan Day, and Robert Funk pp. 102-103.

Schwartz, Helen J. “Writing with the Carbon Copy Audience in Mind.” CCC 39.1 (1988): 63-65.

McLeod, Susan H., and Laura Emery. “When Faculty Write: A Workshop for Colleagues.” CCC 39.1 (1988): 65-67.

Devet, Bonnie. “Stressing Figures of Speech in Freshman Composition.” CCC 39.1 (1988): 67-69.

Raymond, Richard C. “Reading and Writing on the ‘Nuclear Predicament.'” CCC 39.1 (1988): 69-74.

Madigan, Chris. “Applying Donald Murray’s ‘Responsive Teaching.'” CCC 39.1 (1988): 74-77.

Sommers, Jeffrey. “Behind the Paper: Using the Student-Teacher Memo.” CCC 39.1 (1988): 77-80.

Reynolds, Mark. “Make Free Writing More Productive.” CCC 39.1 (1988): 81-82.

Gordon, Helen H. “Clustering: Generating Ideas for Original Sentences.” CCC 39.1 (1988): 83-84.

Haviland, Carol Peterson, and Adele Pittendrigh. “Writing Discovery Journals: Helping Students Take Charge.” CCC 39.1 (1988): 84-85.

Veglahn, Nancy J. “Searching: A Better Way to Teach Technical Writing.” CCC 39.1 (1988): 85-87. </ph2

Swaim, Kathleen M. “Making a Virtue of Necessity.” CCC 39.1 (1988): 87-88.

Chaplin, Miriam T. “Issues, Perspectives and Possibilities.” CCC 39.1 (1988): 52-62.

Abstract:

This, a revision of the author’s 1987 CCCC Chair’s address, discusses how larger and complex social and economic problems are affecting the field of composition. The economic strain of recession has led students, who are increasingly independent and non-traditional, to demand serious, real-world applicable writing courses. Concerns about recruiting and retaining students in an era of dwindling enrollments has prompted national reports on the status of higher education, which have placed university curriculum, pedagogy, and teacher training under scrutiny. The push for accountability has led to the creation of objective, standardized tests to measure student progress, which many in composition argue do not effectively judge student writing development. The author argues that composition needs to change in various ways to accommodate and combat these larger social and political movements affecting the university, including expanding the types of writing taught, recognizing the diversity of student experiences in a given class, insisting on relevant assignments, not merely ones that fulfill a standard requirement, and opening up connections between the university and secondary schools.

Keywords:

ccc39.1 ChairsAddress Students Composition Teachers Education HigherEducation Writing Testing Experience Institutions Language Diversity Faculty

Works Cited

Association of American Colleges. Integrity in the College Curriculum: A Report to the Academic Community. 1985.

Britton, James. Language and Learning. Baltimore: Penguin, 1972.

Buber, Martin. Between Man and Man. London: Routledge & Kegan Paul, 1947.

Kelly, George. “Man’s Construction of His Alternatives.” Clinical Psychology and Personality: The Selected Papers of George Kelly. Ed. Brandon Maher. New York: John Wiley and Sons, 1969.

Odell, Lee. “A Maturing Discipline.” Chair’s Address. CCCC Convention. New Orleans, 13 March 1986.

Tuman, Myron C. “Class, Codes, and Composition: Basil Bernstein and the Critique of Pedagogy.” CCC 39.1 (1988): 42-51.

Abstract:

The author argues that composition scholars who are critiquing the process movement and raising questions about the connections between language, class, and academic success would be wise to consider the later essays of educational sociologist Byron Bernstein. Bernstein’s essays show that the freedom students are given in student-centered, process-oriented composition classrooms favor middle and upper-class students who possess cultural capital – the educational and social preparation needed to succeed in an environment without much explicit direction. Educational reform movements that don’t address the wider power and class structure of society do not help disadvantaged students succeed, and composition teachers need to reflect on how their pedagogical strategies may help and hurt all the students in their classes. The author argues that some pedagogical practices deemed too traditional and reactionary might better serve students from lower-income or disadvantaged homes.

Keywords:

ccc39.1 Writing BBernstein Curriculum Students Classrooms Pedagogy Process School Children Work Parents Family Education World Communication Power Critique Society LFaigley

Works Cited

Bartholomae, David. “Inventing the University.” When a Writer Can’t Write. Ed. Mike Rose. New York: Guilford, 1985. 134-65.

Bernstein, Basil. “Aspects of the Relations Between Education and Production.” Class, Codes and Control Vol. 3. 174-200.

—. “Class and Pedagogies: Visible and Invisible.” Class, Codes and Control Vol. 3. 116- 56.

—. Class, Codes and Control: Towards a Theory of Educational Transmissions. Vol. 3. 2nd ed. Boston: Routledge & Kegan Paul, 1977.

—. “Codes, Modalities, and the Process of Cultural Reproduction: A Model.” Language in Society 10 (1981): 327-63.

—. Introduction. Class, Codes and Control Vol. 3. 1-33.

—. “Language and Social Class.” Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. 2nd ed. New York: Shocken, 1974. 61-67.

—. “The Role of Speech in the Development and Transmission of Culture.” Perspectives on Learning. Ed. C. L. Klept and W. A. Hohman. New York: Mental Material Center, 1967. 15-45.

Bizzell, Patricia. “College Composition: Initiation into the Academic Discourse Community.” Curriculum Inquiry 12 (1982): 191-207.

Bourdieu, Pierre. “The Economics of Linguistic Exchanges.” Social Science Information 16 (1977): 645-68.

Brannon, Lil, and C. H. Knoblauch. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” CCC 33 (1982): 157-66.

Chomsky, Noam. Language and Responsibility. New York: Pantheon, 1979.

Faigley, Lester. “Competing Theories of Process: A Critique and a Proposal.” College English 48 (1986): 527-42.

Giroux, Henry A. Theory and Resistance in Education: A Pedagogy for the Opposition. South Hadley, MA: Bergin & Garvey, 1983.

Gramsci, Antonio. Prison Notebook. Trans. Quentin Hoare and Geoffrey Smith. New York: International, 1971.

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

—. “What No Bedtime Story Means: Narrative Skills at Home and School.” Language in Society 11 (1982): 49-76.

Lasch, Christopher. Haven in a Heartless World. New York: Basic, 1977.

Scollon, Ron, and Suzanne B. K. Scollon. “Cooking It Up and Boiling It Down: Abtrabaskan Children’s Story Retellings.” Coherence in Spoken and Written Discourse. Ed. Deborah Tannen. Norwood, NJ: Ablex. 17.3-97.

Brooke, Robert. “Modeling a Writer’s Identity: Reading and Imitation in the Writing Classroom.” CCC 39.1 (1988): 23-41.

Abstract:

This article uses student writing from a semester-long freshman reading and composition course and theoretical understandings of identity construction to argue for a new way of understanding the connection between reading, imitation, and writing. Students, the author argues, form their identity as a writer through imitation of specific, individual authors that they admire and respect, not through dry imitation exercises that focus on generic forms or patterns. The author goes on to argue that composition courses should be primarily concerned with developing writer identities, and the process of forming these identities is complex, drawing from the attitudes towards writing that a teacher models, students’ past histories and experiences, their stance towards reading and writing, and their interpretation of individual authors’ styles.

Keywords:

ccc39.1 Identity Students Writing Courses Experience Reading Imitation Models Writers

Works Cited

Applebee, Arthur. Tradition and Reform in the Teaching of English. Urbana, IL: NCTE, 1974.

Aristotle. Rhetoric. Trans. W. R. Roberts. New York: Modern Library, 1954.

Berthoff, Ann. Forming/Thinking/Writing. Rochelle Park, NJ: Hayden, 1978.

Calkins, Lucy. Lessons from a Child. Portsmouth, NH: Heinemann, 1983.

Comley, Nancy, and Robert Scholes. “Literature, Composition, and the Structure of English.” Horner 96-109.

Elbow, Peter. Writing Without Teachers. New York: Oxford UP, 1973.

Erikson, Erik. Childhood and Society. New York: Norton, 1950.

—. Identity, Youth and Crisis. New York: Norton, 1968.

Goffman, Erving. Asylums. New York: Anchor, 1961.

—. Stigma: Notes on the Management of Spoil Identity. Englewood Cliffs, NJ: Prentice-Hall, 1963.

Graves, Donald. A Researcher Learns to Write. Portsmouth, NH: Heinemann, 1984.

Heath, Shirley Brice. “Ethnography in Education: Toward Defining the Essentials.” Ethnography and Education: Children in and out of School. Ed. P. Gilmore and A. Glatthorn. Washington: Center for Applied Linguistics, 1982. 33-55.

—. “Ethnography and Education.” Seminar given at the University of Nebraska-Lincoln, March 1986.

—. Ways with Words. New York: Cambridge UP, 1983.

Holland, Norman. 5 Readers Reading. New Haven: Yale UP, 1975.

—. The I. New Haven: Yale UP, 1985.

—. “UNITY IDENTITY TEXT SELF.” PMLA 90 (1975): 813-22. Rpt. in Reader Response Criticism. Ed. Jane Tompkins. Baltimore: John Hopkins, 1980. 118-33.

Horner, Winifred, ed. Composition and Literature: Bridging the Gap. Chicago: Chicago UP, 1983.

Kantor, Ken. “Classroom Contexts and the Development of Writing Intentions.”‘ New Directions in Composition Research. Ed. Richard Beach and Lillian Bridwell. New York: Guilford, 1984. 72-94.

Kantor, Ken, Dan Kirby, and Judith Goetz. “Research in Context: Ethnographic Studies in English Education.” Research in the Teaching of English 15 (1981): 293-309.

Kennedy, George. Classical Rhetoric and its Christian and Secular Tradition from Ancient to Modern Times, Chapel Hill: North Carolina UP, 1980.

Knoblauch, C. H., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Upper Montclair, NJ: Boynton/Cook, 1984.

Laing, R. D. The Divided Self. London: Tavistock, 1960.

—. Self and Others, 2nd ed. New York: Penguin, 1969.

—. The Voice of Experience. New York: Pantheon, 1982.

Laurence, Margaret. A Bird in the House. Toronto: Seal, 1978.

Miller, J. Hillis. “Composition and Decomposition: Deconstruction and the Teaching of Writing.” Horner 38-56.

Plato. “Gorgias.” Trans. W. D. Woodhead. The Collected Dialogues of Plato. Ed. Edith Hamilton and Huntington Cairns. Princeton: Bollington, 1961. 229-307.

Reither, James. “Writing and Knowing: Toward Redefining the Writing Process.” College English 47 (1985): 620-28.

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

Young, Richard, Alton Becker, and Kenneth Pike. Rhetoric: Discovery and Change, New York: Harcourt, 1970.

Chase, Geoffrey. “Accommodation, Resistance and the Politics of Student Writing.” CCC 39.1 (1988): 13-22.

Abstract:

This article uses case studies of extended writing projects of three college seniors to show how students practice what Giroux terms accommodation, opposition, and resistance strategies when they are asked to adopt established academic discourse conventions in their writing. Through analyzing the students’ writing, the author argues that when instructors teach different discourse conventions, they need to allow students to both problematize the conventions themselves and understand the conventions within a greater social and historical context. This means broadening what teachers deem as “good” or “correct” writing and giving students the opportunity to compose purposeful texts that work towards a larger social goal instead of merely fulfilling an academic assignment.

Keywords:

ccc39.1 Conventions Project Students Discourse Writing Resistance Audiece History Discourse Communities HGiroux Forms Accommodation Community

Works Cited

Batsleer, Janet, et al. Rewriting English: Cultural Politics of Gender and Class. London: Methuen, 1985.

Bizzel1, Patricia. “College Composition: Initiation into the Academic Discourse Community.” Curriculum Inquiry 12 (1982): 191-207.

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

Faigley, Lester, and Kristine Hansen. “Learning to Write in the Social Sciences.” CCC 36 (1985): 140-49.

Freire, Paulo. The Politics of Education. Trans. Donaldo Macedo. South Hadley, MA: Bergin Garvey, 1985.

Giroux, Henry A. Theory and Resistance in Education: A Pedagogy for the Opposition. South Hadley, MA: Bergin Garvey, 1983.

LeSueur, Meridel. The Girl. Minneapolis: West End, 1978.

Lusted, David. “Why Pedagogy?” Screen 27 (1986).

CCCC is seeking the next editor of College Composition and Communication. The term of current editor Malea Powell will end in December 2024. Interested persons should send a letter of application to be received no later than Monday, February 13, 2023 (the deadline has been extended).

Letters should be accompanied by (1) a CV, noting any editorial experience, (2) one published writing sample (article or chapter), and (3) a statement of vision, to include any suggestions for changing the journal as well as features of the journal to be continued. Applicants are urged to consult with administrators on the question of time, resources, and other services that may be required. NCTE staff members are available to provide advice and assistance to all potential applicants in approaching administrators about institutional support and in explaining NCTE’s support for editors.

Finalists will be interviewed virtually during the winter/spring of 2023. The applicant appointed by the CCCC Executive Committee in spring 2023 will effect a transition in 2023–24, preparing for their first issue in February 2025. The appointment term is five years.

Applications should be submitted via email in PDF form to jsitar@ncte.org; please include “CCC Editor Application” in the subject line by Monday, February 13, 2023. Direct queries to Jim Sitar, NCTE journals managing editor, at the email address above.

 

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