Author: ksuchor

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v43-2

Courage, Richard Arthur. Rev. of Literacy in the United States: Readers and Reading since 1880 by Carl F. Kaestle, Helen Damon-Moore, Lawrence C. Stedman, Katherine Tinsley, and William Vance Trollinger, Jr. CCC 43.2 (1992): 256-257.

Sudol, Ronald A. Rev. of Academic Literacies: The Public and Private Discourse of University Students by Elizabeth Chiseri-Strater. CCC 43.2 (1992): 257-259.

Kaufer, David, Chris Neuwirth and Myron Tuman. Rev. of Writing Space: The Computer, Hypertext, and the History of Writing by Jay David Bolter. CCC 43.2 (1992): 259-263.

Zamel, Vivian. Rev. of At the Point of Need: Teaching Basic and ESL Writers by Marie Wilson Nelson. CCC 43.2 (1992): 263-265.

Lay, Nancy Duke S. Rev. of ESL in America: Myths and Possibilities by Sarah Benesch. CCC 43.2 (1992): 265-266.

Weaver, Constance. Rev. of Grammar and the Teaching of Writing: Limits and Possibilities by Rei R. Noguchi. CCC 43.2 (1992): 266-269.

Farrell, Thomas J. Rev. of Rhetorical Grammar: Grammatical Choices, Rhetorical Effects by Martha Kolln. CCC 43.2 (1992): 269-270.

Beauvais, Paul Jude. Rev. of Doing Grammar by Max Morenberg. CCC 43.2 (1992): 270-272.

Shramek, Dennis. Rev. of A Writer’s Handbook: Style and Grammar by James D. Lester; New Concise Handbook by Hans P. Guth; The Scott, Foresman Handbook for Writers by Maxine Hairston and John J. Ruszkiewicz. CCC 43.2 (1992): 272-276.

Kinneavy, James L. Rev. of Selected Essays of Edward P. J. Corbett by Edward P. J. Corbett and Robert J. Connors. CCC 43.2 (1992): 276-277.

Philbin, Alice I. Rev. of Interviewing Practices for Technical Writers by Earl E. McDowell. CCC 43.2 (1992): 277-279.

CCCC Committee on Assessment. “A Selected Bibliography on Postsecondary Writing Assessment, 1979-1991.” CCC 43.2 (1992): 244-255.

Abstract:

Keywords:

ccc43.2 Bibliography Assessment Writing Classroom Testing CCCC

No works cited.

Neuleib, Janice. “The Friendly Stranger: Twenty-Five Years as “Other.” CCC 43.2 (1992): 231-243.

Abstract:

Keywords:

ccc43.2 Students Teacher Culture Language Writing Values MRose CGeertz Knowledge Others Community Research

Works Cited

Bakhtin, Mikhail. “Discourse in the Novel.” Ed. Michael Holquist. The Dialogic Imagination. A ustin: U of Texas P, 1981. 259-442.

—. “Forms of Time and the Chronotope in the Novel.” Ed. Michael Holquist. The Dialogic Imagination. Austin: U of Texas P, 1981. 84-258.

Bartholomae, David. “Inventing the University.” Journal of Basic Writing 5 (Spring 1986): 109-28.

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

Bartholomae, David, and Anrhony Petrosky. Facts, Artifacts and Counterfacts: Theory and Method for a Reading and Writing Course. Upper Montclair: Boynton, 1986.

Bizzell, Patricia. “Foundational ism and Anti-Foundationalism in Composition Studies.” PRE/TEXT 7 (Spring/Summer 1986): 37-55.

Brannon, Lil, and C. H. Knoblauch. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” CCC 33 (May 1982): 157-51.

Clark, Beverly Lyon. Talking about Writing: A Guide for Tutor and Teacher Conferences. Ann Arbor: U of Michigan P, 1985.

Clifford, James. Introduction. Writing Culture, the Poetics and Politics of Ethnography. Ed. James Clifford and George E. Marcus. Berkeley: U of California P, 1986. 1-26.

—. The Predicament of Culture. Cambridge: Harvard UP, 1988.

Diamond, Jared. “The Ethnobiologist’s Dilemma.” Natural History June 1989: 26-30.

Donaldson, Margaret. Children’s Minds. New York: Norton, 1979.

Finkel, Donald, and G. Stephen Monk. “Students in Learning Groups: Active Learning through Conversation.” Learning in Groups. Ed. Clark Bouton and Russell Y. Garth. San Francisco: Jossey-Bass, 1983. 83-97.

Finlay, Linda Shaw, and Valerie Faith. “Illiteracy and Alienation in American Colleges: Is Paulo Freire’s Pedagogy Relevant?” Freire for the Classroom, A Sourcebook for Liberatory Teaching. Ed. Ira Shor. Portsmouth: Heinemann 1987. 63-86.

Fontaine, Sheryl I. “The Unfinished Story of the Interpretive Community.” Rhetoric Review 7 (Fall 1988): 89-96.

Geertz, Clifford. Works and Lives: The Anthropologist as Author. Stanford: Stanford UP, 1988.

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

Harris, Muriel. “Composing Behaviors of One- and Multi-Draft Writers.” College English 51 (Feb. 1989): 174-91.

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

Heath, Shirley Brice. “Protean Shapes in Literacy Events.” Spoken and Written Language: Exploring Orality and Literacy. Ed. Deborah Tannen. Norwood: Ablex, 1982,91-117.

Hillocks, George, Jr. Research on Written Composition. Urbana: NCTE, 1986.

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

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

Hull, Glynda, and Mike Rose. “Rethinking Remediation.” Written Communication 6 (Apr. 1989): 139-53.

Hymes, Dell. Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: U of Pennsylvania P, 1974.

Jackson, Bruce. Fieldwork. Urbana: U of Illinois P, 1987.

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

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

LeFevre, Karen Burke. Invention as a Social Act. Carbondale: Southern Illinois UP, 1987.

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

McCarthy, Lucille Parkinson. “A Stranger in Strange Lands: A College Student Writing across the Curriculum.” Research in the Teaching of English 21 (Oct. 1987): 233-63.

Rose, Mike. Lives on the Boundary. New York: Free Press, 1989.

—. Writer’s Block: The Cognitive Dimension. Carbondale: Southern Illinois UP 1984.

Selfe, Cynthia L. “Reading as a Writing Strategy: Two Case Studies.” Convergences: Transactions in Reading and Writing. Ed. Bruce T. Peterson. Urbana: NCTE, 1986. 46-63.

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

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

Spradley, James P. Participant Observation. New York: Holt, 1980.

Gill, Glenda E. “The African-American Student: At Risk.” CCC 43.2 (1992): 225-230.

Abstract:

Keywords:

ccc43.2 Students PositiveReinforcement College AfricanAmerican Admissions

No works cited.

Chordas, Nina. “Classrooms, Pedagogies, and the Rhetoric of Equality.” CCC 43.2 (1992): 214-224.

Abstract:

Keywords:

ccc43.2 Equality Students Classrooms Democracy Society Power Pedagogy Language IShor RWeaver

Works Cited

Bechtel, Judith. “Why Teaching Writing Always Brings Up Questions of Equity.” Caywood and Overing 179-84.

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

Caywood, Cynthia 1., and Gillian R. Overing, eds. Teaching Writing.’ Pedagogy, Gender, and Equity. Albany: State U of New York P, 1987.

DeMott, Benjamin. The Imperial Middle: Why Americans Can’t Think Straight About Class. New York: William Morrow, 1990.

Elbow, Peter. What Is English? New York: MLA, 1990.

Fox, Thomas. The Social Uses of Writing: Politics and Pedagogy. Norwood, NJ: Ablex, 1990. Frey, Olivia. “Equity and Peace in the New Writing Class.” Caywood and Overing 93-106.

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

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

Lloyd-Jones, Richard, and Andrea Lunsford, eds. The English Coalition Conference: Democracy through Language. Urbana: NCTE, 1989.

Myers, Greg. “Reality, Consensus, and Reform in the Rhetoric of Composition Teaching.” College English 48 (Feb. 1986): 154-74.

Shor, Ira. “Educating the Educators: A Freirean Approach to the Crisis in Teacher Education.” Freire for the Classroom. Ed. Ira Shor. Portsmouth, NH: Boynton/Cook, 1987.7-32.

Tuman, Myron C. ” Class, Codes, and Composition: Basil Bernstein and the Critique of Pedagogy .” CCC 39 (Feb. 1988): 42-51.

Weaver, Richard M. The Ethics of Rhetoric. Chicago: Henry Regnery, 1953.

—. Ideas Have Consequences. Chicago: U of Chicago P, 1948.

Williams, Raymond. Keywords: A Vocabulary of Culture and Society. Rev. ed. New York: Oxford UP, 1983.

Lazere, Donald. “Teaching the Political Conflicts: A Rhetorical Schema.” CCC 43.2 (1992): 194-213

Abstract:

Keywords:

ccc43.2 Students Writing Courses Sources Composition Issues CriticalThinking Discourse Rhetoric Schema Political Conflict Bias Ideology

Works Cited

Allport, Gordon. The Nature of Prejudice. Reading: Addison-Wesley, 1979.

Dieterich, Daniel, ed. Teaching About Doublespeak. Urbana: NCTE, 1977.

Gilligan, Carol. In a Different Voice: Psychological Theory and Women’s Development. Cambridge: Harvard UP, 1982.

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

Hairston, Maxine. “Required Writing Courses Should Not Focus on Politically Charged Issues.” Chronicle of Higher Education 23 January 1991: B2-3.

Harty, Sheila. Hucksters in the Classroom: A Review of Industry Propaganda in Schools. Washington: Center for the Study of Responsive Law, 1979.

Kohlberg, Lawrence. Essays on Moral Development: Volume 1, The Philosophy of Moral Development. San Francisco: Harper and Row, 1981.

Kytle, Ray. Clear Thinking for Composition. New York: Random House, 1986.

Lazere, Donald. American Media and Mass Culture: Left Perspectives. Berkeley: U of California P, 1987.

—. Composition for Critical Thinking: A Course Description. Rohnert Park, CA: Center for Critical Thinking and Moral Critique of Sonoma State U, 1986. ERIC, 1986. ED 273 959.

—. “Critical Thinking in College English Studies.” ERIC Digest, 1987.

—. “Literacy and Mass Media: The Political Implications.” New Literary History 18 (Winter 1987): 238-55. Rpt in Reading in America: Literature and Social History. Ed. Cathy Davidson. Johns Hopkins UP, 1989. 285-303.

—, guest editor. “Mass Culture, Political Consciousness, and English Studies.” College English 38 (Nov. 1977).

Lutz, William A., ed. After 1984: Doublespeak in a Post-Orwellian Age. Urbana: NCTE, 1989.

Mayfield, Marlys. Thinking for Yourself: Developing Critical Thinking Skills Through Writing. 2nd ed. Belmont, CA: Wadsworth, 1991.

Perry, William. Forms of Intellectual and Ethical Development in the College Years. New York: Holt, 1970.

Rank, Hugh. Persuasion Analysis: A Companion to Composition. Park Forest: Counter-Propaganda P, 1988.

—. The Pitch. Park Forest: Counter-Propaganda P, 1982.

Rokeach, Milton. The Open and Closed Mind. New York: Basic, 1960.

Schrank, Jeffrey. Deception Detection. Boston: Beacon P, 1979.

—. Snap, Crackle, and Popular Taste: The Illusion of Free Choice in America. New York: Dell, 1977.

Hairston, Maxine. “Diversity, Ideology, and Teaching Writing.” CCC 43.2 (1992): 179-193.

Abstract:

Keywords:

ccc43.2 Students Writing English Composition Courses Curriculum Diversity Departments Ideology Values Faculty Goals Agenda Culture UTexas CulturalLeft

Works Cited

Bauer, Dale. “The Other ‘F’ Word: Feminist in the Classroom.” College English 52 (Apr. 1990): 385-96.

Berlin, James A. “Rhetoric and Ideology in the Writing Class.” College English 50 (Sep. 1988): 477-94.

Bizzell, Patricia. “Beyond Anti-Foundationalism to Rhetorical Authority: Problems in Defining ‘Cultural Literacy”” College English 52 (Oct. 1990): 661-75.

Bleich, David. “Literacy and Citizenship: Resisting Social Issues.” Lunsford, Moglen, and Slevin 163-69.

Faigley, Lester. “The Study of Writing and the Study of Language.”‘ Rhetoric Review 7 (Spring 1989): 240-56.

Harkin, Patricia, and John Schilb. Contending with Words: Composition and Rhetoric in a Postmodern Age. New York: MLA, 1991.

Knoblauch, C. H. “Literacy and the Politics of Education.” Lunsford, Moglen, and Slevin 74-80.

—. “Rhetorical Constructions: Dialogue and Commitment.” College English 50 (Feb. 1988): 125-40.

Laditka, James N. “Semiology, Ideology, Praxis: Responsible Authority in the Composition Classroom.” Journal of Advanced Composition 10.2 (Fall 1990): 357-73.

Lunsford, Andrea A, Helen Moglen, and James Slevin, eds. The Right to Literacy. New York: MLA and NCTE, 1990.

Paine, Charles. “Relativism, Radical Pedagogy, and the Ideology of Paralysis.” College English 51 (Oct. 1989): 557-70.

Searle, John. “The Storm Over the University.” Rev. of Tenured Radicals, by Roger Kimball; The Politics of Liberal Education, ed. by Darryl L. Gless and Barbara Hernstein Smith; and The Voice of Liberal Learning: Michael Oakeshott on Education, ed. by Timothy Fuller. The New York Review of Books 6 Dec. 1990: 34-42.

Strickland, Ronald. “Confrontational Pedagogy and Traditional Literary Studies.” College English 52 (Mar. 1990): 291-300.

Weaver, Richard M. The Ethics of Rhetoric. Chicago: Henry Regnery, 1953.

Bloom, Lynn Z. “I Want a Writing Director.” CCC 43.2 (1992): 176-178.

Abstract:

Keywords:

ccc43.2 WritingDirector WPA Courses Tenure Colleagues Institutions Composition

No works cited.

Merrill, Robert, et al. “Symposium on the 1991 ‘Progress Report from the CCCC Committee on Professional Standards.'” CCC 43.2 (1992): 154-175.

Abstract:

Keywords:

ccc43.2 Writing Statement Composition Faculty Instruction Teaching Work Report Committee Rhetoric WritingCenters ProgressReport ProfessionalStandards

Works Cited

Bergmann, Barbara R. “Bloated Administration, Blighted Campuses.” Academe 77 (Nov./Dec. 1991): 12-16.

Black, Edwin. “Plato’s View of Rhetoric.” Quarterly journal of Speech 44 (Dee. 1958): 361-74.

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

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

Campbell, Hugh. “Two Memos to Colleagues.” CCC 42 (Oct. 1991): 368-71.

Ede, Lisa. “Writing as a Social Process: A Theoretical Foundation for Writing Centers?” Writing Center journal 9.2 (Spring/Summer 1989): 4-12.

Faigley, Lester, and Thomas P. Miller. “What We Learn from Writing on the Job.” College English 44 (Oct. 1982): 557-69. .

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

Olson, Gary, and Evelyn Ashton-Jones. “Writing Center Directors: The Search for Professional Status.” WPA: Writing Program Administration 12.1-2 (Fall/Winter 1988): 19-28.

Robinson, William S. ” The CCCC Statement of Principles and Standards: A (Partly) Dissenting View .” CCC 42 (Oct. 1991): 345-49.

Simpson, Jeanne H. “What Lies Ahead for Writing Centers: Position Statement on Professional Concerns.” Writing Center journal 5.2 (Spring/Summer 1985): 35-39.

Sledd, James. “Why the Wyoming Resolution Had to Be Emasculated: A History and a Quixotism.” Journal of Advanced Composition 11 (Fall 1991): 269-81.

Tuman, Myron. “Unfinished Business: Coming to Terms with the Wyoming Resolution.” CCC 42 (Oct. 1991): 356-64.

Wyche-Smith, Susan, and Shirley Rose. ” One Hundred Ways to Make the Wyoming Resolution a Reality .” CCC 41 (Oct. 1990): 318-24.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v42-1

Lamb, Catherine E. “Beyond Argument in Feminist Composition.” CCC 42.1 (1991): 11-24.

Abstract:

Keywords:

ccc42.1 Argument Women Writing Conflict Mediation Power Students Essays Feminism Monologic Negotiation Process Composition Audience Resolution Discussion EFlynn Aristotle

Works Cited

Arendt, Hannah. The Human Condition. Chicago: U of Chicago P, 1958.

Bakhtin, Mikhail. Problems of Dostoyevsky’s Poetics. Trans. and ed. Caryl Emerson. Theory and History of Literature 8. Minneapolis: U of Minnesota P, 1984.

Bateson, Mary Catherine. Composing a Life. New York: Atlantic Monthly, 1989.

Belenky, Mary Field, et al. Women’s Ways of Knowing. New York: Basic Books, 1986.

Bitzer, Lloyd F. “Aristotle’s Enthymeme Revisited.” Quarterly Journal of Speech 45 (Dec. 1959): 399-408.

Burger, Ronna. Plato’s Phaedrus. University, AL: U of Alabama P, 1980.

Caywood, Cynthia L., and Gillian R. Overing. Introduction. Teaching Writing: Pedagogy, Gen­der, and Equity. Albany: State U of New York P, 1987. xi-xvi.

Clark, Gregory. Dialogue, Dialectic, and Conversation. Carbondale: Southern Illinois UP, 1990.

Corder, Jim W. “Argument as Emergence, Rhetoric as Love.” Rhetoric Review 4 (Sept. 1985): 16-32.

Covino, William. The Art of Wondering. Portsmouth: Heinemann, 1988.

Department of Attorney General. Mediator Training Manual for Face-to-Face Mediation. Boston: Department of Attorney General, 1988.

Deutsch, Morton. The Resolution of Conflict. New Haven: Yale UP, 1973.

Fisher, Roger, and William Ury. Getting To Yes: Negotiating Agreement Without Giving In. New York: Penguin, 1983.

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

—. “Composing ‘Composing as a Woman’: A Perspective on Research.” CCC 41 (Feb. 1990): 83-89.

Fort, Keith. “Form, Authotity, and the Critical Essay.” Contemporary Rhetoric. Ed. W. Ross Winterowd. New York: Harcourt, 1975. 171-83.

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

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

Gage, John. “An Adequate Epistemology for Composition: Classical and Modern Perspectives.” Essays on Classical Rhetoric and Modern Discourse. Ed. Robert J. Connors, Lisa S. Ede, and An­drea A. Lunsford. Carbondale: Southern Illinois UP, 1984. 152-69, 281-84.

Grimaldi, William M. A. Aristotle, Rhetoric I: A Commentary. New York: Fordham UP, 1980.

Halloran, S. Michael. “Rhetoric in the American College Curriculum: The Decline of Public Discourse.” PRE/TEXT 3(982): 245-69.

Harding, Sandra. “Conclusion: Epistemological Questions.” Feminism and Methodology. Ed. Sandra Harding. Bloomington: Indiana UP, 1987. 181-90.

—. “The Instability of the Analytical Categories of Feminist Theory.” Signs 11 (1986). Rpt. in Feminist Theory in Practice and Process. Ed. Micheline R. Malson et al. Chicago: U of Chicago P, 1989. 15-34.

Hartsock, Nancy. Money, Sex, and Power. Boston: Northeastern UP, 1983.

Janeway, Elizabeth. Powers of the Weak. New York: Knopf, 1980.

Juncker, Clara. “Writing (with) Cixous.” College English 50 (April 1988): 424-36.

Lamb, Catherine E. “Less Distance, More Space: A Feminist Theory of Power and Writer/Audi­ence Relationships.” Rhetoric and Ideology: Compositions and Criticisms of Power. Ed. Charles W. Kneupper. Arlington: Rhetoric Society of America, 1989. 99-104.

Lassner, Phyllis. “Feminist Responses to Rogerian Argument.” Rhetoric Review 8 (Spring 1990): 220-32.

Lefebvre, Karen Burke. Invention as a Social Act. Carbondale: Southern Illinois UP, 1987.

Lunsford, Andrea, and Lisa Ede. “On Distinctions between Classical and Modern Discourse.” Essays on Classical Rhetoric and Modern Discourse. Ed. Robert J. Connors, Lisa S. Ede, and Andrea A. Lunsford. Carbondale: Southern Illinois UP, 1984. 37-49, 265-67.

—. Singular Texts/Plural Authors: Perspectives on Collaborative Writing. Carbondale: Southern Illinois UP, 1990.

Miller, Jean Baker. Toward a New Psychology of Women. Boston: Beacon, 1975.

Moore, Christopher. The Mediation Process. San Francisco: Jossey-Bass, 1987.

Neel, Jasper. Plato, Derrida, and Writing. Carbondale: Southern Illinois UP, 1988.

Ong, Walter. Orality and Literacy. New York: Methuen, 1982.

Plato. Phaedrus and Letters VII and VIII. Trans. Walter Hamilton. London: Penguin, 1973.

Ruddick, Sara. Maternal Thinking. Boston: Beacon, 1989.

Schniedewind, Nancy. “Feminist Values: Guidelines for Teaching Methodology in Women’s Studies.” Freire for the Classroom. Ed. Ira Shor. Portsmouth: Heinemann, 1987. 170-79.

Peterson, Jane E. “Valuing Teaching: Assumptions, Problems, and Possibilities.” CCC 42.1 (1991): 25-35.

Abstract:

Keywords:

ccc42.1 ChairsAddress Teaching Composition Research Students Profession Writing Questions Teachers Scholarship Theory Values Dialogue Organization Understanding Inquiry CCCC JEmig PFreire

Works Cited

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

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

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

Bridwell-Bowles, Lillian, and Michael Dickel. “Summary Report: Statistical Information, CCC Review.” Unpublished report prepared for CCCC Executive Committee, 1989.

Buber, Martin. I and Thou. 1923. Trans. with Prologue and Notes by Walter Kaufmann. New York: Scribner’s, 1970.

Chaplin, Miriam T. “Issues, Perspectives and Possibilities.” CCC 39 (Feb. 1988): 52-62.

Commission on the Future of Community Colleges. Building Communities: A Vision for a New Century. Washington: AACJC, 1988.

Conference on College Composition and Communication. Guidelines on Scholarship. Urbana: NCTE, 1987.

—. Statement of Principles and Standards for the Postsecondary Teaching of Writing. Urbana: NCTE, 1989.

Corbett, Edward P. J. “Teaching Composition: Where We’ve Been and Where We’re Going.” CCC 38 (Dec. 1987): 444-52.

Dichter, Susan. Teachers: Straight Talk from the Trenches. Los Angeles: Lowell, 1989.

Emig, Janet. “Non-Magical Thinking: Presenting Writing Developmentally in Schools.” Writ­ing: The Nature, Development and Teaching of Written Communication. Ed. Joseph Dominic, Carl Fredericksen, and Marcia Whiteman. Vol. 2. Hillsdale: Erlbaum, 1982. Rpt. in The Web of Meaning: Essays on Writing, Teaching, Learning and Thinking. Ed. Dixie Goswami, and Maureen Butler. Upper Montclair: Boynton, 1983.

—. “Writing as a Mode of Learning.” CCC 28 (May 1977): 122-28.

Freire, Paulo. Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. 1968. New York: Con­tinuum, 1984.

Gardner, Howard. Frames of Mind: The Theory of Multiple lntelligences. New York: Basic Books, 1983.

—. “Point of View: The Academic Community Must Not Shun the Debate Over How to Set National Educational Goals.” Chronicle of Higher Education 8 Nov. 1989: A52.

Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCC 36 (Oct. 1985): 272-82.

Jordan, June. Address. CCCC/College Section Luncheon. NCTE Convention. Baltimore, 18 Nov. 1989.

Lindemann, Erika, ed. CCCC Bibliography of Composition and Rhetoric, 1987. Carbondale: Southern Illinois UP, 1990.

Lloyd-Jones, Richard and Andrea Lunsford, eds. The English Coalition Conference: Democracy through Language. Urbana: NCTE and MLA, 1989.

Lunsford, Andrea A. “Composing Ourselves: Politics, Commitment, and the Teaching of Writing.” CCC 41 (Feb. 1990): 71-82.

Myers, Isabel Briggs, with Peter S. Myers. Gifts Differing. 1980. Palo Alto: Consulting Psy­chologists Press, 1985.

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

Palmer, Parker J. To Know as We Are Known: A Spirituality of Education. San Francisco: Harper, 1983.

Polanyi, Michael. Personal Knowledge: Towards a Post-Critical Philosophy. 1958. Corrected ed. 1962. Chicago: U of Chicago P, 1962.

Wells, Theodora. “A Reversal Reading.” Association for Humanistic Psychology Newsletter. Dec. 1970: n.pag. Rpt. in PsychoSources: A Psychology Resources Catalogue. Ed. Evelyn Shapiro et al. Toronto: Bantam, 1973.

Tinberg, Howard B. “‘An Enlargement of Observation’: More on Theory Building in the Composition Classroom.” CCC 42.1 (1991): 36-44.

Abstract:

Keywords:

ccc42.1 Classrooms Theory TheoryBuilding Teachers Writing PFreire Students Perspective Practice

Works Cited

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

Berthoff, Ann E. “Killer Dichotomies: Reading In/Reading Out.” Farther Along: Transforming Dichotomies in Rhetoric and Composition. Ed. Kate Ronald and Hephzibah Roskelly. Ports­ mouth: Boynton, 1990. 12-24.

—. The Making of Meaning: Metaphors, Models, and Maxims for Writing Teachers. Upper Montclair: Boynton, 1981.

—. The Sense of Learning. Portsmouth: Boynton, 1990. Bizzell, Patricia. “Thomas Kuhn, Scientism, and English Studies.” College English 40 (Mar. 1979): 764-71.

Clifford, James. “On Ethnographic Allegory.” Writing Culture: The Poetics and Politics of Eth­nography. Ed. James Clifford and George Marcus. Berkeley: U of California P, 1986. 98-121.

Coles, Robert. The Call of Stories: Teaching and the Moral Imagination. Boston: Houghton, 1989.

Coles, William E. Composing: Writing as a Self-Creating Process. Rochelle Park: Hayden, 1974.

Erickson, Frederick. “What Makes School Ethnography ‘Ethnographic’?” Anthropology and Edu­cation Quarterly 15 (1984): 51-66.

Freire, Paulo. “The ‘Banking’ Concept of Education.” Ways of Reading. Ed. David Bartholomae and Anthony Petrosky. 2nd ed. Boston: St. Martins, 1990. 206-22.

Geertz, Clifford. Works and Lives: The Anthropologist as Author. Stanford: Stanford UP, 1988.

Kleine, Michael. “Beyond Triangulation: Ethnography, Writing, and Rhetoric.” Conference on Composition and Communication Convention. St. Louis, Mar. 1989.

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

Percy, Walker. The Message in the Bottle: How Queer Man Is, How Queer Language Is, and What One Has to Do with the Other. New York: Farrar, 1975.

Peterson, Jane. “Valuing Teaching: Assumptions, Problems, and Possibilities.” Conference on College Composition and Communication convention. Chicago, Mar. 1990.

Roskelly, Hephzibah. “The Heart of the Marrer.” Northeast Modern Language Association Convention. Toronto, Apr. 1990.

Shaw, Margaret L. “What Students Don’t Say: An Approach to the Student Text.” CCC 42.1 (1991): 45-54.

Abstract:

Keywords:

ccc42.1 RWEmerson Students Writing Advice Papers Texts Laws Work Contradictions AEddington

Works Cited

Althusser, Louis, and Etienne Balibar. Reading Capital, Trans, Ben Brewster, London: NLB, 1970.

Atkins, C. Douglas, and Michael L. Johnson, eds. Writing and Reading Differently: Deconstruction and The Teaching of Composition and Literature, Lawrence: UP of Kansas, 1985.

Bartholomae, David. “Inventing the University.” Perspectives on Literacy, Ed. Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 273-85.

Beach, Richard. “The Effects of Between-Draft Teacher Evaluation versus Student Self­-Evaluation on High School Students’ Revising of Rough Drafts,” Research in the Teaching of English 13 (May 1979): 111-19.

Brooke, Robert. “Control in Writing: Flower, Derrida, and Images of the Writer.” College English 51 (April 1989): 405-17.

Eddington, Sir Arthur. Stars and Atoms. New Haven: Yale UP, 1927.

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

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

Freud, Sigmund. The Interpretation of Dreams. Trans, and ed. James Strachey. New York: Avon, 1965.

—. The Question of Lay Analysis. Trans. and ed. James Strachey. New York: Norton, 1978.

Gordon, William. Synectics: The Development of Creative Capacity. New York: Harper, 1961.

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

McDonald, W. U. “The Revising Process and the Marking of Student Papers.” CCC 24 (May 1978): 167-70.

Macherey, Pierre. A Theory of Literary Production. Trans, Geoffrey Wall. London: Routledge, 1978.

Mitchell, Richard. Less Than Words Can Say. Boston: Little, 1979.

Murray, Donald. “Teaching the Other Self: The Writer’s First Reader.” CCC 33 (May 1982): 140-47.

Nelson, Cary, ed. Theory in the Classroom. Chicago: U of Illinois P, 1986.

Percy, Walker. “The Loss of the Creature.” Message in the Bottle. New York: Farrar, 1975. 46-63.

Shaw, Margaret L. “Teaching Revision as Re-Seeing: Sequenced Assignments for Basic Writ­ing.” Iowa English Bulletin 32.1-2 (1983): 1-4.

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): 377-88.

Updike, John. “A & P.” Pigeon Feathers and Other Stories. New York: Knopf, 1962. 187-96.

Hawisher, Gail E. and Cynthia L. Selfe. “The Rhetoric of Technology and the Electronic Writing Class.” CCC 42.1 (1991): 55-65.

Abstract:

Keywords:

ccc42.1 Students Writing ENFI Technology Computers Instructors Classrooms Conferences Rhetoric Spaces MFoucault Networks

Works Cited

Batson, Trent. “The ENFI Project: A Networked Classroom Approach to Writing Instruc­tion.” Academic Computing Feb.-Mar. 1988: 32-33.

Byard, Vicki. “Power Play: The Use and Abuse of Power Relationships in Peer Critiquing.” Conference on College Composition and Communication Convention. Seattle, Mar. 1989.

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

—. “Space, Knowledge and Power.” The Foucault Reader. Ed. Paul Rabinow. New York: Pantheon, 1984. 239-56.

Hillocks, George, Jr. Research on Written Composition. Urbana: NCTE, 1986.

Kiesler, Sara, Jane Siegel, and Timothy W. McGuire. “Social Psychological Aspects of Computer-Mediated Communication.” American Psychologist 39 (Oct. 1984): 1123-34.

Kinkead, Joyce. “Wired: Computer Networks in the English Classroom.” English Journal 77 (Nov. 1988): 39-41.

Kremers, Marshall. “Adams Sherman Hill Meets ENFI.” Computers and Composition 5 (Aug. 1988): 69-77.

Lunsford, Andrea A., and Cheryl Glenn. “Rhetorical Theory and the Teaching of Writing.” On Literacy and Its Teaching: Issues in English Education. Ed. Gail E. Hawisher and Anna O. Soter. Albany: State U of New York, 1990. 174-89.

Shriner, Delores K., and William C. Rice. “Computer Conferencing and Collaborative Learn­ing: A Discourse Community at Work.” CCC 40 (Dec. 1989): 472-78.

Spitzer, Michael. “Writing Style in Computer Conferences.” IEEE Transactions on Professional Communications 29 (Jan. 1986): 19-22.

Thompson, Diane P. “Teaching Writing on a Local Area Network.” T.H.E. Journal 15 (Sept. 1987): 92-97.

Zuboff, Shoshana. In the Age of the Smart Machine: The Future of Work and Power. New York: Basic, 1988.

Murray, Donald M. “All Writing Is Autobiography.” CCC 42.1 (1991): 66-74.

Capossela, Toni-Lee. “Students as Sociolinguists: Getting Real Research from Freshman Writers.” CCC 42.1 (1991): 75-79.

Horning, Alice S. “Advising Undecided Students through Research Writing.” CCC 42.1 (1991): 80-84.

Chapman, David W., Joyce Magnotto, and Barbara Stout. “Responses to Elisabeth McPherson, ‘Remembering, Regretting, and Rejoicing: The Twenty-Fifth Anniversary of the Two-Year College Regionals.'” CCC 42.1 (1991): 85-86.

McPherson, Elisabeth. “Reply by Elisabeth McPherson.” CCC 42.1 (1991): 87.

Holland, Bruce. “Response to Lester Faigley, ‘Judging Writing, Judging Selves.'” CCC 42.1 (1991): 87-89.

Faigley, Lester. “Reply by Lester Faigley.” CCC 42.1 (1991): 89-90.

Charney, Davida. “Response to James Hoetker and Gordon Brossell, ‘The Effects of Systematic Variations in Essay Topics on the Writing Performance of College Freshmen.'” CCC 42.1 (1991): 90-93.

Hoetker, James. “Reply by James Hoetker.” CCC 42.1 (1991): 93-94.

Schilb, John. Rev. of Conversations on the Written Word: Essays on Language and Literacy by Jay L. Robinson. CCC 42.1 (1991): 95-97.

Hesse, Douglas. Rev. of Expressive Discourse by Jeannette Harris. CCC 42.1 (1991): 97-99.

Enos, Theresa. Rev. of The Rhetorical Tradition: Readings from Classical Times to the Present by Patricia Bizzell and Bruce Herzberg. CCC 42.1 (1991): 99-101.

Glenn, Cheryl. Rev. of Classical Rhetoric for the Modern Student by Edward P. J. Corbett. CCC 42.1 (1991): 101-103.

Trimbur, John. Rev. of Singular Texts/Plural Authors: Perspectives on Collaborative Writing by Andrea Lunsford and Lisa Ede. CCC 42.1 (1991): 103-105.

Rea, Paul W. Rev. of Learning to Write in Our Nation’s Schools: Instruction and Achievement in 1988 at Grades 4, 8, and 12 by Arthur N. Applebee, Judith A. Langer, Lynn B. Jenkins, Ina V. S. Millis, and Mary A. Foertsch. CCC 42.1 (1991): 105-106.

Comprone, Joseph J. The Future of Doctoral Studies in English by Andrea Lunsford, Helen Moglen, and James F. Slevin. CCC 42.1 (1991): 106-109.

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Kemp, Fred. Rev. of Creating a Computer-Supported Writing Facility: A Blueprint for Action by Cynthia L. Selfe; Computer Writing Environments: Theory, Research, and Design by Bruce Britton and Shawn M. Glynn. CCC 41.3 (1990): 339-342.

Edwards, Bruce L. Rev. of Critical Perspectives on Computers and Composition Instruction by Gail E. Hawisher and Cynthia L. Selfe. CCC 41.3 (1990): 342-344.

Crowley, Sharon. Rev. of Reclaiming Pedagogy: The Rhetoric of the Classroom by Patricia Donahue and Ellen Quandahl. CCC 41.3 (1990): 344-345.

Gillam, Alice M. Rev. of Audience Expectations and Teacher Demands by Robert Brooke and John Hendricks. CCC 41.3 (1990): 345-347.

Brooke, Robert. Rev. of The Psychology of Writing: The Affective Experience by Alice Glarden Brand. CCC 41.3 (1990): 347-348.

Ranieri, Paul W. Rev. of Coping with Failure: The Therapeutic Uses of Rhetoric by David Payne. CCC 41.3 (1990): 348-349.

Calderonello, Alice Heim. Rev. of Critical Thinking: A Semiotic Perspective by Marjorie Siegel and Robert Carey. CCC 41.3 (1990): 350.

Selzer, Jack. Rev. of Effective Documentation: What We Have Learned from Research by Stephen Doheny-Farina. CCC 41.3 (1990): 350-352.

Burton, Robert S. “Response to Andrea A. Lunsford, ‘Composing Ourselves: Politics, Commitment, and the Teaching of Writing.'” CCC 41.3 (1990): 336-337.

Lunsford, Andrea. “Reply by Andrea Lunsford.” CCC 41.3 (1990): 337-338.

Wyche-Smith, Susan and Shirley K Rose. “One Hundred Ways to Make the Wyoming Resolution a Reality: A Guide to Personal and Political Action.” CCC 41.3 (1990): 318-324.

Sudol, Ronald A. “Principles of Generic Word Processing for Students with Independent Access to Computers.” CCC 41.3 (1990): 325-331.

Slattery, Patrick. “Encouraging Critical Thinking: A Strategy for Commenting on College Papers.” CCC 41.3 (1990): 332-335.

Knox-Quinn, Carolyn. “Collaboration in the Writing Classroom: An Interview with Ken Kesey.” CCC 41.3 (1990): 309-317.

Abstract:

This interview with Ken Kesey, a professor who collaborated with his graduate students on a novel, discusses how found writing collaboration to be an innovative and dynamic way to teach students how to write. Kesey thoroughly describes the structure of his collaborative novel-writing class, explaining his belief that in order to teach writing, the teacher needs to be writing along with the students.

Keywords:

ccc41.3 KKesey People Class Writing Novel Computers Characters Students Collaboration

No works cited.

Sloan, Gary. “Frequency of Errors in Essays by College Freshmen and by Professional Writers.” CCC 41.3 (1990): 299-308.

Abstract:

This article systematically compares the errors in the writing of college freshman and of writing professionals using twenty essays written by first-year composition students and twenty short essays written by professional writers published in the course reader used by the students. The author’s analysis shows that professional writers commit stylistic errors (as defined by handbooks) almost as often as students. This article claims that the superiority of professional writing, compared to typically dry student prose, derives from a richer vocabulary, more intimate knowledge of subject matter, and passion for the topic. The author suggests that student writing can be improved by giving students more stylistic freedom and authentic assignments in which they choose topics, conduct research, and write to a specific audience.

Keywords:

ccc41.3 Error Students ProfessionalWriters Essays Words Authors Frequency Handbooks Verbiage

Works Cited

Beach, Richard. “Self-Evaluation Strategies of Extensive Revisers and Non-Revisers.” CCC 27 (May 1976): 160-64.

Connors, Robert J., and Andrea A. Lunsford. “Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research.” CCC39 (Dec. 1988): 395-409.

Elbow, Peter. Writing Without Teachers. London: Oxford, 1973.

Flower, Linda, et al. “Detection, Diagnosis, and the Strategies of Revision.” CCC37 (Feb. 1986): 16-55.

Freedman, Sarah W. “The Registers of Student and Professional Expository Writing: Influences on Teachers’ Responses.” New Directions in Composition Research. Ed. Richard Beach and Lillian S. Bridwell. New York: Guilford, 1984. 334-47.

Hartwell, Patrick. “Grammar, Grammars, and the Teaching of Grammar.” College English 47 (Feb. 1985): 105-27.

Haswell, Richard H. “Error and Change in College Student Writing.” Written Communication 5 (Oct. 1988): 479-99.

Hodges, John C. Harbrace Handbook of English. New York: Harcourt, 1941.

Hunt, Kellogg W. Syntactic Maturity in Schoolchildren and Adults. Monographs of the Society for Research in Child Development. Chicago: U of Chicago P, 1970.

Kline, Charles R., Jr., and W. Dean Memering. “Formal Fragments: The English Minor Sentence.” Research in the Teaching of English 11 (Fall 1977): 97-110.

Meyer, Charles F. A Linguistic Study of American Punctuation. New York: Peter Lang, 1987.

Penfield, Elizabeth. Short Takes: Model Essays for Composition. 2nd ed. Glenview: Scott, 1987.

Rose, Mike. “The Language of Exclusion: Writing Instruction at the University.” College English 45 (Apt. 1985): 341-59.

Sloan, Gary. “The Subversive Effects of an Oral Culture on Student Writing.” CCC 30 (May 1979): 156-60.

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

Trimmer, Joseph F., and James M. McCrimmon. Writing With A Purpose. 9th ed. Boston: Houghton, 1988.

Williams, Joseph M. “The Phenomenology of Error.” CCC 32 (May 1981): 152-68.

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

Hull, Glynda and Mike Rose. “‘This Wooden Shack Place’: The Logic of an Unconventional Reading.” CCC 41.3 (1990): 287-298.

Abstract:

This article analyzes a student’s interpretation of a contemporary poem and argues that the student’s unconventional reading is influenced by the student’s history. The student’s explanation of his interpretation of the poem leads the authors to suggest a pedagogy grounded in knowledge-making, especially for underprepared students who might not understand the standard conventions and assumptions of the academic community. This pedagogy emphasizes the importance of face-to-face, student-teacher discussions, even though this more transactive model of classroom discourse requires the teacher to defer to the student and give up some classroom control.

Keywords:

ccc41.3 BraddockAward Reading Students WoodenShacks SearsCatalogue Interpretation Parents Teachers Remedial Reasoning Classrooms

Works Cited

Bartholomae, David, and Anthony Petrosky, eds. Facts, Counterfacts and Artifacts: Theory and Method for a Reading and Writing Course. Upper Montclair: Boynton, 1986.

Hongo, Garrett Kaoru. “And Your Soul Shall Dance.” Yellow Light. Middletown: Wesleyan UP, 1982. 69.

Hull, Glynda, and Mike Rose. “Rethinking Remediation: Toward a Social-Cognitive Understanding of Problematic Reading and Writing.” Written Communication 6 (Apr. 1989): 139-54.

Hull, Glynda, Mike Rose, Kay Losey Fraser, and Marisa Garrett. “The Social Construction of Remediation.” The Tenth Annual Ethnography in Education Forum. University of Pennsylvania, Feb. 1989.

Mehan, Hugh. Learning Lessons. Cambridge: Harvard UP, 1979.

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

—. Writer’s Block: The Cognitive Dimension. Carbondale: Southern Illinois UP, 1984.

Salvatori, Mariolina. “Pedagogy: From the Periphery to the Center.” Reclaiming Pedagogy: The Rhetoric of the Classroom. Ed. Patricia Donahue and Ellen Quandahl. Carbondale: Southern Illinois UP, 1989. 17-34.

—. “Reading and Writing a Text: Correlations between Reading and Writing Patterns.” College English 45 (Nov. 1983): 657-66.

Shor, Ira. Empowerment: Education for Self and Social Change. (forthcoming).

Tharp, Roland G., and Ronald Gallimore. Rousing Minds to Life. New York: Oxford UP, 1989.

Carter, Michael. “The Idea of Expertise: An Exploration of Cognitive and Social Dimensions of Writing.” CCC 41.3 (1990): 265-286.

Abstract:

In this article, the author lays a foundation for a new, pluralistic theory of writing expertise by collapsing the binary that exists between the two existing and competing theories of writing expertise and instruction: cognitive rhetoric, which emphasizes general, universal knowledge, and social rhetoric, which stresses local knowledge in a particular discourse community. The pluralistic theory of expertise sees expertise as a continuum; it is not only sophisticated local knowledge that marks an expert, but also broad general knowledge that allows the expert to travel through different communities to accumulate additional local knowledge. The author gives suggestions for how to apply his pluralistic theory of expertise to the college writing classroom, including “cognitive apprenticeship,” putting students in authentic, local rhetorical situations, and through scaffolding writing assignments to show students how general good writing principles can be applied in many rhetorical situations.

Keywords:

ccc41.3 Knowledge Writing Strategies Expertise LocalKnowledge Domain Theory Performance Cognitive Social Students Composition Writers Experience Community Experts Research DomainSpecific

Works Cited

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Bartholomae, David. “Inventing the University.” When a Writer Can’t Write: Studies in Writer’s Block and Other Composing Process Problems. Ed. Mike Rose. New York: Guilford, 1985. 134-65.

Berlin, James. “Rhetoric and Ideology in the Writing Class.” College English 50 (Sept. 1988): 477-94.

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

Bloom, Benjamin S., and Lois J. Broder. Problem-Solving Processes of College Students. Chicago: U of Chicago P, 1950.

Bransford, John, Robert Sherwood, Nancy Vye, and John Rieser. “Teaching Thinking and Problem Solving: Research Foundations.” American Psychologist 41 (Oct. 1986): 1078-89.

Brooks, Larry W., and Donald F. Dansereau. “Transfer of Information: An Instructional Perspective.” Transfer of Learning: Contemporary Research and Applications. Ed. Stephen M. Cormier and Joseph D. Hagman. San Diego: Academic, 1987. 121-51.

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

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

Chase, William G., and Herbert A. Simon. “The Mind’s Eye in Chess.” Visual Information Processing. Ed. William G. Chase. New York: Academic, 1973. 215-81.

Chi, Michelene T.H., Robert Glaser, and Ernest Rees. “Expertise in Problem Solving.” Advances in the Psychology of Human Intelligence. Vol. 1. Ed. Robert J. Sternberg. Hillsdale: Erlbaum, 1982. 7-75.

Cooper, Marilyn, and Michael Holzman. “Talking About Protocols.” CCC 34 (Oct. 1983): 284-94.

deGroot, Adrianus. Thought and Choice in Chess. The Hague: Mouton, 1965.

Dobrin, David N. “Protocols Once More.” College English 48 (Nov. 1986): 713-26.

Dreyfus, Hubert L., and Stuart E. Dreyfus. Mind Over Machine: The Power of Human Intuition and Expertise in the Era of the Computer. New York: Free Press, 1986.

Ernst, George W., and Allen Newell. GPS: A Case Study in Generality and Problem Solving. New York: Academic, 1969.

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

Faigley, Lester, and Kristine Hansen. “Learning to Write in the Social Sciences.” College Composition and Communication 36 (May 1985): 140-49.

Flower, Linda. ” Cognition, Context, and Theory Building .” College Composition and Communication 40 (Oct. 1989): 282-311.

—. “The Construction of Purpose in Writing and Reading.” College English 50 (Sept. 1988): 528-50.

Flower, Linda, and John R. Hayes. “The Cognition of Discovery: Defining a Rhetorical Problem.” CCC 31 (Feb. 1980): 21-32.

Geertz, Clifford. Local Knowledge. New York: Basic, 1983.

Glaser, Robert. “All’s Well that Begins and Ends with Both Knowledge and Process: A Reply to Sternberg.” American Psychologist 40 (May 1985): 573-74.

—. “Education and Thinking: The Role of Knowledge.” American Psychologist 39 (Jan. 1984): 93-104.

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

Hayes, John R. The Complete Problem Solver. Philadelphia: Franklin Institute, 1979.

—. “Three Problems in Teaching General Skills.” Thinking and Learning Skills: Research and Open Questions. Vol. 2. Ed. S.S. Chipman, J.W. Segal, and R. Glaser. Hillsdale: Erlbaum, 1985. 391-406.

Hymes, Dell. Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: U of Pennsylvania P, 1974.

Maimon, Elaine P. “Maps and Genres: Exploring Connections in the Arts and Sciences.” Composition and Literature: Bridging the Gap. Ed. Winifred Bryan Horner. Chicago: U of Chicago P, 1983. 110-25.

Mayer, Richard E. Thinking, Problem Solving, Cognition. New York: Freeman, 1983.

Moore, Leslie E., and Linda H. Peterson. “Convention as Connection: Linking the Composition Course to the English and College Curriculum.” CCC 37 (Dec. 1986): 466-77.

Newell, Allen, and Herbert A. Simon. Human Problem Solving. Englewood Cliffs: Prentice, 1972.

Nystrand, Martin. “Rhetoric’s ‘Audience’ and Linguistics’ ‘Speech Community’: Implications for Understanding Writing, Reading, and Text.” What Writers Know: The Language, Process, and Structure of Written Discourse. Ed. Martin Nystrand. New York: Academic, 1982. 1-28.

Perkins, D.N., and Gavriel Salomon. “Are Cognitive Skills Context-Bound?” Educational Researcher 18 (Jan./Feb. 1989): 16-25.

Petrosky, Anthony. Rev. of Problem-Solving Strategies for Writing by Linda Flower. CCC 34 (May 1983): 233-35.

Polya, Gyorgy. How to Solve It: A New Aspect of Mathematical Method. 1945. Princeton: Princeton UP, 1948.

Raymond, James c. Writing (Is an Unnatural Act). New York: Harper, 1986.

Reither, James A. “Writing and Knowing: Toward Redefining the Writing Process.” College English 47 (Oct. 1985): 620-28.

Rubinstein, Moshe F. Patterns of Problem Solving. Englewood Cliffs: Prentice, 1975.

Waldrop, M. Mitchell. “Toward a Unified Theory of Cognition.” Science 241 (July 1988): 27-29.

Young, Richard E. “Arts, Crafts, Gifts, and Knacks: Some Disharmonies in the New Rhetoric.” Visible Language 14 (Special Issue 1980): 341-50.

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

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Myers, Greg. Rev. of Writing about Writing about Scientific Writing: Books on the Sociology of Scientific Knowledge . Knowledge and Reflexivity: New Frontiers in the Sociology of Knowledge by Steve Woolgar; Discourse and Social Psychology: Beyond Attitudes and Behavior by Jonathan Potter and Margaret Wetherell; Science: The Very Idea by Steve Woolgar; Science in Action: How to Follow Scientists and Engineers through Society by Bruno Latour. CCC 39.4 (1988): 465-474

Williams, Joseph M. Rev. of Toward a Grammar of Passages by Richard M. Coe. CCC 39.4 (1988): 474-478.

Greenberg, Karen L. Rev. of Assessing Writing Skill by Hunter M. Breland, Roberta Camp, Robert J. Jones, Margaret M. Morris, and Donald A. Rock. CCC 39.4 (1988): 478-480.

Hilbert, Betsy. Rev. of Embracing Contraries: Explorations in Learning and Teaching by Peter Elbow. CCC 39.4 (1988): 480-481.

Wilson, Velez H. Rev. of Talking into Writing: Exercises for Basic Writers by Donald L. Rubin and William M. Dodd. CCC 39.4 (1988): 481-482.

Ginn, Doris O. Rev. of Language Diversity and Writing Instruction by Marcia Farr and Harvey Daniels. CCC 39.4 (1988): 482-484.

Lindholdt, Paul J. Rev. of Technical Writing: A Reader-Centered Approach by Paul V. Anderson. CCC 39.4 (1988): 484-485.

Haring-Smith, Tori. Rev. of The Heath Writing across the Curriculum Series Writer’s Guide: Life Sciences by Arthur W. Biddle and Daniel L. Bean; Writer’s Guide: Political Science by Arthur W. Biddle and Kenneth M. Holland; Writer’s Guide: Psychology by Lynne A. Bond and Anthony S. Magistrale; Writer’s Guide: History by Henry J. Steffens and Mary Jane Dickerson. CCC 39.4 (1988): 485-487.

Kaufer, David S., and Erwin R. Steinberg. “Economies of Expression: Some Hypotheses.” CCC 39.4 (1988): 453-457.

Stein, Mark J. “Cost It out.” CCC 39.4 (1988): 458-461.

Snyder, Lolly Ockerstrom. “Telephones and Roommates: Teaching Students What They Know about Writing.” CCC 39.4 (1988): 461-463.

McAlexander, Patricia J. “Advantages of the Cumulative Comment Sheet in Composition Classes.” CCC 39.4 (1988): 463-464.

Fulkerson, Richard. “Technical Logic, Comp-Logic, and the Teaching of Writing.” CCC 39.4 (1988): 436-452.

Abstract:

This article argues that the impetus to teach technical logic in composition is misguided and mishandled in composition textbooks and suggests a better way to teach students how to create effective arguments would be to instruct them in modern informal logic or classical stasis theory. The article shows how composition’s treatment of logic, including instruction in induction, deduction, and fallacy theory, is incomplete and vague. The author goes on to critique the Toulmin model as the solution to teaching students how to structure an argument, but does point out that the model is useful as an invention heuristic. In his conclusion, the author endorses statis theory as a clear, systematic approach to teaching students how to write arguments.

Keywords:

ccc39.4 Argument Logic Stasis CompLogic SToulmin Theory Deduction TechnicalLogic Fallacies Students Composition Induction Models Premises StasisTheory Syllogism

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Barry, Vincent. Good Reason for Writing. Belmont: Wadsworth, 1983.

Beale, Walter H. Real Writing. 2nd ed. Glenview: Score-Foresman, 1986.

Booth, Wayne, and Marshall Gregory. The Harper & Row Rhetoric. New York: Harper, 1987.

Brockriede, Wayne, and Douglas Ehninger. “Toulmin on Argument: An Interpretation and Application.” Quarterly journal of Speech 46 (Feb. 1960): 44-53. Rpt. in Contemporary Theories of Rhetoric: Selected Readings. Ed. Richard Johannesen. New York: Harper, 1971. 241-55.

Copi, Irving. Introduction to Logic. 7th ed. New York: Macmillan, 1986.

Crews, Frederick. “Theory for Whose Sake?” CCTE Studies 51 (Sept. 1986): 9-19.

Dodds, Jack. The Writer in Performance. New York: Macmillan, 1986.

Eckhardt, Caroline, and David Stewart. “Towards a Functional Taxonomy of Composition.” CCC 30 (Dec. 30): 338-42. Rpt. in The Writing Teacher’s Sourcebook. Ed. Gary Tate and Edward P. J. Corbett. New York: Oxford, 1981. 100-06.

—. The Wiley Reader: Brief Edition. New York: John Wiley & Sons, 1979.

Fahnestock, Jeanne, and Marie Secor. A Rhetoric of Argument. New York: Random House, 1982.

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

—. “Toward a Modern Version of Stasis.” Oldspeak/Newspeak Rhetorical Transformations. Ed. Charles W. Kneupper. ArlingtOn: Rhetoric Society of America, 1985. 217-26.

Finocchiaro, Maurice A. “Fallacies and the Evaluation of Reasoning.” American Philosophical Quarterly 18 (Jan. 1981): 13-22.

Fischer, David Hackett. Historians’ Fallacies: Toward a Logic of Historical Thought. New York: Harper, 1970.

Fisher, Walter. “Technical Logic, Rhetorical Logic, and Narrative Rationality.” Argumentation 1 (1987): 3-21.

Gage, John. The Shape of Reason. New York: Macmillan, 1987.

Gefvert, Constance. The Confident Writer: A Norton Handbook. New York: Norton, 1985.

Gere, Anne Ruggles. Writing and Learning. New York: Macmillan, 1985.

Guinn, Dorothy M., and Daniel Marder. A Spectrum of Rhetoric. Boston: Little, Brown, 1987.

Hairston, Maxine. Contemporary Composition. Shore ed. New York: Houghton-Mifflin, 1986.

Hamblin, C. L. Fallacies. London: Methuen, 1970.

Hartwell, Patrick. Open to Language: A New College Rhetoric. New York: Oxford, 1982.

Hurley, Patrick. A Concise Introduction to Logic. 2nd ed. Belmont: Wadsworth, 1985.

Johnson, Ralph, and J. A. Blair. Logical Self-Defense. 2nd ed. Toronto: McGraw-Hill Ryerson, 1983.

Joseph, Horace William Brindley. An Introduction to Logic. 2nd rev. ed. Oxford: Clarendon Press, 1906.

Kahane, Howard. Logic and Contemporary Rhetoric: The Use of Reason in Everyday Life. 4rh ed. Belmont: Wadsworrh, 1984.

—. Logic and Philosophy. 5rh ed. Belmont: Wadsworth, 1986.

Kaufer, David S., and Christine M. Neuwirth. “Integrating Formal Logic and the New Rhetoric: A Four-Stage Heuristic.” College English 45 (April 1983): 380-89.

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Kneale, William, and Martha Kneale. The Development of Logic. Oxford: The Clarendon Press, 1962.

Kneupper, Charles W. “Teaching Argument: An Introduction to the Toulmin Model.” CCC 29 (Oct. 1978): 237-41.

Levin, Gerald. Writing and Logic. New York: Harcourt, 1982.

McCall, Raymond J. Basic Logic: The Fundamental Principles of Formal Deductive Reasoning. 2nd ed. New York: Barnes & Noble, 1952.

McCleary, William James. “Teaching Deductive Logic: A Test of the Toulmin and Aristotelian Models for Critical Thinking and College Composition.” Diss. U of Texas at Austin, 1979.

McDonald, Daniel. The Language of Argument. 2nd ed. New York: Harper, 1975.

—. The Language of Argument. 3rd ed. New York: Harper, 1980.

Miller, James E., and Stephen Judy. Writing in Reality. New York: Harper, 1978.

Munson, Ronald. The Way of Words: An Informal Logic. Boston: Houghton-Mifflin, 1976.

Perelman, Chaim. The Realm of Rhetoric. Trans. William Kluback. Notre Dame: U of Notre Dame P, 1982.

Perelman, Chaim, and L. Olbrects-Tyteca. The New Rhetoric: A Treatise on Argumentation. Trans. John Wilkinson and Peircell Weaver. Notre Dame: U of Notre Dame P, 1969.

Rottenberg, Annette T. Elements of Argument. New York: St. Martin’s, 1985.

Rottenberg, Annette T. Elements of Argument. 2nd ed. New York: St. Martin’s, 1988.

Scriven, Michael. Reasoning. New York: McGraw-Hill, 1976.

Sharvy, Robert Lee. “The Treatment of Argument in Speech Text Books.” Central States Speech Journal 13 (Autumn 1962): 265-69.

Spurgin, Sally DeWitt. The Power to Persuade. Englewood Cliffs: Prentice, 1985.

Toulmin. Stephen. “Logic and the Criticism of Arguments.” The Rhetoric of Western Thought. 3rd ed. Ed. James Golden, Goodwin F. Berquist, and William E. Coleman. Dubuque: Kendal/Hunt, 1983. 391-401.

—. The Uses of Argument. Paperback ed. Cambridge, England: Cambridge UP, 1963.

Toulmin, Stephen, Richard Rieke, and Allan Janik. An Introduction to Reasoning. 2nd ed. New York: Macmillan, 1984.

Weddle, Perry. “Inductive, Deductive.” Informal Logic 22 (Nov. 1979): 1-5.

Winterowd, W. Ross. The Contemporary Writer. 2nd ed. New York: Harcourt, 1981.

Flynn, Elizabeth A. “Composing as a Woman.” CCC 39.4 (1988): 423-435.

Abstract:

The author, noting that feminist inquiry and composition have much in common but have yet to fully engage with other, calls for a feminist approach to composition studies, which would focus on questions of difference and dominance in written language. The article surveys recent feminist research on gender differences in social and psychological development and uses this research to illuminate a case study of four student narratives, two written by women and two by men. The author argues that these student texts suggest that men and women use language in different ways and argues that ignoring the innate differences between men and women can silence female students, as she claims that the field’s models of the composing process are better suited for men.

Keywords:

ccc39.4 Women Composition Men Students Experience Development Identification Gender Studies CGilligan Reading Difference Feminism Knowledge NChodorow MBelenky

Works Cited

Annas, Pamela J. “Silences: Feminist Language Research and the Teaching of Writing.” Teaching Writing: Pedagogy, Gender, and Equity. Ed. Cynthia L. Caywood and Gillian R. Overing. Albany: State U of New York P, 1987. 3-17.

Belenky, Mary Field, et al. Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, 1986.

Britton, James, et al. The Development of Writing Abilities (11-18). London: Macmillan Education, 1975.

Caywood, Cynthia L., and Gillian R. Overing. Introduction. Teaching Writing: Pedagogy, Gender, and Equity. Ed. Cynthia L. Caywood and Gillian R. Overing. Albany: State U of New York P, 1987. xi-xvi.

Chodorow, Nancy. The Reproduction of Mothering: Psychoanalysis and the Sociology of Gender. Berkeley: U of California P, 1978.

Culler, Jonathan. On Deconstruction: Theory and Criticism after Structuralism. Ithaca: Cornell UP, 1982.

Daeumer, Elisabeth, and Sandra Runzo. “Transforming the Composition Classroom.” Teaching Writing: Pedagogy, Gender, and Equity. Ed. Cynthia L. Caywood and Gillian R. Overing. Albany: State U of New York P, 1987. 45-62.

Gilligan, Carol. In a Different Voice: Psychological Theory and Women’s Development. Cambridge: Harvard UP, 1982.

Hairston, Maxine. “Breaking Our Bonds and Reaffirming Out Connections.” CCC 36 (October 1985): 272-82.

Howe, Florence. “Identity and Expression: A Writing Course for Women.” College English 32 (May 1971): 863-71. Rpt. in Howe, Myths of Coeducation: Selected Essays, 1964-1983. Bloomington: Indiana UP, 1984. 28-37.

Kohlberg, Lawrence. “Moral Stages and Moralization: The Cognitive-Developmental Approach.” Moral Development and Behavior. Ed. T. Lickona. New York: Holt, 1976. 31-53.

Perry, William G. Forms of Intellectual and Ethical Development in the College Years. New York: Holt, Rinehart & Winston, 1970.

Rich, Adrienne. “Taking Women Students Seriously.” On Lies, Secrets, and Silence: Selected Prose, 1966-1978. New York: W.W. Norton, 1979. 237-45.

—. ”’When We Dead Awaken’: Writing as Re-Vision.” On Lies, Secrets, and Silence: Selected Prose, 1966-1978. New York: W.W. Norton, 1979. 33-49.

Schweickart, Patrocinio P. “Reading Ourselves: Toward a Feminist Theory of Reading.” Gender and Reading: Essays on Readers, Texts and Contexts. Ed. Elizabeth A. Flynn and Patrocinio P. Schweickart. Baltimore: Johns Hopkins UP, 1986. 31-62.

Showalter, Elaine. “Reading as a Woman: Jonathan Culler and the Deconstruction of Feminist Criticism.” Men and Feminism. Ed. Alice Jardine and Paul Smith. New York: Methuen, 1987. 123-27.

Stanger, Carol A. “The Sexual Politics of the One-to-One Tutorial Approach and Collaborative Learning.” Teaching Writing: Pedagogy, Gender, and Equity. Ed. Cynthia L. Caywood and Gillian R. Overing. Albany: State U of New York P, 1987.31-44.

Sklar, Elizabeth S. “The Tribunal of Use: Agreement in Indefinite Constructions.” CCC 39.4 (1988): 410-422.

Abstract:

This article argues for the reversal of the grammatical rule that mandates singular agreement with indefinite pronouns by looking at the historical construction of the rule, its treatment in a variety of modern handbooks, and its current practical use. The author’s objective is to ease teachers’ instructional burden by adjusting practice to linguistic reality and to suggest the possibility of similarly challenging other rules of traditional grammar whose official sanction may be pragmatically or linguistically unwarranted.

Keywords:

ccc39.4 Rules Agreement Pronouns Plurals Verbs IndefinitePronouns Singularity Gender Grammr Handbooks English Usage

Works Consulted

Barnet, Sylvan, and Marcia Stubbs. Practical Guide to Writing. 3rd ed. Boston: Little, Brown, 1980.

Baron, Dennis. Grammar and Gender. New Haven: Yale UP, 1986.

Benzel, Kathryn N., and Janne Goldbeck. The Little English Workbook. New York: John Wiley and Sons, 1981.

Bodine, Ann. “Androcentrism in Prescriptive Grammar: Singular ‘They,’ Sex-indefinite ‘He,’ and ‘He or She.'” Language in Society 4 (Aug. 1975): 129-46.

Brightland, John, and Charles Gildon. A Grammar of the English Tongue. 1711. Scolar Facsimile Reprints 25. Menston, Eng.: The Scolar Press, 1967.

Brown, Goold. The Grammar of English Grammars. New York: Samuel S. and William Wood, 1851.

—. Institutes of English Grammar. New York: Samuel S. and William Wood, 1832.

Bullions, Peter. A Practical Grammar of the English Language. New York: Sheldon & Co., 1871.

Cobbett, William. A Grammar of the English Language. London: William Cobbett, 1835.

Complete English Grammar. Indiana State Series. Indianapolis: Indiana School Book Company, 1891.

Crews, Frederick, and Ann Jessie Van Santo The Random House Handbook. 4th ed. New York: Random House, 1984.

Duncan, Daniel. A New English Grammar. 1731. Scolar Facsimile Reprints 17. Menston, Eng.: The Scolar Press, 1967.

Erlich, Eugene, and Daniel Murphy. Concise Index to English. New York: McGraw-Hill, 1974.

Evans, Bergan, and Cornelia Evans. A Dictionary of Contemporary American Usage. New York: Random House, 1957.

Fell, John. An Essay Towards an English Grammar. 1784. Scolar Facsimile Reprints 16. Menston, Eng.: The Scolar Press, 1967.

Gula, Robert J. Precision: A Reference Handbook for Writers. Cambridge: Winthrop, 1980.

Guth, Hans P. New Concise Handbook. Belmont: Wadsworth, 1984.

Hacker, Diana. Rules for Writers: A Brief Handbook. New York: St. Martin’s, 1985.

Heffernan, James A.W., and John E. Lincoln. Writing: A College Handbook. 2nd. ed. New York: W.W. Norton, 1986.

Herman, William, and Jeffrey M. Young. Troubleshooting: Basic Writing Skills. New York: Holt, Rinehart and Winston, 1978.

Hodges, John c., and Mary E. Whitten. Harbrace College Handbook. 9th ed. New York: Harcourt, 1982.

Jespersen, Otto. A Modern English Grammar. Heidelberg: Carl Winter, 1927.

Kirkby, John. A New English Grammar. 1746. Scolar Facsimile Reprints 297. Menston, Eng.: The Scolar Press, 1971.

Kirkham, Samuel. English Grammar. New York: M’Elrath, Bangs & Herbert, 1833.

Langan, John. English Skills. New York: McGraw-Hill, 1977.

Leonard, Mary Hall. Grammar and Its Reasons. New York: A.S. Barnes, 1909.

Leonard, Sterling Andrus. Current English Usage. NCTE English Monographs 1. Chicago: NCTE, 1932.

—. The Doctrine of Correctness in English Usage, 1700-1800. University of Wisconsin Studies in Language and Literature 25. Madison: U of Wisconsin P, 1929.

Lounsbury, Thomas R. The Standard of Usage in English. New York: Harper & Brothers, 1908.

McKnight, George H. Modern English in the Making. New York: D. Appleton & Co., 1928.

Morris, Richard. Historical Outlines of English Accidence. London: Macmillan, 1872.

Murray, Lindley. English Grammar. 1795. Scolar Facsimile Reprints 106. Menston, Eng.: The Scolar Press, 1968.

Myers, L.M. American English: A Twentieth Century Grammar. New York: Prentice-Hall, 1952.

Nilsen, Aileen Pace. “Winning the Great He/She Battle.” College English 46 (Feb. 1984): 151-57.

Ohanian, Susan. “A Comment on Aileen Pace Nilsen’s ‘The Great He/She Battle.”’ College English 47 (Sept. 1985): 544-45.

Pooley, Robert C. The Teaching of English Usage. Urbana: NCTE, 1975.

Poutsma, H. A Grammar of Late Modern English. Parr II. Groningen: P. Noordhoff, 1914.

Ramsey, Samuel. The English Language and English Grammar. New York: G.P. Putnam’s Sons, 1892.

Reed, Alonzo, and Brainerd Kellogg. A Work on English Grammar and Composition. New York: Effingham Maynard, 1891.

Robey, Cora 1., Alice M. Hedrick, and Ethelyn H. Morgan. New Handbook of Basic Writing Skills. 2nd ed. New York: Harcourt Brace Jovanovich, 1984.

Sklar, Elizabeth S. “Sexist Grammar Revisited.” College English 45 (April 1983): 348-58.

Stanley, Julia. “Sexist Grammar.” College English 39 (March 1979): 800-11.

Strunk, William, Jr., and E.B. White. The Elements of Style. 3rd ed. New York: Macmillan, 1979.

Watkins, Floyd c., and William B. Dillingham. Practical English Handbook. 6th ed. Boston: Houghton Mifflin, 1982.

Webster, Noah. Grammatical Institute. Parr II. 1794. Scalar Facsimile Reprints 90. Menston, Eng.: The Scolar Press, 1968.

West, Michael. “Re-editing the MLA’s Guidelines for Journal Editors.” College English 47 (Nov. 1985): 726-33.

Willis, Hulon, and Enno Klammer. A Brief Handbook of English. 2nd ed. New York: Harcourt, 1981.

Wood, Frederick T. Current English Usage. London: Macmillan & Co. Ltd., 1962.

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.

Abstract:

The authors, who had studied the history of marking and classifying student writing errors, conducted a study of 3,000 teacher-marked papers of American college freshmen and sophomores to analyze and determine the most common patterns of student writing errors made in the 1980s and which formal and mechanical errors were marked most consistently by American teachers. After generating their own taxonomy of the twenty most common student errors, the authors used fifty raters to analyze the student papers. Their results included finding that college English teachers do not always agree on what is a serious writing error, that teachers mark only 43% of the most serious errors in the papers they grade, and that teachers are less likely to mark an error that requires extensive explanation. This study also debunks claims of educational decline, since the authors, comparing their findings to the results of past studies of student writing errors, found that students in the 1980s make approximately the same number of errors as students earlier in the century.

Keywords:

ccc39.4 Error Papers Teachers Patterns FormalErrors Comma Students Analysis Sentence Agreement Grammar Mechanics Study Research Handbooks

Works Cited

Copeland, Charles T., and Henry M. Rideout. Freshman English and Theme-Correcting at Harvard College. Boston: Silver, Burdett, 1901.

Elbow, Peter. Unpublished document. English Coalition Conference. July 1987.

Harap, Henry. “The Most Common Grammatical Errors.” English Journal 19 (June 1930): 440-46.

Hodges, John C. Harbrace Handbook of English. New York: Harcourt, Brace & Co., 1941.

Johnson, Roy Ivan. “The Persistency of Error in English Composition.” School Review 25 (Oct. 1917); 555-80.

Pressey, S. L. “A Statistical Study of Children’s Errors in Sentence-Structures.” English Journal 14 (Sept. 1925); 528-35.

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

Sloan, Gary. “The Subversive Effects of an Oral Culture on Student Writing.” CCC 30 (May 1979): 156-60.

Snyder, Thomas D. Digest of Education Statistics 1987. Washington: Center for Education Statistics, 1987.

Williams, Joseph. “The Phenomenology of Error.” CCC 32 (May 1981); 152-68.

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

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George, Diana. Rev. of The Prose Reader: Essays for College Writers by Kim Flachmann and Michael Flachmann; Ways of Reading: An Anthology for Writers by David Bartholomae and Anthony Petrosky; Reading Critically, Writing Well by Rise B. Axelrod and Charles R. Cooper; Reading Texts: Reading, Responding, Writing by Kathleen McCormick, Gary Waller, and Linda Flower. CCC 39.2 (1988): 239-243.

Hesse, Douglas. Rev. of Style as Argument: Contemporary American Nonfiction by Chris Anderson. CCC 39.2 (1988): 243-245.

Crowley, Sharon. Rev. of Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985 by James A. Berlin. CCC 39.2 (1988): 245-247.

Durst, Russel K. Rev. of Writing in Real Time: Modelling Production Processes by Ann Matsuhashi. CCC 39.2 (1988): 247-249.

Raimes, Ann. Rev. of Teaching Writing as a Second Language by Alice S. Horning. CCC 39.2 (1988): 249-250.

Davis, Kevin. “Response to Kathleen E. Welch, ‘Ideology and Freshman Textbook Production.'” CCC 39.2 (1988): 236-237.

Welch, Kathleen E. “Reply by Kathleen E. Welch.” CCC 39.2 (1988): 237-238.

Grow, Gerald. “Lessons from the Computer Writing Problems of Professionals.” CCC 39.2 (1988): 217-220.

Brenner, Gerry. “Does Your Curriculum Need Editing?” CCC 39.2 (1988): 220-223.

Viera, Carroll. “The Grammarian as Basic Writer: An Exercise for Teachers CCC 39.2 (1988): 224-227.

Lott, Bret. “Remedial Writers and Fictive Techniques CCC 39.2 (1988): 227-230.

White, John O. “Who Writes These Questions, Anyway? CCC 39.2 (1988): 230-235.

Anson, Chris M. and Hildy Miller. “Journals in Composition: An Update.” CCC 39.2 (1988): 198-216.

Abstract:

This article, written originally to update the inventory of composition and rhetoric journals, including current editors and publishing locations, encourages the growth of interdisciplinary connections between composition and other related fields by including contact, subscription, and publishing information for more than two dozen journals outside the field of composition.

Keywords:

ccc39.2 English Teachers University Journals Composition Articles Research Teaching Rhetoric

No works cited.

Arrington, Phillip. “A Dramatistic Approach to Understanding and Teaching the Paraphrase.” CCC 39.2 (1988): 185-197.

Abstract:

This article argues that paraphrasing is an important rhetorical activity; students who paraphrase well know how to interpret an original text and revise it to fit into a new rhetorical situation. The author suggests that instructors use Burke’s dramatistic framework to teach paraphrase, as the pentad terms help students analyze the original text and identify features to stress, reduce, and amplify in their paraphrase. Paraphrasing links reading and writing, and as the author argues, should be one of the central, recurring focuses of the college composition classroom. The article gives several examples and exercises that teachers can use to incorporate paraphrasing in their courses, including asking students to both compose their own paraphrases and to rhetorically analyze others’ paraphrases.

Keywords:

ccc39.2 Students Paraphrase ANWhitehead KMarx KBurke Texts Ideas Science Writing Religion Context Sources Agent Reading Dramatism Interpretation

Works Cited

Altieri, Charles. Act and Quality: A Theory of Literary Meaning and Humanistic Understanding. Amherst: U of Mass P, 1981.

Anderson, T.H. “Study Strategies and Adjunct Aids.” Theoretical Issues in Reading Comprehension. Ed. R.J. Spiro, B.C. Bruce, and W.F. Brewer. Hillsdale, NJ: Erlbaum, 1980. 483-502.

Bazerman, Charles. “What Written Knowledge Does: Three Examples of Academic Discourse.” Philosophy of the Social Sciences 11 (September 1981): 361-87.

Brown, A.L., J. D. Day, and R. S. Jones. “The Development of Plans for Summarizing Texts.” Child Development 54 (August 1983): 968-79.

Burke, Kenneth. A Grammar of Motives. 1945. Berkeley: U of California P, 1969.

D’Angelo, Frank. “The Art of the Paraphrase.” CCC 30 (October 1979): 255-59.

Erasmus, Desiderius. On Copia of Words and Things. Trans. Donald B. King et al. Milwaukee, WI: Marquette UP, 1963.

Flower, Linda, and John R. Hayes. “The Dynamics of Composing: Making Plans and Juggling Constraints.” Cognitive Processes in Writing. Ed. L.W. Gregg and E.R. Steinberg. Hillsdale, NJ: Erlbaum, 1980. 3-30.

Gilbert, G.N. “Referencing as Persuasion.” Social Studies of Science 7 (February 1977): 113-22.

Kennedy, Mary Lynch. “The Composing Process of College Students Writing from Sources.” Written Communication 2 (October 1985): 434-56.

Murphy, James J. “Rhetorical History as a Guide to the Salvation of American Reading and Writing: A Plea for Curricular Courage.” The Rhetorical Tradition and Modern Writing. Ed. James J. Murphy. New York: MLA, 1982. 3-12.

Quintilian. Lnstitutio Oratoria. Trans. H.E. Butler. 4 vols. Cambridge: Harvard UP, 1920.

Rarteray, Oswald M.T. “Expanding Roles for Summarized Information.” Written Communication 2 (October 1985): 457-72.

Sherrard, Carol. “Summary Writing: A Topographical Study.” Written Communication 3 (July 1986): 324-43.

Volosinov, V.N. Marxism and the Philosophy of Language. Trans. Ladislav Matejka and I.R. Titunik. New York: Seminar, 1973.

Whitehead, Alfred North. Science and the Modern World. New York: Free Press, 1925.

Haas, Christina, and Linda Flower. “Rhetorical Reading Strategies and the Construction of Meaning.” CCC 39.2 (1988): 167-183.

Abstract:

This article uses a study of readers trying to understand a complex college-level text through a think-aloud procedure to show how reading is both constructive and rhetorical. The study participants used the text along with their own personal perspective of the world, the issue, and the specific text discourse conventions to understand the meaning of the text. They noted that more experienced readers drew more on the wider rhetorical situation (the author’s purpose, context, and audience) to deconstruct the text, while freshman readers primarily focused on the specific content of the text. The authors argue that a constructive, rhetorical view of reading can transform pedagogical practices from teaching texts to teaching readers, with the teacher acting as a model co-reader to elicit varying responses to and interpretations of a piece instead of one correct answer.

Keywords:

ccc39.2 BraddockAward Readers Texts Reading Strategies Content Students Representation Meaning Information Process Discourse Rhetoric RhetoricalReading Authors

Works Cited

Baker, Linda, and Ann L. Brown. “Metacognitive Skills and Reading.” Handbook of Reading Research. Ed. R. Barr, Michael L. Kamil, and Peter Mosenthal. New York: Longman, 1984. 353-94.

Bereiter, Carl, and Marlene Scardamalia. “Cognitive Coping Strategies and the Problem of Inert Knowledge.” Learning and Thinking Skills: Research and Open Questions. Ed. Susan Chipman, J. Segal, and Robert Glaser. Hillsdale, NJ: Lawrence Erlbaum Associates, 1985. 65-80.

Bransford, John. Cognition: Learning, Understanding and Remembering. Belmont, CA: Wadsworth Publishing Company, 1979.

Farnham-Diggory, Sylvia. Cognitive Processes in Education: A Psychological Preparation for Teaching and Curriculum Development. New York: Harper and Row, 1972.

Flower, Linda. “The Construction of Purpose in Writing and Reading.” College English, in press.

Flower, Linda. “Interpretive Acts: Cognition and the Construction of Discourse.” Poetics 16 (April 1987): 109-30.

Flower, Linda, and John R. Hayes. “Images, Plans, and Prose: The Representation of Meaning in Writing.” Written Communication 1 (January 1984): 120-60.

Flower, Linda, John R. Hayes, Karen Shriver, Linda Carey, and Christina Haas. Planning in Writing: A Theory of the Cognitive Process. ONR Technical Report # 1. Pittsburgh: Carnegie Mellon, 1987.

Haas, Christina, and John R. Hayes. “What Did I Just Say? Reading Problems in Writing with the Machine.” Research in the Teaching of English 20 (February 1986): 22-35.

Scardamalia, Marlene. “How Children Cope with the Cognitive Demands of Writing,” Writing: The Nature, Development, and Teaching of Written Communication (Vol. 2). Ed. Carl Frederiksen, M. F. Whiteman, and J. F. Dominic. Hillsdale, NJ: Lawrence Erlbaum Associates, 1981. 81-103.

Spivey, Nancy N. “Construing Constructivism: Reading Research in the United States.” Poetics 16 (April 1987): 169-93.

Tierney, Robert, and P. David Pearson. “Toward a Composing Model of Reading.” Composing and Comprehending. Ed. Julie M. Jensen. Urbana, IL: NCTE, 1984. 33-45.

Vipond, Douglas, and Russell Hunt. “Point-driven Understanding: Pragmatic and Cognitive Dimensions of Literary Reading.” Poetics 13 (June 1984): 261-77.

Sloan, Gary. “Relational Ambiguity between Sentences.” CCC 39.2 (1988): 154-165.

Abstract:

This article argues that the extensive classification of the semantic relationship between sentences does not account for the relational ambiguity that necessarily exists between sentences. This is due to our understanding of meaning-making in discourse, which often leads us to make inferences when explicit transitional markers do not exist. The author, using the results of a class exercise he conducted with students, explores the causes of this ambiguity, which include looking at sentences in isolation as opposed to in a greater discourse framework, responding to a text in a more direct and unambiguous way than the author intends, and the reading in of external associations that vary from reader to reader. Regional ambiguity occurs because reading is anticipatory – the reader creates expectations of purpose and then only reads to confirm and impose that specific outlook. Because so much of the understanding of a text relies on this regional ambiguity, the author argues, most explicit transitional markers in sentences are unnecessary. The author concludes by stating that regional ambiguity necessitates a more complex understanding of meaning-making than elementary classifications of types of sentence coherence provide.

Keywords:

ccc39.2 Anxiety Semantics Sentence Ambiguity Text Relationships Paragraph Markers Meaning Students Critics Writers

Works Cited

Chase, Stuart. “Words and the World View.” College English: The First Year. Ed. Alton C. Morris et al. 7th ed. New York: Harcourt, 1978. 153-57.

de Beaugrande, Robert. Text, Discourse, and Process. Norwood, NJ: Ablex, 1980.

Evans, Bergen. “Grammar for Today.” College English: The First Year. Ed. Alton C. Morris et al. 7th ed. New York: Harcourt, 1978. 158-62.

Fahnestock, Jeanne. “Semantic and Lexical Coherence.” CCC 34 (1983): 400-16.

Gorrell, Robert. “Not by Nature: Approaches to Rhetoric.” English Journal 55 (1966): 409-16.

Gutwinski, Waldemar. Cohesion in Literary Texts. The Hague: Mouton, 1976.

Grice, H. Paul. “Logic and Conversation.” Speech Acts. Ed. Peter Cole and Jerry L. Morgan. Syntax and Semantics 3. New York: Academic, 1975.41-54.

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

Luria, Alexander. Language and Cognition. New York: John Wiley and Sons, 1981.

Mead, Margaret. “One Vote for This Age of Anxiety.” Insight: A Rhetoric Reader. Ed. Emil Hurtik. New York: J.B. Lippincott, 1970. 57-60.

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

Statler, William. “A Sense of Structure.” CCC 29 (1978): 341-45.

van Dijk, Teun. Macrostructures: An Interdisciplinary Study of Global Structures in Discourse, Interaction, and Cognition. Hillsdale, NJ: Erlbaum, 1980.

—. “Semantic Macrostructures and Knowledge Frames in Discourse Comprehension.” Cognitive Processes in Comprehension. Ed. M.A. Just and P .A. Carpenter. Hillsdale, NJ: Lawrence Erlbaum, 1973. 3-32.

—. Text and Context: Explorations in the Semantics and Pragmatics of Discourse. London: Longman, 1977.

Winterowd, W. Ross. “The Grammar of Coherence.” College English 31 (1970): 828-35.

Schultz, Lucille M., Chester H. Laine, and Mary C. Savage. “Interaction among School and College Writing Teachers: Toward Recognizing and Remaking Old Patterns.” CCC 39.2 (1988): 139-153.

Abstract:

The authors, who note the increasing collaboration between university and secondary school writing teachers, argue that there needs to be more scholarly, analytical and critical attention given to this important emerging relationship. They present a history of the past difficult collaboration between school and college English teachers, and suggest that the problem stems from a culture clash: our society places school teachers and college teachers in separate cultures that have different publication venues and audiences, different incentive systems for collaboration, and different restraints on resources and time. The authors argue that a fruitful collaborative relationship between the two cultures has to happen through mutual praxis, or critical practice that continuously involves judgment and reflection, where both college and school teachers are involved in research, theory-making, and practice.

Keywords:

ccc39.2 Teachers Colleges School Writing English Interaction Projects Collaboration HighSchool Culture

Works Cited

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Becker, Howard S., and Blanche Geer. “Participant Observation and Interviewing: A Comparison.” Qualitative Methodology. Ed. William J. Filstead. Chicago: Rand McNally, 1970. 133-42.

Benedict, Ruth. Patterns of Culture. Boston: Houghton Mifflin, 1934.

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

Bernstein, Basil. Toward a Theory of Educational Transmission. Vol. 3 of Class Codes and Control. 3 vols. London: Routledge and Kegan Paul, 1977.

Bernstein, Richard. Praxis and Action: Contemporary Philosophies of Human Activity. Philadelphia: U of Pennsylvania P, 1983.

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Boyer, Ernest L. High School. New York: Harper and Row, 1983.

Brownson, Carleton. “The Relations Between Colleges and Secondary Schools: Tendencies and Possibilities.” The School Review 18 (Oct. 1910): 548-59.

Coffman, George R. “Correlation Between High-School and College English.” English Journal 11 (March 1922): 129-39.

Dean, Leonard F. “A Letter to a High-School English Teacher.” English journal 31 (Sept. 1942): 543-48.

Fortune, Ron, ed. School-College Collaborative Programs in English. New York: MLA, 1986.

Jumper, Will C. “Dear Instructor of College Composition.” English Journal 47 (May 1958): 289-91.

Kitzhaber, Albert R. “Reform in English.” College English 26 (Feb. 1965): 337-44.

Maeroff, Gene L. School and College: Partnerships in Education. Princeton: The Carnegie Foundation, 1983.

McQuade, Donald. ”’Who Do You Think You’re Talking To?’: Trading Ideas for Insults in the English Profession.” English Journal 65 (Nov. 1976): 8-10.

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“News and Notes: The Seattle Committee on the Correlation of High School and University Work.” English Journal 18 (Feb. 1929): 174-75.

Pitman, Mary Anne. “Women and Leadership in American Higher Education: Marginality and Ritual in Organizational Culture.” Unpublished essay, 1987.

Polansky, Stuart B. 900 Shows a Year: A Look at Teaching from a Teacher’s Side of the Desk. New York: Random House, 1986.

Rice, Warner G. “Articulation of the Secondary School and the College.” College English 2 (Nov. 1940): 136-45.

Sams, Henry W. “Counciletter: Report from the College Section.” College English 31 (Dec. 1969): 313-14.

Savage, Mary. “Can Ethnographic Narrative Be a Neighborly Act?” Anthropology and Education Quarterly 19 (March 1988): 3-19.

Smith, Dora V. ”’The English Language Arts’: A Link Between Yesterday and Tomorrow.” English Journal 42 (Jan. 1953): 72-79.

Steinberg, Erwin. “Articulation: A Sermon.” College English 20 (April 1959): 363-65.

Tovatt, Anthony, and Arno Jewett. “This World of English.” English journal 48 (Dec. 1959): 540-41.

Traver, Rob. “Autobiography, Feminism, and the Study of Teaching.” Rev. of The Handbook of Research on Teaching, ed. M. C. Wittrock. Teachers College Record 38 (Spring 1987): 443-52.

Watson, Cresap S. “What Do You Teach Them in High School?” English journal 47 (March 1958): 152 +.

Whitehead, Alfred North. Science and the Modern World. New York: Macmillan, 1950.

Willis, Paul. Learning to Labor: How Working Class Kids Get Working Classjobs. New York: Columbia UP, 1977.

Wilson, George P. “What Is Wrong with High-School English?” English Journal 11 (June 1922): 355-60.

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Harris, Joseph. Rev. of Perspectives on Research and Scholarship in Composition by Ben W. McClelland and Timothy R. Donovan. CCC 38.1 (1987): 101-102.

Halpern, Jeanne W. Rev. of The Variables of Composition: Process and Product in a Business Setting by Glenn J. Broadhead and Richard C. Freed. CCC 38.1 (1987): 102-103.

Crosby, Harry H. Rev. of Frames of Mind: A Course in Composition by Judith Fishman Summerfield and Geoffrey Summerfield. CCC 38.1 (1987): 104.

Royster, Jacqueline Jones. Rev. of Writing Worth Reading: A Practical Guide by Nancy Huddleston Packer and John Timpane. CCC 38.1 (1987): 105.

Krupa, Gene H. Rev. of The Committed Writer: Mastering Nonfiction Genres by Harry H. Crosby and Duncan A. Carter. CCC 38.1 (1987): 105-107.

Harris, Jeanette. Rev. of The Writer’s Craft: A Process Reader by Sheena Gillespie, Robert Singleton, and Robert Becker. CCC 38.1 (1987): 107-108.

Hahn, Stephen. “Counter-Statement: Using Written Dialogue to Develop Critical Thinking and Writing.” CCC 38.1 (1987): 97-100.

Lackey, Kris. “Amongst the Awful Subtexts: Scholes, The Daily Planet, and Freshman Composition.” CCC 38.1 (1987): 88-93.

Hoat, Nancy. “Conquering the Myth: Expository Writing and Computer Programming.” CCC 38.1 (1987): 93-95.

Campbell, Judy, and Eileen Ewing. “Stepping through a Mirror: The Historical Narrative Assignment.” CCC 38.1 (1987): 95-97.

Irmscher, William F. “Finding a Comfortable Identity.” CCC 38.1 (1987): 81-87.

Abstract:

Irmscher argues that the reason composition as a field is undermined in the academy is because composition does not have research methods that accommodate the particular needs of research-teachers who are investigating the complex writing process. The empirical research methods used in the 1970s and early 1980s “complicated the familiar and obfuscated the obvious” by microanalyzing the composing process. Composition should borrow the insights of other disciplines, but it needs to create its own humanistic, dramatistic model of inquiry that takes into account the specific needs and values of the field. In his conclusion, Irmscher lists the criteria he believes should be at the forefront of scholarly inquiry in composition.

Keywords:

ccc38.3 Composition Research Studies Writing English JHillocks RBraddock Discipline Inquiry Subjects Teaching Experience

Works Cited

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

Burke, Kenneth. “Terministic Screens.” Language as Symbolic Action. Berkeley: University of California Press, 1966. 44-62.

Coles, William E., Jr. The Plural I. New York: Holt, Rinehart and Winston, 1978.

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

—. “The Tacit Tradition: The Inevitability of a Multi-Disciplinary Approach to Writing Research” in Reinventing the Rhetorical Tradition. Eds. Aviva Freedman and Ian Pringle. Ottawa: Canadian Council of Teachers of English, 1980. 9-17.

Hagstrum, Jean H. Review of Research in Written Composition. College English 26 (1964): 53-56. Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCC 36 (1985):272-282.

Hillocks, George, Jr. Research on Written Composition. Urbana: ERIC Clearinghouse on Reading and Communication Skills, 1986.

Lloyd-Jones, Richard. “Richard Braddock.” Traditions of Inquiry. Ed. John Brereton. New York: Oxford University Press, 1985. 153-170.

Odell, Lee, and Dixie Goswami, eds. Writing in Nonacademic Settings. New York: Guilford, 1985.

Hashimoto, I. “Voice as Juice: Some Reservations about Evangelic Composition.” CCC 38.1 (1987): 70-80.

Abstract:

Hasimoto equates composition’s obsession with the concept of voice in writing with Christian evangelism. Using the descriptions of the writer’s voice by compositionists like Elbow and Murray, Hasimoto shows how the discipline favors writing that has “voice” – energy, emotion, power, individuality, and feeling – and demonizes “academic” writing. He argues that writing with a “voice” is not appropriate for all students and in all situations. Also, he points out that advocates for writing with a “voice” use anti-intellectual appeals that undermine the importance of teaching college composition.

Keywords:

ccc38.1 Voice Writing Students Juice PElbow Power Composition DStewart Teachers Cheerleading

Works Cited

Baker, Sheridan and Robert E. Yarber. The Practical Stylist with Readings. 6th ed. New York: Harper, 1986.

Bartholomy, David. Sometimes You Just Have to Stand Naked: A Guide to Interesting Writing. Englewood Cliffs, NJ: Prentice-Hall, 1983.

Coles, William E., Jr. and James Vopat. What Makes Writing Good: A Multiperspective. Lexington, MA: Heath, 1985.

Davis, Roberta, Harriette Behringer and Doris Wheelus. Cheerleading and Baton Twirling. New York: Grosset, 1972.

Elbow, Peter. Writing with Power: Techniques for Mastering the Writing Process. New York: Oxford, 1981.

Graham, Billy. Peace With God. Old Tappan, NJ: Fleming H. Revell, 1968.

Hairston, Maxine C. Successful Writing. 2nd ed. New York: Norton, 1986.

Hamalian, Leo. “The Visible Voice: An Approach to Writing.” The English Journal 59 (1970): 227-230.

Hofstadter, Richard. Anti-Intellectualism in American Life. New York: Knopf, 1970.

Lannon, John M. The Writing Process: A Concise Rhetoric. 2nd ed. Boston: Little, 1986.

Macrorie, Ken. Searching Writing: A Contextbook. Rochelle Park, NJ: Hayden, 1980.

—. Uptaught. New York: Hayden, 1970.

Miller, James E., Jr. and Stephen N. Judy. Writing in Reality. New York: Harper, 1978.

Murray, Donald M. A Writer Teaches Writing. 2nd ed. Boston: Houghton, 1985.

—. Write to Learn. New York: Holt, 1984.

President’s Commission on the Assassination of President Kennedy. Report of the Warren Commission on the Assassination of President Kennedy. New York: McGraw-Hill, 1964.

Ruszkiewicz, John J. Well-Bound Words: A Rhetoric. Glenview, IL: Scott, Foresman, 1981.

Schuller, Robert H. Move Ahead with Possibility Thinking. Old Tappan, NJ: Fleming H. Revell, 1967.

Stewart, Donald C. The Versatile Writer. Lexington, MA: Heath, 1986.

Tournier, Paul. The Adventure of Living. Trans. Edwin Hudson. New York: Harper, 1965.

Beach, Richard. “Differences in Autobiographical Narratives of English Teachers, College Freshmen, and Seventh Graders.” CCC 38.1 (1987): 56-69.

Abstract:

Beach uses social cognitive development theories to understand the differences between the construction of the past and present selves in the autobiographical writing of adolescents and adults. He conducts a study of the autobiographical writing of seventh graders, college freshman, and English teachers. Based on the results of his study, Beach argues that teachers, when assessing autobiographical writing, need to recognize the wide gulf between their own and their students’ developmental perspectives and create prewriting exercises that help their students write more point-driven pieces that have a clearer distinction between past and present perspectives.

Keywords:

ccc38.1 College Adults Beliefs Teachers Adolescents Development Essays Experience Autobiography Narratives Graders

Works Cited

Alexrod, Rise, and Charles Cooper, The St. Martin’s Guide to Writing, New York: St. Martin’s, 1985.

Beach, Richard. “The Use of Rhetorical Strategies in Narrative and Analytic Modes.” American Educational Research Association. Chicago, 1 April 1985.

Beach, Richard, and Linda Wendler. “Developmental Differences in Responses to a Short Story.” Research in the Teaching of English (in press).

Barenboim, Charles. “Development of Recursive and Nonrecursive Thinking about Persons.” Developmental Psychology 14 (1978): 419-420.

Bernstein, Robert. “The Development of the Self-System during Adolescence.” Journal of Genetic Psychology 136 (1980): 231-245.

Coe, Richard. When the Grass was Taller: Autobiography and the Experience of Childhood. New Haven: Yale UP, 1984.

Cooper, Charles. “Procedures for Describing Written Texts.” Research on Composition: Principles and Methods. Ed. Peter Mosenthall, Lynne Tamor, and Sean Walmsely. New York: Longman, 1983.287-313.

—. “A Cross-Sectional Study of the Development of Autobiographical Writing (Ages 9, 13, 18, and Older adults).” Conference on College Composition and Communication, Minneapolis, 19 March 1985.

Elkind, David. “Understanding the Young Adolescent.” Adolescence 13 (1978): 127-134.

Erickson, Erik. Identity: Youth and Crisis. New York: Norton, 1968.

Fitzgerald, Joseph. “Sampling Autobiographical Memory Reports in Adolescents.” Developmental Psychology 16 (1980): 675-676.

Flavell, John. Cognitive Development. Englewood Cliffs, NJ: Prentice Hall, 1977.

Gould, Roger. “Transformations during Early and Middle Adult Years.” Themes of Work and Love in Adulthood. Ed. Neil Smelser and Erik Erikson. Cambridge: Harvard UP, 1980. 213-237.

Gunn, Janet. Autobiography: Toward a Poetics of Experience. Philadelphia: University of Pennsylvania, 1982.

Hill, John. Understanding Early Adolescence: A Framework. Chapel Hill, NC: The Center for Study of Early Adolescence, 1980.

Hunt, Russell and Douglas Vipond. “Crash-Testing a Transactional Model of Literary Reading.” Reader 14 (1985): 23-39.

Kegan, Robert. The Evolving Self. Cambridge: Harvard UP, 1982.

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

Larson, Reed, Mihaly Csikszentmihalyi, and Robert Graef. “Mood Variability and the Psycho

Social Adjustment of Adolescents.” Journal of Youth and Adolescence 9 (1980): 469-490.

Loevinger, Jane. Ego Development: Conceptions and Theories. San Francisco: Jossey-Bass, 1976.

Odell, Lee, and Charles Cooper. “Describing Responses to Works of Fiction.” Research in the Teaching of English 10 (1980): 203-225.

Olney, James. Metaphors of Self: The Meaning of Autobiography. Princeton: Princeton UP, 1972.

Peel, Edward. The Nature of Adolescent Judgment. London: Staples, 1971.

Rubin, David. Autobiographical Memory. Cambridge: Cambridge UP, 1986.

Selman, Robert. The Growth of Interpersonal Understanding: Developmental and Clinical Analyses. New York: Academic Press, 1980.

Straw, Stanley. “Collaborative Learning and Reading for Theme in Poetry.” National Council of Teachers of English. San Antonio, 24 November 1986.

Svensson, Cai. The Construction of Poetic Meaning. Uppsala, Sweden: Liber, 1985.

Roth, Robert G. “The Evolving Audience: Alternatives to Audience Accommodation.” CCC 38.1 (1987): 47-55.

Abstract:

In a study of three student writers’ composing processes, Roth investigates whether students determine their audience before they write or if they revise and invent their audience during the composing process. He finds that all three students use strategies to keep their audiences flexible and variable. Some of the strategies, which instructors could teach to their students, include considering opposing viewpoints, articulating arguments without being apologetic, and projecting the self as the audience. Teachers, Roth argues, should realize that audience definition is a creative process and not insist that their students define, analyze, and accommodate a particular audience at the beginning of a writing task because that can unnecessarily restrict the student writer.

Keywords:

ccc38.1 Audience Readers Writers Writing Students Process Texts Self College Essays Purposes Strategies IdealReader

Works Cited

Berkenkotter, Carol. “Understanding a Writer’s Awareness of Audience.” CCC 32 (1981): 388-99.

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

Dillon, George L. Constructing Texts: Elements of a Theory of Composition and Style. Bloomington: Indiana UP, 1981.

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

Emig, Janet. “Writing as a Mode of Learning.” CCC 28 (1977): 122-28.

Flower, Linda, and John Hayes. “The Cognition of Discovery: Defining a Rhetorical Problem.” CCC 31 (1980): 21-32.

Hawthorne, Nathaniel. The Marble Faun. The Complete Novels and Selected Tales of Nathaniel Hawthorne. Ed. Norman Holmes Pearson. New York: Random, 1937.

Iser, Wolfgang. The Implied Reader. Baltimore: Johns Hopkins UP, 1974.

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

Mead, George H. Mind, Self, and Society. 1934. Ed. & introd. Charles W. Morris. Chicago: U of Chicago P, 1962.

Odell, Lee, Dixie Goswami, and Doris Quick. “Writing outside the English Composition Class: Implications for Teaching and for Learning.” Literacy for Lift: The Demand for Reading and Writing. Ed. Richard W. Bailey and Robin Melanie Fosheim. New York: MLA, 1983. 175-94.

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

Park, Douglas B. “Analyzing Audiences.” CCC 37 (1986): 478-488.

—. “The Meanings of ‘Audience.'” College English 44 (1982): 247-57.

Rosenblatt, Louise M. The Reader, the Text, the Poem. Carbondale: Southern Illinois UP, 1978.

Walzer, Arthur E. “Articles from the ‘California Divorce Project’: A Case Study of the Concept of Audience.” CCC 36 (1985): 150-59.

Wolcott, Willa. “Writing Instruction and Assessment: The Need for Interplay between Process and Product.” CCC 38.1 (1987): 40-46.

Abstract:

Wolcott explains that there is a disconnect between the process model of writing instruction, which emphasizes invention and revision, and current standardized writing assessment tests, which only evaluate the product. Because students will face these kinds of tests both at the university and later in their careers, she argues that composition teachers must teach students how to tackle these types of writing situations. The tests shouldn’t dictate our composition classes, but we should show students how to adapt the process model of composing to timed, graded writing tasks.

Keywords:

ccc38.1 Writing Students Assessment Process Testing Essays Topics Audience Research

Works Cited

Bataille, Robert R. “Writing in the World of Work: What Our Graduates Report.” CCC 33 (1982): 276-280.

Beach, Richard. “Demonstrating Techniques for Assessing Writing in the Writing Conference.” CCC 37 (1986): 56-65.

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

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

Brossell, Gordon. “Current Research and Unanswered Questions in Writing Assessment.” Writing Assessment: Issues and Strategies. Ed. Karen L. Greenberg, Harvey S. Wiener, and Richard A. Donovan. New York: Longman, 1986. 168-180.

—. “Research on Writing Assessment.” Notes from the National Testing Network in Writing (1985): 10.

Brossell, Gordon and Barbara Hoetker Ash. “An Experiment with the Wording of Essay Topics.” CCC 35 (1984): 423-425.

Camp, Roberta. “The Writing Folder in Post-Secondary Assessment.” Directions and Misdirections in English Evaluation. Ed. Peter J. A. Evans. Ottawa: The Canadian Council of Teachers of English, 1985. 91-99.

Carroll, Joyce Armstrong. “Process into Product: Teacher Awareness of the Writing Process Affects Students’ Written Products.” New Directions in Composition Research. Ed. Richard Beach and Lillian S. Bridwell. New York: The Guilford Press, 1984. 315-333.

Cooper, Charles R. and Lee Odell. Evaluating Writing: Describing, Measuring, Judging. Urbana, Illinois: National Council of Teachers of English, 1977.

Flower, Linda. Problem Solving Strategies for Writing. New York: Harcourt, Brace, Jovanovich, Inc., 1981.

Flower, Linda and John R. Hayes. “A Cognitive Process Theory of Writing.” CCC 32 (1981): 365-386.

Freedman, Sarah Warshauer. “The Registers of Student and Professional Expository Writing: Influences on Teachers’ Responses.” New Directions in Composition Research. Ed. Richard Beach and Lillian Bridwell. New York: The Guilford Press, 1984. 334-347.

Greenberg, Karen L. “Competency Testing: What Role Should Teachers of Composition Play?” CCC 33 (1982): 366-376.

Hillocks, Jr., George. Research on Written Composition: New Directions for Teaching. Urbana, Illinois: ERIC Clearinghouse on Reading and Communications Skills and the National Conference on Research in English, 1986.

Hoetker, James. “Essay Examination Topics and Students’ Writing.” CCC 33 (1982): 377-392.

Lederman, Marie Jean. “Why Test?” Writing Assessment; Issues and Strategies, Ed. Karen L. Greenberg, Harvey S. Wiener, and Richard A. Donovan. New York: Longman, 1986. 35-43.

Lloyd-Jones, Richard. “Skepticism about Test Scores.” Notes from the National Testing Network in Writing (1982): 3, 9.

Quellmalz, Edys and Richard Stiggins. “Problems and Pitfalls in Writing Assessment.” Notes from the National Testing Network in Writing (1985): 4.

Rubin, Donnalee. “Evaluating Freshman Writers: What Do Students Really Learn?” College English 45 (1983): 373-379.

Ruth, Leo and Sandra Murphy. “Designing Topics for Writing Assessment: Problems of Meaning.” CCC 35 (1984): 410-421.

Smagorinsky, Peter. “An Apology for Structured Composition Instruction.” Written Communication 3 (1986): 105-121.

Sommers, Nancy. “Revision Strategies of Student Writers and Experienced Adult Writers.” CCC 31 (1980): 378-388.

White, Edward M. Teaching and Assessing Writing. San Francisco: Jossey-Bass, 1985. Winters, Lynn. The Effects of Differing Response Criteria on the Assessment of Writing Competence. University of California, Los Angeles. Center for the Study of Evaluation, 1978. ERIC ED 212 659.

Kemp, Fred. “The User-Friendly Fallacy.” CCC 38.1 (1987): 32-39.

Abstract:

Kemp argues for the development and use of open-response computer programs in writing instruction, arguing that the close-response programs in use at the time relegated the computer to remedial and fact-checking uses. He claims that the full potential of the computer in composition instruction can be realized when people challenge the “user-friendly fallacy,” the belief that computers should be able to interact with students’ ideas as a human does, replicating human cognition. Instead, Kemp argues that open-response programs, like Hugh Burnes’ TOPOI computer program, which assists students with invention by asking prompts and questions derived from uses Aristotle’s 28 enthymeme topics, are the most valuable type of program because they do not limit students’ response and guide them into making connections between their ideas.

Keywords:

ccc38.1 Students HBurns Computers Software Students Response Instruction WWresch Machine Invention Process UserFriendly Thesis

Works Cited

Aristotle. The ‘Art’ of Rhetoric. Trans. J. H. Freese. Ed. G. P. Goold. Cambridge: Harvard UP, 1982.

Arms, Valerie. “Creating and Recreating.” CCC 34 (1983): 355-58.

Burke, Kenneth. A Grammar of Motives. Berkeley: U of California P, 1969.

Burns, Hugh. “Recollections of First-Generation Computer-Assisted Prewriting.” Wresch, The Computer in Composition Instruction: A Writer’s Tool. 15-33.

—. “Stimulating Invention in English Composition through Computer-Assisted Instruction.” Diss. U of Texas, 1979.

—, and George H. Culp. “Stimulating Invention in English Composition through Computer-Assisted Instruction.” Educational Technology 20.8 (1980): 5-10.

Herrmann, Andrea W. “Using the Computer as Writing Teacher: The Heart of the Great Debates.” Proceedings of the Annual Summer Conference on “The Computer: Extension of the Human Mind II” Eugene, OR: July 20-22, 1983. ED 260 406.

Hertz, Robert M. “Problems of Computer-Assisted Instruction in Composition.” The Computing Teacher Sept. 1986: 62-64.

Rodrigues, Dawn, and Raymond Rodrigues. “Computer-Based Problem Solving.” Wresch, The Computer in Composition Instruction: A Writer’s Tool. 34-46.

Schank, Roger, and Peter Childers. The Cognitive Computer. Reading, MA: Addison-Wesley, 1984.

Selfe, Cynthia, and Billie J. Wahlstrom. “The Benevolent Beast: Computer-Assisted Instruction for Teaching Writing.” The Writing Instructor 2 (1983): 183-92.

Schwartz, Helen. “Teaching Writing with Computer Aids.” College English 46 (1984): 239-47.

Wresch, William, Ed. The Computer in Composition Instruction: A Writer’s Tool. Urbana: NCTE, 1984.

Young, R. E., A. L. Becker, and K. L. Pike. Rhetoric: Discovery and Change. New York: Harcourt, Brace, and World, 1970.

Strong, William. “Language as Teacher.” CCC 38.1 (1987): 21-31.

Abstract:

Strong investigates the psycholinguistic connection between reading and writing and claims that when writers compose, they write and revise their texts as they alternate between being two different kinds of readers. First, there is the reader-at-work, the writer’s image of someone else who is primarily concerned with content and comprehension. Second, there is the reader-at-play, the writer’s own “best self” who desires innovation and creativity. Strong compares his reader schema to Bartholomae’s rhetorics of selection and combination. Both rhetorics serve their own purpose, one to divide and categorize information and the other to synthesize, and writers use both during the composing process.

Keywords:

ccc38.1 Reading Rhetoric Texts Readers Writers Sense Language Words Mind Meaning Strategy Self World Writing Experience HGardner DBartholomae SPerl

Works Cited

Anderson, Richard c., and Pearson, David. “A Schema-Theoretic View of Basic Processes in Reading.” Handbook of Reading Research. Ed. P. David Pearson. New York: Longman, Green, 1984.255-291.

Bartholomae, David. “Wistful and Admiring: The Rhetoric of Combination.” Sentence Combining: A Rhetorical Perspective. Eds. Donald A. Daiker, Andrew Kerek, and Max Morenberg. Carbondale: Southern Illinois UP, 1985. 303-320.

Bruner, Jerome. In Search of Mind: Essays in Autobiography. New York: Harper & Row, 1983.

Elbow, Peter. Writing with Power. New York: Oxford, 1981.

Gardner, Howard. Art, Mind, and Brain. New York: Basic Books, 1982.

Langer, Judith A. “Facilitating Text Processing: The Elaboration of Prior Knowledge.” Reader Meets Author/Bridging the Gap: A Psycholinguistic and Sociolinguistic Perspective. Eds. Judith A. Langer and M. Smith-Burke. Newark, DE: International Reading Association, 1982. 149-162.

Langer, Suzanne. Philosophy in a New Key. Cambridge, MA: Harvard UP, 1942.

Macrorie, Ken. Searching Writing. Montclair, NJ: Boynton/Cook, 1980.

Murray, Donald M. “Write Before Writing.” CCC 29 (1978): 375-81.

—. “Teaching the Other Self: The Writer’s First Reader.” CCC33 (1982): 140-47.

Perl, Sondra. “Understanding Composing.” CCC 31 (1980): 363-69.

Piaget, Jean. “The Psychogenesis of Knowledge and its Epistemological Significance.” Language and Learning. Ed. Massimo Piattelli-Palmarini. Cambridge: Harvard UP, 1980. 23-34.

Pirsig, Robert M. Zen and the Art of Motorcycle Maintenance. New York: William Morrow, 1974.

Smith, Frank. Understanding Reading. 3rd ed. New York: Holt, Rinehart, Winston, 1984.