Author: ksuchor

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v54-4

Reynolds, Nedra. Rev. of Gender and Rhetorical Space in American Life, 1866-1910 by Nan Johnson. CCC . 54.4 (2003): 657-659.

Worsham, Lynn. Rev. of Feminism Beyond Modernism by Elizabeth Flynn. CCC. 54.4 (2003): 660-661.

Johnson, Robert R. Rev. of Reshaping Technical Communication: New Directions and Challenges for the Twenty-First Century . Barbara Mirel and Rachel Spilka, eds. CCC. 54.4 (2003): 662-664.

Wilkey, Christopher. Rev. of Community Action and Organizational Change: Image, Narrative, Identity by Brenton Faber. CCC. 54.4 (2003): 664-666.

Warnock, Scott. Rev. of The Writing Program Administrator’s Resource: A Guide to Reflective Institutional Practice . Stuart C. Brown and Theresa Enos, eds. CCC. 54.4 (2003): 666-669.

Fountaine, Tim. Rev. of Everyone Can Write: Essays toward a Hopeful Theory of Writing and Teaching Writing by Peter Elbow. CCC. 54.4 (2003): 669-672.

Hocks, Mary E. “Understanding Visual Rhetoric in Digital Writing Environments.” CCC. 54.4 (2003): 629-656.

Abstract:

This essay illustrates key features of visual rhetoric as they operate in two professional academic hypertexts and student work designed for the World Wide Web. By looking at features like audience stance, transparency, and hybridity, writing teachers can teach visual rhetoric as a transformative process of design. Critiquing and producing writing in digital environments offers a welcome return to rhetorical principles and an important pedagogy of writing as design.

Keywords:

ccc54.4 Students Design Readers Audience Online Web Writing Rhetoric Screen AWysocki Media Interface Hypertext VisualRhetoric DigitalLiteracy

Works Cited

Bass, Randy. “Story and Archive in the Twenty-First Century.” College English 61.6 (1999): 659-70.

Baym, Nancy. “From Practice to Culture on Usenet.” In The Cultures of Computing. Ed. Susan Leigh Star. Oxford: Basil

Blackwell, 1995. 29-52. Berlin, James A. Rhetorics, Poetics, and Cultures: Refiguring College English Studies . Urbana, IL: NCTE, 1996.

Boese, Christine. “The Ballad of the Internet Nutball: Chaining Rhetorical Visons from the Margins to the Mainstream in the Xenaverse.” Diss. online 1998 <http://www.nutball.com/dissertation/index.htm>.

Bolter, Jay David. Writing Space: The Computer, Hypertext, and the History of Writing . Hillsdale, NJ: Lawrence Erlbaum, 1991.

Bolter, Jay David, and Richard Grusin. Remediation: Understanding New Media. Cambridge: MIT P, 1999.

Buchanan, Richard. “Declaration by Design: Rhetoric, Argument, and Demonstration in Design Practice.” In Design Discourse: History, Theory, Criticism. Ed. Victor Margolin. Chicago: U of Chicago P, 1989. 91-109.

Childers, Pamela B., Eric Hobson, and Joan A. Mullin. ARTiculating: Teaching Writing in a Visual World. Portsmouth, NH: Heinemann, 1998.

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

Dondis, Donis A. A Primer of Visual Literacy . Cambridge: MIT P, 1973.

Douglass, Jane Yellowlees. “Will the Most Reflexive Relativist Please Stand Up: Hypertext, Argument, and Relativism.” In Page to Screen: Taking Literacy into the Electronic Era. Ed. Ilana J. Snyder. London: Routledge, 1998. 144-62.

Ehses, Hanno H. J. “Representing MacBeth: A Case Study in Visual Rhetoric.” In Design Discourse: History, Theory, Criticism . Ed. Victor Margolin. Chicago: U of Chicago P, 1989. 187-97.

Elbow, Peter. “Collage: Your Cheatin’ Art.” Writing on the Edge 9.1 (Fall/Winter 1997-98): 26-40.

Faigley, Lester. Fragments of Rationality: Postmodernity and the Subject of Composition . Pittsburgh, PA: U of Pittsburgh P, 1992.

Gibson, Michael. “Teaching Critical Analytical Methods in the Digital Typography Classroom.” Visible Language 31.1 (1997): 300-25.

Hass, Christina . Writing Technology: Studies on the Materiality of Literacy . Mahwah, NJ: Lawrence Earlbaum, 1996.

Heba, Gary. “HyperRhetoric: Multimedia, Literacy, and the Future of Composition.” Computers and Composition 14.1 (January 1997): 19-44.

Hocks, Mary E. “Toward a Visual Critical Electronic Literacy.” Works and Days. 17.1 & 2 (Spring/Fall 1999): 157-72.

Hocks, Mary E., and Daniele Bascelli. “Building a Multimedia Program across the Curriculum.” In Electronic Communication across the Curriculum . Ed. Richard A. Selfe, Donna Reiss, and Art Young. Urbana, IL: NCTE: 40-56.

Hocks, Mary E., and Michelle Kendrick. “Introduction: Eloquent Images.” In Eloquent Images: Word and Image in the Age of New Media . Cambridge: MIT UP, 2003.

Joyce, Michael. Of Two Minds: Hypertext Pedagogy and Poetics . Ann Arbor: U of Michigan P, 1995.

Kaplan, Nancy. “E-Literacies: Politexts, Hypertexts, and Other Cultural Formations in the Late Age of Print.” 1997 <http://iat.ubalt.edu/kaplan/lit/>.

—. “Literacy and Technology: Beyond the Book.” <http://raven.ubalt.edu/staff/kaplan/parc/>.

Knadler, Stephen. “E-Racing Difference in E-Space: Black Female Subjectivity and the Web-Based Portfolio.” Computers and Composition 18.3 (2001): 235-55.

Kress, Gunther. “‘English’ at the Crossroads: Rethinking Curricula of Communication in the Context of the Turn to the Visual.” Passions, Pedagogies and 21st Century Technologies. Ed. Gail E. Hawisher and Cynthia L. Selfe. Logan: Utah UP, 1999. 66-88.

—. “Multimodality.” Multiliteracies: Literacy Learning and the Design of Social Futures . Ed. Bill Cope and Mary Kalantzis. New York: Routledge, 2000. 182-202.

Landow, George P. Hypertext: The Convergence of Contemporary Critical Theory and Technology . Baltimore: Johns Hopkins UP, 1992.

Lanham, Richard A. The Electronic Word: Democracy, Technology, and the Arts . Chicago: U of Chicago P, 1993.

McDermott, Kristine. “Report on Teaching and Technology Workshop for the Shakespeare Association of America.” Unpublished manuscript. Atlanta, GA: Spelman College, 1998. 1-5.

Mirel, Barbara. “Writing and Database Technology: Extending the Definition of Writing in the Workplace.” Electronic Literacies in the Workplace: Technologies of Writing . Ed. Patricia Sullivan and Jennie Dautermann. Urbana, IL: NCTE, 1996. 91-114.

Mirzoeff, Nicholas, ed. The Visual Culture Reader . New York: Routledge, 1998.

Mitchell, William J. The Reconfigured Eye: Visual Truth in the Post-Photographic Era . Cambridge: MIT UP 1992.

Moulthrop, Stuart. “Beyond the Electronic Book: A Critique of Hypertext Rhetoric.” Hypertext ’91 Proceedings. New York: The Association for Computing Machinery. 291-98.

Mullet, Kevin, and Darrell Sano. Designing Visual Interfaces: Communication Oriented Techniques. Mountain View, CA: Sun Microsystems, 1995.

Murray, Janet Horowitz. Hamlet on the Holodeck: The Future of Narrative in Cyberspace . Cambridge: MIT UP, 1998.

Porter, James E. Rhetorical Ethics and Internetworked Writing . Greenwich, CT: Ablex, 1998.

Porter, James, and Patricia Sullivan. “Remapping Curricular Geography: Professional Writing in/and English Studies” Journal of Business and Technical Communication 7 (1993): 389-422.

Schriver, Karen A. Dynamics in Document Design: Creating Text for Readers . New York: John Wiley and Sons, 1997.

Selfe, Cynthia L. ” Technology and Literacy: A Story about the Perils of Not Paying Attention .” College Composition and Communication 50.3 (February 1999): 411-36.

Snyder, Ilana, ed. Page to Screen: Taking Literacy into the Electronic Era . London: Routledge, 1998.

Stansberry, Domenic. Labyrinths: The Art of Interactive Writing and Design . Belmont, CA: Wadsworth Publishing, 1998.

STORYPACEâ„¢. Computer Software. Watertown, MA: Eastgate Systems, Inc. December 2, 2002 <http://www.eastgate.com/Storyspace.html>.

Stroupe, Craig. “Visualizing English: Recognizing the Hybrid Literacy of Visual and Verbal Authorship on the Web.” College English 62.5 (May 2000): 607-32.

Tufte, Edward. Visual Explanations: Images and Quantities, Evidence and Narrative . Cheshire, CT: Graphics Press, 1997.

Wysocki, Anne Frances. “Impossibly Distinct: On Form/Content and Word/ Image in Two Pieces of Computer-Based Interactive Multimedia.” Computers and Composition 18 (2001) 209-34.

—. “Monitoring Order .” Kairos 3.2 (Fall 1998). Online <http://english.ttu.edu/ kairos/3.2/indx_f.html>.

—. “Seriously Visible.” Eloquent Images: Word and Image in the Age of New Media . Ed. Mary E. Hocks and Michelle Kendrick. Cambridge: MIT UP, 2003.

Myers, Sharon A. “ReMembering the Sentence.” CCC. 54.4 (2003): 610-628.

Abstract:

This article echoes Robert J. Connors’s call for a reexamination of sentence pedagogies in composition teaching and offers an explanation of the unsolved mystery of why sentence combining improves student writing, using insights provided by work in contemporary research in linguistics and in language processing. Based the same insights, I argue that we invite words and phrases, the true members of sentences, to important positions in writing classes and describe practical methods for doing so.

Keywords:

ccc54.4 Words Sentence Students Grammar GrammarInstruction Language Writing Phrases Vocabulary Linguistics Patterns Verbs Pedagogy SentenceLevelPedagogy RConnors

Works Cited

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Bates, Elizabeth, and Judith C. Goodman. “On the Emergence of Grammar from the Lexicon.” The Emergence of Language . Ed. Brian MacWhinney. Mahwah, NJ: Lawrence Erlbaum, 1999. 29-79.

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Biber, Douglas, and Randi Reppen. “Comparing Native and Learner Perspectives on English Grammar: A Study of Complement Clauses.” Learner English on Computer. Ed. Sylviane Granger. New York: Longman, 1998. 145-58.

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—. The Lexical Approach: The State of ELT and a Way Forward . Hove, England: Language Teaching Publications, 1993.

—, ed. Teaching Collocation: Further Developments in the Lexical Approach . Hove, England: Language Teaching Publications, 2000.

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Williams, Bronwyn T. “Speak for Yourself? Power and Hybridity in the Cross-Cultural Classroom.” CCC. 54.4 (2003): 586-609.

Abstract:

In this article I use the lens of postcolonial theory to reflect on my uses of a varied series of writing pedagogies in cross-cultural classrooms at an international college. Such reflection helps reveal how relations of power between teacher and students and underlying ideological assumptions about knowledge and discourse often resulted in hybrid responses of mimicry, frustration, incomprehension, and resistance. A pedagogy constructed against the backdrop of postcolonial theory might provide both students and their teacher in such a cross-cultural setting with a more complex and useful way of understanding issues of power, discourse, identity, and the role of writing.

Keywords:

ccc54.4 Students Culture Power Discourse Classroom Authority Teacher DominantCulture Postcolonial CrossCultural Knowledge Resistance Hybridity Ideology

Works Cited

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Gavaskar, Vandana S. “‘I Don’t Identify with the Text’: Exploring the Boundaries of Personal/Cultural in a Postcolonial Pedagogy.” JAC: A Journal of Composition Theory 18.1 (1998): 137-52.

Hall, Stuart. “New Ethnicities.” Black British Cultural Studies. Ed. Houston A. Baker, Manthia Diawara, and Ruth H. Lindeborg. Chicago: U of Chicago P, 1996. 163-72.

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Olson, Gary A. “Encountering the Other: Postcolonial Theory and Composition Scholarship.” JAC: A Journal of Composition Theory 18.1 (1998): 45-56.

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

Spivak, Gayatri Chakravorty. “Can the Subaltern Speak?” Marxism and the Interpretation of Culture. Ed. Cary Nelson and Lawrence Grossberg. Urbana: U of Illinois P, 1988.

—. Outside in the Teaching Machine . London: Routledge, 1993.

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

Herndl, Carl G. and Danny A. Bauer. “Speaking Matters: Liberation Theology, Rhetorical Performance, and Social Action.” CCC. 54.4 (2003): 558-585.

Abstract:

This article examines the rhetorical practice of liberation theology and how it has altered social relations of power in Latin America. Using the confrontational rhetoric of liberation theology as an example, we develop a rhetorical model that grounds postmodern theories of rhetorical performance in material relations to explain how marginalized or subaltern groups can effect social change.

Keywords:

ccc54.4 LiberationTheology Power Subaltern Discourse Performance Identity SocialAction GSpivak Communities LatinAmerica Material

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Roberts-Miller, Trish. “Discursive Conflict in Communities and Classrooms.” CCC. 54.4 (2003): 536-557.

Abstract:

Communitarianism and compositionists’ use of the concept of “communities of discourse,” while intended to promote inclusive discourse, can easily fall prey to the myth of progressivism, ignoring the relative costs of discursive conflict or the pressures of consensus and conformity.

Keywords:

ccc54.4 Community Discourse Argument Students PublicSphere Communitarian Democracy Difference Agreement Agonistic Conflict Irenic Progressivism

Works Cited

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—. On Democracy. New Haven: Yale UP, 1998.

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—. Introduction. Ezioni ix-xxiv.

—. “A Moral Awakening without Puritanism.” Etzioni 41-46.

Etzioni, Amitai, et al. “Responsive Communitarian Platform.” Etzioni xxv-xxxix.

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—. A Teaching Subject: Composition Since 1966 . New Jersey: Prentice Hall, 1997.

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Myers, Greg. “Reality, Consensus, and Reform in the Rhetoric of Composition Teaching.” Cross Talk in Comp Theory: A Reader . Ed. Victor Villanueva, Jr. Urbana, IL: NCTE, 1997. 439-56.

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Siegel, Fred. “The Loss of Public Space.” Etzioni 187-98.

Taylor, Charles. Philosophy and the Human Sciences . Cambridge: Cambridge UP, 1985. Trimbur, John. “Consensus and Difference in Collaborative Learning.” College English 51 (1989): 602-16.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v56-1

Sommers, Nancy, and Laura Saltz. “The Novice as Expert: Writing the Freshman Year.” CCC 56.1 (2004): 124-149.

Abstract

Why do some students prosper as college writers, moving forward with their writing, while others lose interest? In this essay we explore some of the paradoxes of writing development by focusing on the central role the freshman year plays in this development. We argue that students who make the greatest gains as writers throughout college (1) initially accept their status as novices and (2) see in writing a larger purpose than fulfilling an assignment. Based on the evidence of our longitudinal study, we conclude that the story of the freshman year is not one of dramatic changes on paper; it is the story of changes within the writers themselves.

Keywords:

ccc56.1 Writing Students FreshmanYear Papers Assignments Development AcademicWriting Novices

Works Cited

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

Carroll, Lee Ann. Rehearsing New Roles: How College Students Develop as Writers. Carbondale: SIUP, 2002.

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

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

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

Borkowski, David. “‘Not Too Late to Take the Sanitation Test’: Notes of a Non-Gifted Academic from the Working Class .” CCC 56.1 (2004): 94-123.

Abstract

Working-class academic narratives reveal a number of common themes, like dual estrangement and internalized class conflict. A less popularized motif is the bookish child who is catapulted out of her working-class origins. But some working-class academics, like myself, were not academically ambitious as children. I am a nontraditional working-class academic, and my distance from narratives of “gifted” ascent may actually bring me closer to my students.

Keywords:

ccc56.1 WorkingClass Class Students Books Teachers School Academics Bookish Home Scholarship

Works Cited

Belanoff, Pat. “Language: Closings and Openings.” Tokarczyk and Fay, pp. 251-75.

Black, Laurel Johnson. “Stupid Rich Bastards.” Dews and Law, pp. 13-25.

Brodkey, Linda. “Writing on the Bias.” College English 56.5 (1994): 527-47.

Bryant, Dorothy. Miss Giardino. (1978) New York: The Feminist P at CUNY, 1997.

Cappello, Mary. “Useful Knowledge.” Dews and Law, pp. 127-36.

Charlip, Julie. “A Real Class Act: Searching for Identity in the ‘Classless’ Society.” Dews and Law, pp. 26-40.

Christopher, Renny. “A Carpenter’s Daughter.” Dews and Law, pp. 137-50.

Dews, C. L. Barney, and Carolyn Leste Law, eds. This Fine Place So Far from Home: Voices of Academics from the Working-Class. Philadelphia: Temple UP, 1995.

Eagleton, Terry. The Gatekeeper. New York: St. Martin’s P, 2001.

Ernest, John. “One Hundred Friends and Other Class Issues: Teaching Both In and Out of the Game.” Shepard et al., pp. 23- 36.

Faulkner, Carol. “Truth and the Working Class in the Working Classroom.” Shepard et al., pp. 37-44.

Fitts, Karen, and Alan W. France. “Production Values and Composition Instruction: Keeping the Hearth, Keeping the Faith.” Shepard et al. pp. 45-60.

Frey, Olivia. “Stupid Clown of the Spirit’s Motive: Class Bias in Literary and Composition Studies.” Shepard et al., 61- 78. Garger, Steven. “Bronx Syndrome.” Dews and Law, pp. 41-53.

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

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Hoggart, Richard. The Uses of Literacy. 1957. New Brunswick, NJ: Transaction Publishers, 2000.

hooks, bell. Where We Stand: Class Matters. New York: Routledge, 2000.

Kingston, Paul W. The Classless Society. Stanford, CA: Stanford UP, 2000.

Lang, Dwight. “The Social Construction of a Working-Class Academic.” Dews and Law, pp. 159-76.

Langston, Donna. “Who Am I Now? The Politics of Class Identity.” Tokarczyk and Fay, pp. 60-72.

Leslie, Naton. “You Were Raised Better Than That.” Dews and Law, pp. 66-74.

Martin, George T., Jr. “In the Shadow of My Old Kentucky Home.” Dews and Law, pp. 75-86.

O’Dair, Sharon. “Class Matters.” Dews and Law, pp. 200-08.

Overall, Christine. “Nowhere at Home: Toward a Phenomenology of Working-Class Consciousness.” Dews and Law, pp. 209-20.

Peckham, Irvin. “Complicity in Class Codes: The Exclusionary Function of Education.” Dews and Law, pp. 263-76.

Pegueros, Rosa Maria. “Todos Vuelven: From Potrero Hill to UCLA.” Dews and Law, pp. 87-105.

Rodriguez, Richard. Hunger of Memory: The Education of Richard Rodriguez. New York, Bantam Books, 1983.

Rose, Mike. Lives on the Boundary: A Moving Account of the Struggles and Achievements of America’s Educationally Unprepared. New York: Penguin Books, 1990. Russell, Willy. Educating Rita. London: Methuen, 1985.

Ryan, Jake, and Charles Sackrey, eds. Strangers in Paradise: Academics from the Working Class. 1984. Lanham, MD: UP of America, 1996.

Shepard, Alan, John McMillan, and Gary Tate, eds. Coming to Class: Pedagogy and the Social Class of Teachers. Portsmouth, NH: Boynton/Cook, 1998.

Sowinska, Suzanne. “Yer Own Motha Wouldna Reckanized Ya: Surviving an Apprenticeship in the ‘Knowledge Factory.'” Tokarczyk and Fay, pp. 148-61.

Sullivan, Patricia A. “Passing: A Family Dissemblance.” Shepard et al., pp. 231- 51.

Tate, Gary. “Halfway Back Home.” Shepard et al., pp. 252-61.

Tokarczyk, Michelle, and Elizabeth Fay, eds. Working-Class Women in the Academy: Laborers in the Knowledge Factory. Amherst, MA: U of Massachusetts P, 1993.

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

Warren, Gloria D. “Another Day’s Journey: An African-American in Higher Education.” Dews and Law, pp. 106-23.

Zandy, Janet. Introduction. Calling Home: Working-Class Women’s Writing, An Anthology. Ed. Zandy. New Brunswick, NJ: Rutgers UP, 1990.

—. “The Job, the Job: The Risks of Work and the Uses of Texts.” Shepard et al., pp. 291-308.

Zweig, Michael. The Working-Class Majority: America’s Best Kept Secret. Ithaca, NY: Cornell UP, 2000.

Soliday, Mary. “Reading Student Writing with Anthropologists: Stance and Judgment in College Writing.” CCC 56.1 (2004): 72-93.

Abstract

This article describes how readers from a graduate program in anthropology evaluated student writing in a general education course. Readers voiced the concerns of their discipline when they focused on the stance writers assumed and how they made value judgments.

Keywords:

ccc56.1 Reading Culture Students Papers Anthropology Evidence Stance Bias

Works Cited

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

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Broad, Bob. “Pulling Your Hair Out: Crises of Standardization in Communal Writing Assessment.” Research in the Teaching of English 35.2 (2000): 213-60.

Brodkey, Linda. “On the Subjects of Class and Gender in ‘The Literacy Letters.'” College English 51.2 (1989): 125-41.

— . “Writing on the Bias.” College English 56.5 (1994): 527-47.

Carroll, Lee Ann. “Fifty Students Writing: A Faculty Perspective of Cross-Disciplinary Portfolio Assessment.” Conference on College Composition and Communication, Milwaukee, WI, March 1996.

Connors, Robert, and Andrea Lunsford. “Teachers’ Rhetorical Comments on Student Papers.” College Composition and Communication 44.2 (1993): 200-23.

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Greene, Stuart. “The Question of Authenticity: Teaching Writing in a First-Year College History of Science Class.” Research in the Teaching of English 35.4 (2001): 525-69.

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Herrington, Anne. “Composing One’s Self in a Discipline: Students’ and Teachers’ Negotiations.” Constructing Rhetorical Education. Ed. Marie Secor and Davida Charney. Carbondale: SIUP, 1992, 91-115.

—. “Teaching, Writing, and Learning: A Naturalistic Study of Writing in an Undergraduate Literature Course.” Advances in Writing Research, Vol. 2: Writing in Academic Disciplines. Ed. David Jolliffe. Norwood, NJ: Ablex, 1988. 133-66.

MacDonald, Susan Peck. “The Analysis of Academic Discourse(s).” Discourse Studies in Composition. Ed. Ellen Barton and Gail Stygall. Cresskill, NJ: Hampton P, 2002. 115-33.

Murray, Patricia. “Teachers as Readers, Readers as Teachers.” Encountering Student Texts: Interpretive Issues in Reading Student Writing. Ed. Bruce Lawson, Susan S. Ryan, and W. Ross Winterowd. Urbana: NCTE, 1989. 73-85.

Perry, William. Forms of Intellectual and Ethical Development in the College Years: A Scheme. Intro. by L. Lee Knefelkamp. San Francisco: Jossey-Bass, 1999.

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Smith, Summer. “The Genre of the End Comment: Conventions in Teacher Responses to Student Writing.” College Composition and Communication 48.2 (1997): 249-68.

Soliday, Mary, and Barbara Gleason. “From Remediation to Enrichment: Evaluating a Mainstreaming Project.” Journal of Basic Writing 16.1 (1997): 64-78.

Sommers, Nancy. “Responding to Student Writing.” College Composition and Communication 33.2 (1982): 148-56.

Stygall, Gail. “Resisting Privilege: Basic Writing and Foucault’s Author Function.” College Composition and Communication 45.3 (1994): 320-41.

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

Goleman, Judith. “An ‘Immensely Simplified Task’: Form in Modern Composition-Rhetoric.” CCC 56.1 (2004): 51-71.

Abstract

Using historical and contemporary documents, including student texts, this article examines why and how both novice and experienced writing teachers, including the author, continue to struggle with tacit allegiances to traditional forms while trying to facilitate dialectical writing in their classrooms.

Keywords:

ccc56.1 Language Writing Composition SAhmed Unity Rhetoric Coherence Discourse Students Identity Dialectic Reading Literacy

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Supriya, K. E. “Judgment and the Problem of Agency/Accountability: A Postcolonial Critique of Poststructuralist Theory.” Judgment Calls: Rhetoric, Politics, and Indeterminacy. Ed. John M. Sloop and James P. McDaniel. Boulder, CO: Westview P, 1998. 42-62.

Welch, Nancy. Getting Restless: Rethinking Revision in Writing Instruction. Portsmouth, NH: Heinemann-Boynton/Cook, 1997.

—. “Resisting the Faith: Conversion, Resistance, and the Training of Teachers.” College English 55.4 (1993): 387-401.

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Wideman, John Edgar. “Our Time.” Ways of Reading. Ed. David Bartholomae and Anthony Petrosky. Boston: Bedford/St. Martin’s, 1999.

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

Abstract

This is an attempt to define what being a responsible and responsive user of English might mean in a world ordered by global capital, a world where all forms of intra- and international exchanges in all areas of life are increasingly under pressure to involve English. Turning to recent work in linguistics and education, I pose a set of alternative assumptions that might help us develop more responsible and responsive approaches to the relation between English and its users (both those labeled Native-Speaking, White or Middle Class, and those Othered by these labels), the language needs and purposes of individual users of English, and the relation between the work we do and the work done by users of English across the world. I argue that these assumptions can help us compose English against the grain of all systems and relations of injustice.

Keywords:

ccc56.1 English Work Discourse Life DiscursiveResources World Language China WorldEnglish FastCapitalism Composition Linguistics Education

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Ivanic, Roz. Writing and Identity: The Discoursal Construction of Identity in Academic Writing. Amsterdam: Johns Benjamins, 1998.

Kachru, Braj B. “Introduction: The Other Side of English and the 1990s.” The Other Tongue: English across Cultures, 2nd ed. Ed. Braj B. Kachru. Urbana: U of Illinois P, 1992. 1-18.

Kalantzis, Mary, and Bill Cope. “Changing the Role of Schools.” Cope and Kalantzis 121-48.

Kress, Gunther. Before Writing: Rethinking the Paths to Literacy. London: Routledge, 1997.

Kress, Gunther, and Theo Van Leeuwen. Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold, 2001.

Leung, Constant, Roxy Harris, and Ben Rampton. “The Idealised Native Speaker, Reified Ethnicities, and Classroom Realities.” TESOL Quarterly 31 (1997): 543-75.

Lyons, Scott Richard. “Rhetorical Sovereignty: What Do American Indians Want from Writing?” College Composition and Communication 51.3 (2000): 447-68.

Morrison, Toni. Lecture and Speech of Acceptance, upon the Award of the Nobel Prize for Literature, Delivered in Stockholm on the Seventh of December, Nineteen Hundred and Ninety-Three. New York: Knopf, 1994.

New London Group. “A Pedagogy of Multiliteracies: Designing Social Futures.” Cope and Kalantzis 9-38.

West, Cornel. Race Matters. Boston: Beacon, 1993.

Woolf, Virginia. “Professions for Women.” The Death of the Moth and Other Essays. New York: Harcourt, 1942. 235-42. ˆ

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Connors, Robert J. “The Erasure of the Sentence.” CCC 52.1 (2000): 96-128.

Abstract:

This article examines the sentence-based pedagogies that arose in composition during the 1960s and 1970s: the generative rhetoric of Francis Christensen, imitation exercises, and sentence-combining: and attempts to discern why these three pedagogies have been so completely elided within contemporary composition studies. The usefulness of these sentence-based rhetorics was never disproved, but a growing wave of anti-formalism, antibehaviorism, and anti-empiricism within English-based composition studies after 1980 doomed them to a marginality under which they still exist today. The result of this erasure of sentence pedagogies is a culture of writing instruction that has very little to do with or to say about the sentence outside of a purely grammatical discourse.

Keywords:

ccc52.1 Sentence SentenceCombining Students Imitation Composition FChristensen Writing Syntax Rhetoric Research Grammar Pedagogy Exercises

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—. The Writer’s Options: College Sentence-Combining. New York: Harper and Row, 1979.

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Walshe, R. C. “Report on a Pilot Course on the Christensen Rhetoric Program.” College English 32 (1971): 783-89.

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

Weathers, Winston, and Otis Winchester. Copy and Compose. Englewood Cliffs, NJ: Prentice-Hall, 1968.

—. The New Strategy of Style. New York: McGraw-Hill, 1978.

Wells, Susan. “Classroom Heuristics and Empiricism.” College English 39 (1977): 467-76.

Winterowd, W. Ross. Contemporary Rhetoric: A Conceptual Background with Readings. New York: Harcourt Brace, 1975.

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

Gibson, Michelle, Martha Marinara, and Deborah Meem. “Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality.”  CCC 52.1 (2000): 69-95.

Abstract:

Current theories of radical pedagogy stress the constant undermining, on the part of both professors and students, of fixed essential identities. This article examines the way three feminist, queer teachers of writing experience and perform their gender, class, and sexual identities. We critique both the academy’s tendency to neutralize the political aspects of identity performance and the essentialist identity politics that still inform many academic discussions.

Keywords:

ccc52.1 Identity Students Class Lesbian Butch College Pedagogy Feminism Queer Gender SexualIdentity Politics Difference Academy Essentialism

Works Cited

Budbill, David. “Roy McInnes.” Working Classics: Poems on Industrial Life. Ed. Peter Oresick and Nicholas Coles. Chicago: U of Illinois P, 1990. 30.

Butler, Judith. Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge, 1990.

—. “Imitation and Gender Insubordination.” Inside/Out: Lesbian Theories, Gay Theories. Ed. Diana Fuss. New York: Routledge, 1991. 13-31.

Ellsworth, Elizabeth. “Why Doesn’t this Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy.” Feminisms and Critical Pedagogy. Ed. Carmen Luke and Jennifer Gore. New York: Routledge, 1992. 90-119.

Esterburg, Kristin G. ” ‘A Certain Swagger When I Walk’: Performing Lesbian Identity.” Queer Theory/Sociology. Ed. Steven Seidman. Malden, MA: Blackwell, 1996. 259-79.

Fuss, Diana. Essentially Speaking: Feminism, Nature and Difference. New York: Routledge, 1989.

Kennedy, Elizabeth Lapovsky, and Madeline D. Davis. Boots of Leather, Slippers of Gold: The History of a Lesbian Community. New York: Penguin, 1994.

Laporte, Rita. “The Butch-Femme Question.” The Persistent Desire: A Femme-Butch Reader. Ed. Joan Nestle. Boston: Alyson, 1992. 208-19.

McNaron, Toni A. H. Poisoned Ivy: Lesbian and Gay Academics Confronting Homophobia. Philadelphia: Temple UP, 1997.

Minh-Ha, Trinh. “Introduction: She, the Inappropriate( d) Other.” Discourse 8 (1986/1987): 3-9.

Nestle, Joan. “Flamboyance and Fortitude: An Introduction.” The Persistent Desire: A Femme-Butch Reader. Ed. Joan Nestle. Boston: Alyson, 1992. 13-20.

Oates, Joyce Carol. “Theft.” Ways of Reading. Ed. David Bartholomae and Anthony Petrosky. 4th ed. Boston: Bedford Books, 1996. 471-507.

Probyn, Elspeth. Sexing the Self: Gendered Positions in Cultural Studies. London: Routledge, 1993.

Rich, Adrienne. “When We Dead Awaken: Writing As Revision.” Ways of Reading. Ed. David Bartholomae and Anthony Petrosky. 4th ed. Boston: Bedford Books, 1996. 549-62.

Stein, Arlene. “All Dressed Up, But No Place to Go? Style Wars and the New Lesbianism.” The Persistent Desire: A Femme-Butch Reader. Ed. Joan Nestle. Boston: Alyson, 1992. 431-39.

Tracey, Liz, and Sydney Pokorny. So You Want to be a Lesbian? New York: St. Martin’s/Griffin, 1996.

Harris, Joseph. “Meet the New Boss, Same as the Old Boss: Class Consciousness in Composition.” CCC 52.1 (2000): 42-68.

Abstract:

I argue that we need to acknowledge how the material interests of part-time and adjunct teachers, graduate assistants, tenure-stream faculty, and administrators can come into conflict in composition in order to negotiate fairly among them. I then call on bosses and workers in composition to form a new class consciousness centered on the issue of good teaching for fair pay. I discuss how the culture of academic professionalism militates against such a consciousness, and I propose three ways to forge a more collective view of our work: involving faculty at all ranks in teaching the firstyear course, devising alternatives to tenure as a form of job security, and pressing for more direct control over staffing and curricula.

Keywords:

ccc52.1 Class Composition Writing Faculty Work English Students Interests Tenure WorkingConditions MiddleClass Bosses WPA Administration Curriculum

Works Cited

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

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

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

Drew, Julie. “The Discourse of Academic Reform and the Myth of the Universal Teacher-Subject.” Composition Forum 8.1 (1997): 10-20.

Ehrenreich, Barbara. Fear of Falling: The Inner Life of the Middle Class. New York: Harper, 1990.

“Final Report of the MLA Committee on Professional Employment.” PMLA 113 (1998): 1154-77.

Fox, Tom. Defending Access: A Critique of Standards in Higher Education. Portsmouth, NH: Heinemann- Boynton/Cook, 1999.

Franklin, Phyllis. “Setting Standards: Acceptable Ratios of Full-to Part-Time Faculty Members.” MLA Newsletter (Fall 1998): 5-6.

Fussel, Paul. Class. New York: Ballantine, 1983.

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

Gunner, Jeanne. “The Fate of the Wyoming Resolution: A History of Professional Seduction.” Writing Ourselves into the Story: Unheard Voices from Composition Studies. Ed. Sheryl I. Fontaine and Susan Hunter. Carbondale: Southern Illinois UP, 1993. 107-22.

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

Horner, Bruce. Terms of Work for Composition: A Materialist Critique. Albany: SUNY P, 2000.

James, Henry. The Turn of the Screw. 1898. New York: Dover, 1991.

Kovacic, Kristin. ” ‘Proud to Work for the University.’ ” Women’s Studies Quarterly (Spring/Summer 1995): 19-24.

“Making Faculty Work Visible: Reinterpreting Professional Service, Teaching, and Research in the Fields of Language and Literature.” Profession 96: 161-216.

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

—. “Let’s Do the Numbers: Comp Droids and the Prophets of Doom.” Profession 1999: 96-105.

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

Murphy, Michael. ” New Faculty for a New University: Toward a Full-Time Teaching- Intensive Faculty Track in Composition .” College Composition and Communication 52 (2000): 14-42.

Nelson, Cary. “Lessons from the Job Wars: What Is to Be Done?” Academe (Nov.-Dec. 1995): 18-25.

—. “What Hath English Wrought: The Corporate University’s Fast Food Discipline.” MLAWorkplace Web Site. workplace-gsc.com/workplace1/workplace.html/ June 2000.

Olson, Gary A., and Joseph M. Moxley. “Directing Freshman Composition: The Limits of Authority.” College Composition and Communication 40 (1989): 51-60.

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

“Report of the ADE Ad Hoc Committee on Staffing.” ADE Bulletin 122 (Spring 1999): 7-26.

Roemer, Marjorie, Lucille M. Schultz, and Russel K. Durst. ” Reframing the Great Debate on First-Year Writing .” College Composition and Communication 50 (1999): 377-92.

Royer, Daniel J., and Roger Gilles. “Directed Self-Placement: An Attitude of Orientation.” College Composition and Communication 50 (1998): 54-70.

Schackner, Bill. “Colleges Farm Out: to a Degree.” Pittsburgh Post-Gazette 6 Sept. 1998: E8.

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

Sennett, Richard, and Jonathan Cobb. The Hidden Injuries of Class. New York: Vintage, 1972.

Shepard, Alan, John McMillan, and Gary Tate, eds. Coming to Class: Pedagogy and the Social Class of Teachers. Portsmouth, NH: Heinemann-Boynton/Cook, 1998.

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

Soliday, Mary. “Class Dismissed.” College English 61 (1999): 731-41.

—. ” From the Margins to the Mainstream: Reconceiving Remediation .” College Composition and Communication 47 (1996): 85-100.

Sosnoski, James . Token Professionals and Master Critics: A Critique of Orthodoxy in Literary Studies. Albany: SUNY P, 1994.

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

Thompson, E. P. The Making of the English Working Class. New York: Vintage, 1966.

Trainor, Jennifer Seibel, and Amanda Godley. ” After Wyoming: Labor Practices in Two University Writing Programs .” College Composition and Communication 50 (1998): 153-81.

Murphy, Michael. “New Faculty for a New University: Toward a Full-Time Teaching-Intensive Faculty Track in Composition.” CCC 52.1 (2000): 14-42.

Abstract:

Challenging the common assumption that the rise of an instructorate unsupported to do traditional forms of research will necessarily result in an exploited academic labor force, inferior teaching, and the final triumph of anti-intellectualism and bureaucracy in academia, this article explores the ways in which the “teaching substructure” existing now in composition and rhetoric has already begun to contribute substantially to the intellectual vitality and institutional standing of the discipline.

Keywords:

ccc52.1 Faculty Composition Teaching PartTimeFaculty Work Research University SCrowley Academia Bureaucracy Labor HigherEducation

Works Cited

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CCCC Executive Committee. ” Statement of Principles and Standards for the Postsecondary Teaching of Writing . CCC40 (1989): 329-36.

Cahalan, Margaret, et al. Fall Staff in Postsecondary Institutions, 1993. Washington: National Center for Educational Statistics, 1996.

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

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Gappa, Judith M., and David Leslie. The Invisible Faculty: Improving the Status of Part-Timers in Higher Education. San Francisco: Jossey-Bass, 1993.

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

—. ” Meet the New Boss, Same as the Old Boss: Class Consciousness in Composition .” College Composition and Communication 52 (2000): 43-68.

Miller, Richard E. “Undermining Expertise: The Future of Employment in the Twilight of the Professions.” Paper delivered at the Thomas R. Watson Conference, October 10, 1996.

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Mongno, Lisa. “‘I Teach Writing’: Writing as Teacher in the Field of Composition.” Forum: Newsletter of the Non-Tenure- Track Faculty Special Interest Group, CCCC (Winter 1998): A16-A18.

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Ronald, Ann. “Separate but (Sort of) Equal: Permanent Non-Tenure Track Faculty Members in the Compositon Program.” ADE Bulletin 95: 33-37.

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

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

Sullivan, Francis J., Arabella Lyon, Dennis Lebofsky, Susan Wells, and Eli Goldblatt. ” Student Needs and Strong Composition: The Dialectics of Writing Program Reform .” College Composition and Communication 48 (1997): 372-91.

Trainor, Jennifer Seibel, and Amanda Godley. ” After Wyoming: Labor Practices in Two University Writing Programs .” College Composition and Communication 50 (1998): 153-81.

Wilson, Robin. “Georgia State U. Cuts Some Part-Time Positions to Add 65 Full-Time Faculty Jobs.” Chronicle of Higher Education 45.40 (June 11, 1999): A18.

Zebroski, James T. Writing Class: The Working Class Struggles for Composition and Rhetoric. Portsmouth, NH: Heinemann- Boynton/Cook, forthcoming.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v54-2

Bencich, Carole, Elizabeth Graber, Jenny Staben, and Katherine Sohn. “Interchanges: Navigating in Unknown Waters: Proposing, Collecting Data, and Writing a Qualitative Dissertation.” CCC. 54.2 (2002): 289-306.

Fulwiler, Toby. Rev. of Writing/Teaching: Essays toward a Rhetoric of Pedagogy by Paul Kameen. CCC. 54.2 (2002): 307-310.

Cook, Edith S. Rev. of Comp Tales: An Introduction to College Composition through Its Stories . Richard H. Haswell and Min-Zhan Lu, eds. CCC. 54.2 (2002): 310-312.

Young, Art. Rev. of Writing in the Real World: Making the Transition from School to Work by Anne Beaufort. CCC. 54.2 (2002): 312-315.

Kail, Harvey. Rev. of Writing Center Research: Extending the Conversation . Paula Gillespie, Alice Gillam, Lady Falls Brown, and Byron Stay, eds. CCC. 54.2 (2002): 315-318.

Faigley, Lester. Rev. of Multimodal Discourse: The Modes and Media of Contemporary Communication by Gunther Kress and Theo van Leeuwen. CCC. 54.2 (2002): 318-320.

Weisser, Christian R. Rev. of Composition and Sustainability: Teaching for a Threatened Generation by Derek Owens. CCC. 54.2 (2002): 320-323.

Lovas, John C. “All Good Writing Develops at the Edge of Risk.” CCC. 54.2 (2002): 264-288.

Abstract:

Using a variety of common forms from first-year composition, this paper examines the purposes of CCCC, transformative experiences at professional conferences, and the elements of my literacy autobiography. I then argue for recognition of the knowledge building role of writing programs in two-year colleges and for a “write to work” principle, calling for full pay for all who teach required writing courses. Originally, this manuscript was a speech integrated with a PowerPoint® presentation using more than 100 slides (text, photographs, and music), which cannot be fully represented here.

Keywords:

ccc54.2 ChairsAddress Writing College Students Faculty Community Work Teaching University Program CCCC Literacy Autobiography

Works Cited

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

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Gere, Ann Ruggles. ” Revealing Silence: Rethinking Personal Writing .” College Composition and Communication 53 (Dec. 2001): 203-23.

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Harris, Joseph. “Beyond Critique: A Response to James Sledd .” College Composition and Communication 53 (Sep. 2001): 152-53.

—. ” Meet the New Boss, Same as the Old Boss: Class Consciousness in Composition .” College Composition and Communication 52 (Sep. 2000): 43-68.

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Lovas, John. “How Did We Get in This Fix? A Personal Account of the Shift to a Part- Time Faculty in a Leading Two-Year College District.” Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education. Ed. Eileen Schell and Patricia Lambert Stock. Urbana: NCTE, 2001. 196-217.

—. “Playrooms, Hodgepodges, Soulless Monsters: Why I Can’t Imagine Having a Better Job.” ADE Bulletin 129 (2001): 43-48.

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Merrill, Robert, Thomas J. Farrell, Eileen E. Schell, Valerie Balester, Chris M. Anson, and Greta Gaard. ” Symposium on the 1991 ‘Progress Report from the CCCC Committee on Professional Standards .'” College Composition and Communication 43 (May 1992): 154-75.

Moghtader, Michael, Alanna Cotch, and Kristen Hague. “The First-Year Composition Requirement Revisited: A Survey.” College Composition and Communication 52 (Feb. 2001): 455-67.

Murray, Donald M. “All Writing Is Autobiography .” College Composition and Communication 42 (Feb. 1991): 66-74.

Phillips, Donna Burns, Ruth Greenberg, and Sharon Gibson. ” College Composition and Communication : Chronicling a Discipline’s Genesis .” College Composition and Communication 44:4 (Dec. 1993): 443-65.

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Roney, Brian Ascalon. The American Son: A Novel. New York: W. W. Norton & Company, 2001.

Sledd, James. “On Buying In and Selling Out: A Note for Bosses Old and New.” College Composition and Communication 53 (Sep. 2001): 146-49.

Tinberg, Howard. “An Interview with Ira Shor: Part I.” Teaching English in the Two-Year College 27 (Sep. 1999): 51-60.

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

Zwerling, Steven. Second Best: The Crisis of the Community College . New York: McGraw-Hill, 1976.

Welch, Nancy. “‘And Now That I Know Them’: Composing Mutuality in a Service Learning Course.” CCC. 54.2 (2002): 243-263.

Abstract:

In this essay, I turn to contemporary feminist object-relations theory to understand the efforts of students in a service learning course to push beyond the usual subject-object, active-passive dualisms that pervade community-based literacy projects and to compose instead complex representations in which all participants are composed as active, as knowing, and as exceeding any single construction of who we all are. I also argue for placing writing and the problems of composing at the center of such courses.

Keywords:

ccc54.2 ServiceLearning Mutuality Community Street Students Literacy Feminism Writing Teens

Works Cited

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Cushman, Ellen. The Struggle and the Tools: Oral and Literate Strategies in an Inner- City Community . Albany: SUNY P, 1998.

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

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Herzberg, Bruce. “Community Service and Critical Teaching.” College Composition and Communication 45.3 (1994): 307-19.

—. “Service Learning and Public Discourse.” JAC 20 (Spring 2000): 391-404.

Klein, Melanie. “The Importance of Symbol Formation in the Development of the Ego.” Love, Guilt, and Reparation and Other Works, 1921-1945 . London: Hogarth, 1977. 219-32.

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Long, Elenore, David Fleming, and Linda Flower. “Rivaling at the CLC: The Logic of a Strategic Process.” Learning to Rival: A Literate Practice for Intercultural Inquiry . Ed. Linda Flower, Elenore Long, and Lorraine Higgens. Mahwah, NJ: Lawrence Erlbaum, 2000. 255-76.

Long, Elenore, Linda Flower, David Fleming, and Patricia Wojahn. “Rivaling in School and Out.” Learning to Rival: A Literate Practice for Intercultural Inquiry . Ed. Linda Flower, Elenore Long, and Lorraine Higgens. Mahwah, NJ: Lawrence Erlbaum, 2000. 229-53.

Luxemburg, Rosa. Reform or Revolution. 2nd ed. New York: Pathfinder, 1973.

Martin, Rachel. Listening Up: Reinventing Ourselves As Teachers and Students. Portsmouth, NH: Boynton/Cook, 2001.

Mertz, Cadence. “Free Lunches Help Local School Budgets.” The Burlington Free Press. 15 Mar. 2002 <http://www.burlingtonfreepress.com>.

Wells, Susan. ” Rogue Cops and Health Care: What Do We Want from Public Writing? ” College Composition and Communication 47 (Oct. 1996): 325-41.

Moreno, Renee M. “‘The Politics of Location’: Text As Opposition.” CCC. 54.2 (2002): 222-242.

Abstract:

Foregrounding issues of race, ethnicity, and education, this article ties together two important issues in teaching (so-called) basic writing: how social and pedagogical issues in higher education shape possibilities for bicultural students’ writings and how these students can use their developing sense of literacy and their texts to explore identity.

Keywords:

ccc54.2 Students Language Writing Education Family Community Culture Institutions Power Bicultural BasicWriting Pedagogy Literacy Identity

Works Cited

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Fontaine, Sheryl I. “Teaching with the Beginner’s Mind: Notes from My Karate Journal.” CCC. 54.2 (2002): 208-221.

Abstract:

The author reflects on what she has learned about university teaching from her experience being a novice student of karate. She asserts the value for even seasoned teachers to maintain a beginner’s mind that is “free of the habits of the expert, ready to accept, to doubt, and to open to all the possibilities.” From this new position, the author’s awareness of what she does in the classroom has shifted, as her respect for students has grown and her understanding of their feelings has deepened.

Keywords:

ccc54.2 Students Karate Lesson BeginnersMind Pedagogy Habit

Works Cited

Suzuki, Shunryu. Zen Mind, Beginner’s Mind. New York: Weatherhill, Inc., 1997.

Tompkins, Jane. A Life in School: What the Teacher Learned . Reading, MA: Addison Wesley, 1996.

United Studios of Self Defense: Student Manual. Forest Grove, CA: 1990.

Schneider, Barbara. “Nonstandard Quotes: Superimpositions and Cultural Maps.” CCC. 54.2 (2002): 188-207.

Abstract:

We regularly chastise students for placing quotation marks around words that are not direct quotations. Yet, as this research shows, professionals use nonstandard quotations routinely and to rhetorical advantage. After analyzing the various purposes nonstandard quotations serve, I argue student use of the marks jars us not because it departs from good practice but because, through them, students invoke voices we do not want to recognize.

Keywords:

ccc54.2 NonstandardQuotes Students Words QuotationMarks ProfessionalWriting Analysis Community Voice Usage Punctuation

Works Cited

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Barton, Ellen. “Evidentials, Argumentation, and Epistemological Stance.” College English 55:7 (1993): 19-43.

—. “Inductive Discourse Analysis: Discovering Rich Text Features.” Discourse Studies in Composition. Ed. Ellen Barton and Gail Stygall. Cresskill, NJ: Hampton Press, 2002. 19-42.

Berkenkotter, Carol, and Thomas N. Huckin. Genre Knowledge in Disciplinary Communication: Cognition, Culture, Power . Hillsdale, NJ: Erlbaum, 1995.

Cohn, Felicia, Joan Harrold, and Joanne Lynn. “Medical Knowledge Must Deal with End-of-Life Care.” Chronicle of Higher Education 30 May 1997: A56.

Dillon, George. “My Words of an Other.” College English 50 (1988): 63-73.

Dowling, William C. “Let’s Get the MLA Out of the Hiring Process.” Chronicle of Higher Education 7 February 1997: A60.

Grant-Davie, Keith. “Coding Data: Issues of Validity, Reliability, and Interpretation.” Methods and Methodology in Composition Research. Ed. Gesa Kirsch and Patricia A. Sullivan. Carbondale: Southern Illinois UP, 1992. 270-86.

Huckin, Thomas N. “Context-Sensitive Text Analysis.” Methods and Methodology in Composition Research . Ed. Gesa Kirsch and Patricia A. Sullivan. Carbondale: Southern Illinois UP, 1992. 84-104.

Lakoff, Robin Tolmach. “Some of My Favorite Teachers Are Literate: The Mingling of Oral and Written Strategies in Written Communication.” Spoken and Written Language: Exploring Orality and Literacy. Ed. Deborah Tannen. Norwood, NJ: Ablex, 1982. 239-60.

Limerick, Patricia Nelson. “The Startling Ability of Culture to Bring Critical Inquiry to a Halt.” Chronicle of Higher Education 24 October 1997: A76.

Magrath, C. Peter. “Eliminating Tenure without Destroying Academic Freedom.” Chronicle of Higher Education 28 February 1997: A60.

Moses, Yolanda. “Salaries in Academe: The Gender Gap Persists.” Chronicle of Higher Education 12 December 1997: A60.

Parini, Jay. “Cultivating a Teaching Persona.” Chronicle of Higher Education 5 September 1997: A92.

Raimes, Ann. Keys for Writers: A Brief Handbook. 2nd ed. Boston: Houghton Mifflin, 1999.

Rudenstine, Neil. “The Internet and Education: A Close Fit.” Chronicle of Higher Education 21 Feb.1997: A48.

Zallen, Doris T. “We Need a Moratorium on ‘Genetic Enhancement.'” Chronicle of Higher Education 27 March 1998: A48.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v52-3

Harris, Muriel. “Centering in on Professional Choices.” CCC 52.3 (2001): 429-440.

Abstract:

I examine my involvement with writing centers as an example of how we can look at the choices we’ve made within our areas of expertise to see why they attract us. In my case, the flexible, collaborative, individualized, non-evaluative, experimental, nonhierarchical, student-centered nature of writing centers is an excellent fit. An earlier version of this article was delivered as the Exemplar’s Address at the Fifty-first Annual CCCC in April 2000.

Keywords:

ccc52.3 WritingCenters ExemplarAddress Writing Students Composition Tutors Learning Interaction Pedagogy Collaboration

Works Cited

Back, Diann. “Continuous Quality Management in the Writing Center.” Writing Lab Newsletter 22.5 ( Jan. 1998): 11-13.

Bacon, Nora. ” Building a Swan’s Nest for Instruction in Rhetoric .” College Composition and Communication 51 (2000): 589-609.

Brannon, Lil, and Stephen North. “The Uses of the Margins.” Writing Center Journal 20.2 (Spring/Summer 2000): 7-12.

Carino, Peter. “Early Writing Centers: Toward a History.” Writing Center Journal 15.2 (Spring/Summer 1995): 103-16.

—. “Open Admissions and the Construction of Writing Center History: A Tale of Three Models.” Writing Center Journal 17.1 (Fall/Winter 1996): 30-49.

DeCiccio, Al. ” ‘I Feel a Power Coming All over Me with Words’: Writing Centers and Service Learning.” Writing Lab Newsletter 23.7 (March 1999): 1-5.

Harris, Muriel. “Diverse Research Methodologies at Work for Diverse Audiences: Shaping the Writing Center to the Institution.” The Writing Program Administrator as Researcher. Ed. Shirley K Rose and Irwin Weiser. Portsmouth, NH: Heinemann- Boynton/Cook, 1999. 1-17.

—. “Preparing to Sit at the Head Table: Maintaining Writing Center Viability in the Twenty-First Century.” Writing Center Journal 20.2 (Spring/Summer 2000): 13-21.

Heckelman, Ronald. “The Writing Center as Managerial Site.” Writing Lab Newsletter 23.1 (Sept. 1998): 1-4.

Hobson, Eric, ed. Wiring the Writing Center. Logan: Utah State UP, 1998.

Inman, James, and Donna Sewell, eds. Taking Flight with OWLS: Research into Technology Use in Writing Centers. Mahwah, NJ: Lawrence Erlbaum Associates, 2000.

Jackson, Justin. “Interfacing the Faceless: Maximizing the Advantages of Online Tutoring.” Writing Lab Newsletter 25.2 (Oct. 2000): 1-7.

Lerner, Neal. “Counting Beans and Making Beans Count.” Writing Lab Newsletter 22.1 (Sept. 1997): 1-4.

Lowe, Kelly. “The Cybernetic Writing Center.” Writing Lab Newsletter 22.9 (May 1998): 5-8.

Magee, Craig. “AWriting Center’s First Statistical Snapshot.” Writing Lab Newsletter 24.10 (June 2000): 14-16.

Mullin, Joan. “What Hath Writing Centers Wrought? A Fifteen-Year Reflection on Communication, Community, and Change.” Writing Lab Newsletter 25.1 (Sept. 2000): 1-3.

Moe, Holly. “Smarthinking.com: Online Writing Lab or Jiffy Editing Service?” Writing Lab Newsletter 25.2 (Oct. 2000): 13-16.

Newmann, Stephen. “Demonstrating Effectiveness.” Writing Lab Newsletter 23.8 (April 1999): 8-9.

Stahlnecker, Katie Hupp. “Virtually Transforming the Writing Center: On-Line Conversation, Collaboration, and Connection.” Writing Lab Newsletter 23.2 (Oct. 1998): 1-4.

Stephenson, Denise. “Constructive Toys: More than a Good Time.” Writing Lab Newsletter, forthcoming.

Belanoff, Pat. “Silence: Reflection, Literacy, Learning, and Teaching.” CCC 52.3 (2001): 399-428.

Abstract:

No abstract.

Keywords:

ccc52.3 Silence Reflection Meditation Contemplation Literacy Reading Language Emptiness Metacognition

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Yancey, Kathleen Blake, and Michael Spooner. “Concluding the Text: Notes toward a Theory and the Practice of Voice.” Voices on Voice. Ed. Kathleen Blake Yancey. Urbana, IL: NCTE, 1994. 298-314.

Yood, Jessica. “Composition’s Present.” Unpublished paper.

Brueggemann, Brenda Jo, et. al. “Becoming Visible: Lessons in Disability.” CCC 52.3 (2001): 368-398.

Abstract:

The five authors call for increased awareness of disability in composition studies and argue that such an awareness can productively disrupt notions of “writing” and “composing” at the same time it challenges “normal”/”not normal” binaries in the field. In six sections: Brueggemann introduces and examines the paradox of disability’s “invisibility”; White considers the social construction of learning disabilities; Dunn analyzes the rhetoric of backlash against learning disabilities; Heifferon illustrates how a disability text challenged her students; Cheu describes how a disability-centered writing class made disability visible; all five conclude with challenges and directions for composition studies in intersecting with disability studies.

Keywords:

ccc52.3 Disability Students Writing Composition Assumptions Body Culture Pedagogy DisabilityStudies Difference

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Dunn, Patricia A. Learning Re-abled: The Learning Disability Controversy and Composition Studies. Portsmouth, NH: Heinemann-Boynton/Cook, 1995.

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Williams, Wendy M., and Stephen J. Ceci. “Accommodating Learning Disabilities Can Bestow Unfair Advantages.” Chronicle of Higher Education 6 Aug. 1999: B4-5.

Wittgenstein, Ludwig. Philosophical Investigations. 2nd ed. Trans. G.E.M. Anscombe. New York: Macmillan, 1958.

Wolf, Robert. Online Colloquy. Chronicle of Higher Education. <http://www.chronicle.merit.edu/colloquy/99/disabled/64/htm>. 10 Aug. 1999.

Ziminsky, Paul C. In a Rising Wind: A Personal Journey through Dyslexia. Lanham, MD: UP of America, 1993.

Rand, Lizabeth A. “Enacting Faith: Evangelical Discourse and the Discipline of Composition Studies.” CCC 52.3 (2001): 349-367.

Abstract:

This essay contends that religious belief often matters to our students and that spiritual identity may be the primary kind of selfhood that more than a few of them draw upon in making meaning of their lives and the world around them. Particular attention is given to evangelical expression in the classroom and the complex ways that faith is enacted in discourse.

Keywords:

ccc52.3 Students Faith Composition Writing Identity Self Discourse Religion Spirituality Language

Works Cited

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Berthoff, Ann E., Beth Daniell, JoAnn Campbell, C. Jan Swearingen, and James Moffett. “Interchanges: Spiritual Sites of Composing.” College Composition and Communication 45 (1994): 237-63.

Carter, Stephen L. The Culture of Disbelief: How American Law and Politics Trivialize Religious Devotion. New York: Anchor Books, 1993.

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

Cushman, Ellen. ” The Rhetorician as an Agent of Social Change .” College Composition and Communication 47 (1996): 7-28.

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Dively, Ronda Leathers. “Religious Discourse in the Academy: Creating a Space by Means of Poststructuralist Theories of Subjectivity.” Composition Studies 21 (1993): 91-101.

Freire, Paulo. Teachers as Cultural Workers: Letters to Those Who Dare Teach. Trans. Donaldo Macedo, Dale Kuike, and Alexandre Oliveira. Boulder: Westview P, 1998.

Goodburn, Amy. “It’s a Question of Faith: Discourses of Fundamentalism and Critical Pedagogy in the Writing Classroom.” JAC 18 (1998): 333-52.

Hashimoto, I. ” Voice as Juice: Some Reservations about Evangelic Composition .” CCC38 (1987): 70-80.

Lewis, C. S. The Problem of Pain. New York: Simon & Schuster, 1996.

Lundin, Roger. The Culture of Interpretation: Christian Faith and the Postmodern World. Grand Rapids, MI: William B. Eerdmans, 1993.

Marsden, George M. The Outrageous Idea of Christian Scholarship. New York: Oxford UP, 1997.

Neuleib, Janice. “Spilt Religion: Student Motivation and Values-Based Writing.” Writing on the Edge 4 (1992): 41-50.

Newkirk, Thomas. The Performance of Self in Student Writing. Portsmouth, NH: Heinemann-Boynton/Cook, 1997.

Purpel, David E., and Svi Shapiro. Beyond Liberation and Excellence: Reconstructing the Public Discourse on Education. Westport, CT: Bergin & Garvey, 1995.

Reynaud, Daniel. “Secular Theory and Religious Faith: How to Think Christian in a Postmodern Society.” Spectrum 28 (2000): 4-11.

Roskelly, Hephzibah, and Kate Ronald. Reason to Believe: Romanticism, Pragmatism, and the Possibility of Teaching. Albany: State U of New York P, 1998.

Rubin, Donald L. “Introduction: Composing Social Identity.” Composing Social Identity in Written Language. Ed. Donald L. Rubin. Hillsdale, NJ: Lawrence Erlbaum, 1995. 1-30.

Schaap, James Calvin. “Singing and Preaching: Christians in Writing.” Poets and Writers Magazine 26 (Jan./Feb. 1998): 18-26.

Taylor, Charles. Sources of the Self: The Making of the Modern Identity. Cambridge: Harvard UP, 1989.

Tobin, Lad. Writing Relationships: What Really Happens in the Composition Class. Portsmouth, NH: Heinemann-Boynton/ Cook, 1993.

Volf, Miroslav. “Truth, Freedom, and Violence.” Christianity and Culture in the Crossfire. Ed. David A. Hoekema and Bobby Fong. Grand Rapids, MI: William B. Eerdmans, 1997. 28-50.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v50-2

Petersen, Carol. “Composition and Campus Diversity: Testing Academic and Social Values.” Rev. of Academic Advancement in Composition Studies: Scholarship, Publication, Promotion, Tenure , Richard C. Gebhardt and Barbara Genelle Smith Gebhardt, eds.; and Gender Roles and Faculty Lives in Rhetoric and Composition , by Theresa Enos. CCC 50.2 (1998): 277-291.

Keywords:

ccc50.2 Composition Work Faculty Gender Writing Scholarship RGebhardt TEnos Academic Society Diversity Social

Works Cited

Boyer, Ernest. Scholarship Reconsidered: Priorities of the Professoriate. Princeton: Carnegie Foundation for the Advancement of Teaching’ 1990.

Lunsford, Andrea, Helene Moglen, and James F. Slevin. The Future of Doctoral Studies in English. New York: MLA, 1989.

Selber, Stuart A. “The Social Formation of Technical Communication Studies.” Rev. of The Art of Workplace English: A Curriculum for All Students , by Carolyn Boiarsky; and Writing in a Milieu of Utility: The Move to Technical Communication in American Engineering Programs , by Teresa C. Kynell; and Writing Like An Engineer: A Rhetorical Education, by Dorothy A. Winsor. CCC 50.2 (1998): 263-276.

Keywords:

ccc50.2 TechnicalCommunication Writing Engineering Students English Discipline Composition Technology Workplace Field Curriculum

Works Cited

Allen, Jo. “Bridge over Troubled Waters? Connecting Research and Pedagogy in Composition and Business/Technical Communication.” Technical Communication Quarterly 1 (1992): 5-26.

Blyler, Nancy Roundy, and Charlotte Thralls, eds. Professional Communication: The Social Perspective. Newbury Park: Sage, 1993.

Doheny-Farina, Stephen. Rhetoric, Innovation, Technology: Case Studies of Technical Communication in Technology Transfers. Cambridge: MIT P, 1992.

Dombrowski, Paul M., ed. Humanistic Aspects of Technical Communication. Amityville: Baywood, 1994.

Drucker, Peter F. Post-Capitalist Society. New York: Harper, 1993.

Gurak, Laura J. Persuasion and Privacy in Cyberspace: The Online Protests Over Lotus Marketplace and the Clipper Chip. New Haven: Yale Up, 1997.

Haas, Christina. Writing Technology: Studies on the Materiality of Literacy. Mahwah: Erlbaum, 1996.

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MacKinnon, Jamie. “Becoming a Rhetor: Developing Writing Ability in a Mature, Writing-Intensive Organization.” Writing in the Workplace: New Research Perspectives. Ed. Rachel Spilka. Carbondale: Southern Illinois Up, 1993. 41-55.

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Abstract:

Zaluda fills in composition histories’ gap in this study of writing curriculum at Howard University in the 1920s. Zaluda uses “writing assignments, articles, textbooks, introductions in anthologies and other expressions of faculty thinking about the relationship between education, writing, and society” to ground his claim that writing assignments at Historically Black Colleges and Universities “were at once conservative, subversive, and creative,” creating “an institutional base for the Harlem Renaissance” (233-4).

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Abstract:

This essay is Branch’s corrective to the traditional “heroic teacher” literacy narrative. By describing his work at the Rainier Community Learning Center with an ideological approach, his case study is grounded in local practices of literacy in particular contexts to record and theorize about lived experiences with and uses of literacy in relation to power and authority. Such an approach makes visible students and teacher as co-agents of learning.

Keywords:

ccc50.2 Students Literacy Classrooms Teachers Writing Reading School Authority Class Narratives GreatDivide

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Mortensen, Peter. “Going Public.” CCC 50.2 (1998): 182-205.

Abstract:

Because many compositionists assert having knowledge to “clarify and improve the prospects of literacy in democratic culture,” Mortensen calls for “air[ing] that work in the most expansive, inclusive forums possible” (182). Situated research reports on literacy, shared publicly with non-academic audiences, are one way to ethically serve the individuals and groups being studied and keep compositionists in the local, regional, and national conversations about what counts as literacy and who has access to literacy learning.

Keywords:

ccc50.2 Composition College Literacy Students Writing JEmig MSternglass Remedial Representation Study Ethics Research Standards JTraub

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Trainor, Jennifer Seibel and Amanda Godley. “After Wyoming: Labor Practices in Two University Writing Programs.” CCC 50.2 (1998): 153-181.

Abstract:

This case study documents different emerging discourses of two state universities as these institutions respond to administrative directives to outsource remedial writing courses to local community colleges. Thematically organized “as strategies for resistance, as justification for policy, as explanations for part-timers’ plight” (154), the authors focus on how these discourses affected policies enacted, made resistance to outsourcing possible, and provide evidence that part-time instructors would serve students better with consistent, full-time appointments.

Keywords:

ccc50.2 WritingPrograms Wyoming Labor Students Writing Composition Faculty Lecturers Teaching Adjuncts Remedial BasicWriting WPA

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

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

Segal. Mary T. “Embracing a Porcupine: Redesigning a Writing Program.” Journal of Basic Writing 14.2 (1995): 38-47.

Sullivan, Francis J., Arabella Lyon, Dennis Lebofsky, Susan Wells, and Eli Goldblatt. ” Student Needs and Strong Composition: The Dialectics of Writing Program Reform .” CCC 48 (1997): 372-91.

Tuell, Cynthia. “Composition Teaching as ‘Women’s Work’: Daughters, Handmaids, Whores, and Mothers.” Writing Ourselves into the Story: Unheard Voices From Composition Studies. Ed. Sheryl 1. Fontaine and Susan Hunter. Carbondale: Southern Illinois Up, 1993. 123-39.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v49-2

Patrick Bizzaro. “Review Essay: Should I Write This Essay or Finish a Poem? Teaching Writing Creatively.” Rev. of Poetic Designs: An Introduction to Meters, Verse Forms, and Figures of Speech by Stephen Adams; Created Writing: Poetry from New Angles by Paul Agostino; Elements of Alternate Style: Essays on Writing and Revision by Wendy Bishop; The Elephants Teach: Creative Writing since 1880 by D. G. Myers; The Grammar of Fantasy: An Introduction to the Art of Inventing Stories by Gianni Rodari; On the Teaching of Creative Writing by Wallace Stegner. CCC 49.2 (1998): 285-297.

Greenberg, Karen L. “Review Essay: Grading, Evaluating, Assessing: Power and Politics in College Composition.” Rev. of Alternatives to Grading Student Writing by Stephen Tchudi; Situating Portfolios: Four Perspectives by Kathleen Blake Yancey and Irwin Weiser; Assessment of Writing: Politics, Policies, Practices by Edward M. White, William D. Lutz, and Sandra Kamusikiri. CCC 49.2 (1998): 275-284.

Soles, Derek and Virginia Anderson. “Interchanges: Values and Teaching.” CCC 49.2 (1998): 267-274.

Tom Fox; Kristine Hansen; Francis J. Sullivan, Arabella Lyon, Dennis Lebofsky, Susan Wells, and Eli Goldblatt. “Interchanges: Reforming Writing Programs.” CCC 49.2 (1998): 256-266.

Spigelman, Candace. “Habits of Mind: Historical Configurations of Textual Ownership in Peer Writing Groups.” CCC 49.2 (1998): 234-255.

Abstract:

Spigelman argues that cultural ideas about intellectual property rights shape students’ response to collaborative group work and peer review. She examines Western historical tensions between individuality and collectivity in issues of authorship and intellectual property, and applies these insights to one writing group in a first-year composition course at Penn State.

Keywords:

ccc49.2 Groups Writing Students Copyright Ownership PeerGroups Property Labor Authorship IntellectualProperty

Works Cited

Brennan, Patricia. “Timeline: A History of Copyright in the U.S.” Association of Research Libraries. Available on-line: arl.cnLorg/info/frn/copy/timeline.

Eisenstein, Elizabeth L. The Printing Press as an Agent of Change. Cambridge: Cambridge UP, 1980.

Feather, John. “From Rights in Copies to Copyright: The Recognition of Authors’ Rights in English Law and Practice in the Sixteenth and Seventeenth Centuries.” Cardozo Arts and Entertainment 10 (1992): 455-73.

Ford, Marjorie, Jon Ford, and Ann Watters, eds. Coming from Home: Readings for Writers. New York: McGraw, 1993.

Howard, Rebecca Moore. “Plagiarisms, Authorships, and the Academic Death Penalty.” College English 57 (1995): 788-806.

Kaplan, Benjamin. An Unhurried View of Copyright. New York: Columbia UP, 1967.

Jaszi. Peter. “On the Author Effect: Contemporary Copyright and Collective Creativity.” Woodmansee and Jaszi. eds. Construction 29-56.

—. “Toward a Theory of Copyright: The Metamorphoses of’ Authorship:” Duke Law Journal (1991): 455-502.

Lindey, Alexander. Plagiarism and Originality. New York: Harper, 1952.

Locke, John. The Second Treatise of Government. Ed. Thomas P. Peardon. New York: Liberal Arts P, 1952.

Lunsford, Andrea A., and Lisa Ede. “Collaborative Authorship and the Teaching of Writing.” Woodmansee and Jaszi, Construction 417-38.

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

Lunsford, Andrea A., and Susan West. ” Intellectual Property and Composition Studies .” CCC47 (1996): 383-41l.

Maimon, Elaine P., Gerald L. Belcher, Gail W. Hearn, Barbara F. Nodine, and Finbarr W. O’Connor. Readings in the Arts and Sciences. Boston: Little, Brown, 1984.

Mallon, Thomas. Stolen Words: Forays into the Origins and Ravages of Plagiarism. New York: Ticknor, 1989.

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

Ong, Walter J. Orality and Literacy: The Technologizing of the World. London: Methuen, 1982.

Rose, Mark. “The Author as Proprietor: Donaldson v. Becket and the Genealogy of Modern Authorship.” Representations 23 (1988): 51-85.

Ross, Marlon B. “Authority and Authenticity: Scribbling Authors and the Genius of Print in Eighteenth-Century England.” Cardozo Arts and Entertainment Law Journal 10 (1992): 495-52l.

Shaw, Peter. “Plagiary.” The American Scholar (1982): 325-37.

Stillinger, Jack. Multiple Authorship and the   Myth of Solitary Genius. New York: Oxford   UP, 1991.

Stowe v. Thomas. Federal Cases 23 (1853): 201-08.

United States Constitution, Art 1. Clause 8, Section 8.

White, Harold Ogden. Plagiarism and Imitation During the English Renaissance: A Study in Critical Distinctions. Cambridge: Harvard UP, 1935.

Woodmansee, Martha. “The Genius and the Copyright: Economic and Legal Conditions of the Emergence of the ‘Author.'” Eighteenth Century Studies 17 (1984): 425-48.

—. “On the Author Effect: Recovering Collectivity.” Woodmansee and Jaszi, Construction 15-28.

Woodmansee, Martha, and Peter Jaszi. “The Law of Texts: Copyright in the Academy.” College English 57 (1995): 769-87.

—, eds. The Construction of Authorship: Textual Appropriation in Law and Literature. Durham: Duke UP, 1994.

Adler-Kassner, Linda. “Ownership Revisited: An Exploration in Progressive Era and Expressivist Composition Scholarship.” CCC 49.2 (1998): 208-233.

Abstract:

Adler-Kassner looks at the historical tenets of student ownership of their writing in progressivist pedagogy of the early 1900s and expressivist pedagogy of the 1960s and 1970s. Her concern is that these advocacy approaches are more a reflection of the theorists’ cultural contexts than the students’, and suggests a “new, more useable concept of [student] ownership is emerging” (209) in composition’s work on portfolio assessment and service-learning pedagogies.

Keywords:

ccc49.2 Students Writing Ownership Community Composition Values Experience Language Work Culture Process Expressivism Scholarship Voice

Works Cited

Adler-Kassner, Linda, et. al. Writing the Community: Concepts and Models for Service Learning in Composition. Washington, DC: AAHE, 1997.

Alexander, Georgia. “Study of English Composition as a Means of Acquiring Power.” Proceedings and Addresses of the Forty- Third Annual Meeting. Winona, MN: National Educational Association, 1905. 407-11.

Bacon, Nora. “Community Service Writing: Problems, Challenges, Questions.” in Linda Adler-Kassner, Robert Crooks, and Ann Watters. Writing the Community: Concepts and Models for Service-Learning in Composition. Washington, DC: AAHE, 1997.

Belanoff, Pat. “Portfolios and Literacy: Why?” Black et al. 13-24.

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

Bernstein, Basil. Class, Codes, and Control v.3. London: Routledge, 1975.

Black, Laurel, et aL eds. New Directions in Portfolio Assessment. Portsmouth: Boynton, 1994.

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

Bottomore, Tom, et. al. A Dictionary of Marxist Thought. Cambridge, MA: Harvard UP, 1983.

Brannon, Lit and C. H. Knaubloch. “On Student’s Rights to Their Own Texts: A Model of Teacher Response.” CCC 33 (1982): 157-66.

Buck, Philo Melvyn. “Laboratory Method in English Composition.” Proceedings and Addresses of the Forty-Second Annual Meeting. Winona, MN: National Educational Association, 1904.506-10.

Croly, Herbert. The Promise of American Life. New York: Macmillan, 1909.

Crunden, Robert. Ministers of Reform. New York: Basic Books, 1982.

Deemer, Charles. “English Composition as a Happening.” College English 29 (1967): 121-25.

Dewey, John. Democracy and Education. New York: Macmillan, 1913.

—. Experience and Education. New York: Macmillan, 1938.

Dudley-Marling, Curt, and Dennis Searle. Who Owns Learning? Portsmouth: Boynton, 1995.

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

—. Writing Without Teachers. New York: Oxford UP, 1975.

Hamilton, Sharon J. “Portfolio Pedagogy: Is a Theoretical Construct Enough?” Black et al. 157-67.

Hofstadter, Richard. The Age of Reform: From Bryant to F.D.R. New York: Knopf, 1955.

Jacobs, Paul and Saul Landau. The New Radicals: A Report with Documents. New York: Random, 1966.

Lears, Jackson. No Place of Grace: Antimodernism and the Transformation of American Culture, 1880-1920. New York: Pantheon, 1983.

Lunsford, Andrea, et al. “What Matters Who Writes? What Matters Who Responds?” Kairos (Spring 1996): http://english.ttu.edu/kairos/l.l/index/html.

Lunsford, Andrea and Susan West. ” Intellectual Property and Composition Studies .” CCC 47 (1996): 383-411.

Lutz, William. “Making Freshman English a Happening.” CCC 22 (1971): 35-38.

May, Elaine T. Homeward Bound: American Families in the Cold War Era. New York: Basic, 1988.

Miller, James. Democracy Is in the Streets. New York: Simon, 1987.

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

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

Noble, David W. The End of American History. Minneapolis: U of Minnesota P, 1985.

Peck, Wayne Campbell, Linda Flower, and Lorraine Higgins. “Community Literacy.” CCC 46 (1995): 199-222.

Rohmann, Gordon D. “Pre-Writing: The Stage of Discovery in the Writing Process.” CCC 46 (1965): 106-12.

Sanders, Thomas E. (Nippawanock).    “Climate for Cloning: Classroom, Fahrenheit 451.” CCC 25 (1974): 22-29.

Schudson, Michael. Discovering the News. New York: Basic, 1978.

Scott, Fred Newton. “English Composition as a Mode of Behavior.” The Standard of American Speech and Other Papers. Boston: Allyn & Bacon, 1926: 19-32.

—. “A Substitute for the Classics.” The Standard of American Speech: 84-97.

—. “Two Ideals of Composition Teaching.” The Standard of American Speech: 35-47.

Sommers, Nancy. “Responding to Student Writing.” CCC 33 (J 982): 148-156.

Spigelman, Candace. ” Habits of Mind: Historical Configurations of Textual Ownership in Peer Writing Groups .” CCC 49 (1998): 234-255.

Stewart, Donald. “Prose With Integrity: A Primary Objective.” CCC 20 (1969): 223­27.

Straub, Richard. ” The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive’ and ‘Facilitative’ Commentary .” CCC 47 (1996): 223-51.

Tipton, Stephen M. Getting Saved from the Sixties: Moral Meaning in Conversion and Cultural Change. Berkeley: U of California P, 1982.

Volosinov, V. N. Marxism and the Philosophy of Language. Trans. Ladislav Matejka and I. R. Titunik. Cambridge, Mass: Harvard UP, 1983.

Webster, W. F. “Syllabus of a Course in English, With a Defense of the Same.” Proceedings and Addresses of the Thirty-Sixth Annual Meeting of the National Educational Association. n.p., 1898. 681-688.

Wiebe, Robert. The Search For Order. Westport: Greenwood, 1980.

Zlotkowski, Edward. “Service-Learning: Laying the Foundations for a Successful Course.” CCCC, Phoenix, March 1997.

Farmer, Frank. “Dialogue and Critique: Bakhtin and the Cultural Studies Writing Classroom.” CCC 49.2 (1998): 186-207.

Abstract:

Farmer contends that Cultural Studies can resist becoming an elitist enterprise by the incorporation of Bakhtinian dialogic theory into the pedagogy. The instructor can then best serve as provocateur and moderator of classroom dialogue and critique for “the project of uncovering the hidden truths of the day” (196) found in popular culture, as well as bring students to voice and authority through engagement with the culture within which they live.

Keywords:

ccc49.2 MBakhtin Students Dialogue Critique Superaddressee CulturalStudies Classroom Critic Writing Culture Dialogic

Works Cited

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Bartholomae, David, and Anthony Petrosky, eds. Ways of Reading: An Anthology for Writers. 3rd ed. Boston: St. Martin’s, 1993.

Berlin, James A. “Composition Studies and Cultural Studies: Collapsing Boundaries.” Into the Field: Sites of Composition Studies. Ed. Anne Ruggles Gere. New York, MLA, 1993.99-116.

Bernstein, Michael Andre. “When the Carnival Turns Bitter: Preliminary Reflections Upon the Abject Hero.” Bakhtin: Essays and Dialogues on His Work. Ed. Gary Saul Morson. Chicago: U of Chicago P, 1986. 99-121.

Bernard-Donais, Michael. “Mikhail Bakhtin: Between Phenomenology and Marxism.” College English 56 (1994): 170-88.

Berube, Michael. Public Access: Literary Theory and American Cultural Politics . London: Verso, 1994.

Bialostosky, Don. “Dialogic Criticism.” Contemporary Literary Theory. Ed G. Douglas Atkins and Laura Morrow. Amherst: U of Massachusetts P, 1989.214-28.

Bocharov, Sergey. “Conversations with Bakhtin.” Trans. Stephen Blackwell. Ed. Vadim Liapunov. PMLA 109 (1994): 1009-24.

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

Dixon, Kathleen. “Making and Taking Apart ‘Culture’ in the (Writing) Classroom.” Left Margins: Cultural Studies and Composition Pedagogy. Eds. Karen Fitts and Alan W. France. New York: State U of New York P, 1995.99-114.

Eagleton, Terry. Ideology: An Introduction. London: Verso, 1991.

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Fiske, John. “Madonna.” Bartholomae and Petrosky 156-73.

Fogel, Aaron. “Coerced Speech and the Oedipus Dialogue Complex.” Rethinking Bakhtin: Extensions and Challenges. Ed. Gary Saul Morson and Caryl Emerson. Evanston: Northwestern UP, 1989. 173-96.

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

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

Gardiner, Michael. The Dialogics of Critique: M. M. Bakhtin and the Theory of Ideology. New York: Routledge, 1992.

George, Diana, and Diana Shoos. “Issues of Subjectivity and Resistance: Cultural Studies in the Composition Classroom.” Cultural Studies in the English Classroom. Ed. James A. Berlin and Michael J. Vivion. Portsmouth: Boynton/Cook, 1992.200-10.

Grover, Jan Zita. “AIDS, Keywords, and Cultural Work.” Cultural Studies. Ed. Lawrence Grossberg, Cary Nelson, and Paula Treichler. New York: Routledge, 1992.227-39.

Grossberg, Lawrence. “Pedagogy in the Present: Politics, Postmodernity, and the Present.” Popular Culture. Schooling. and Everyday Life. Ed. Henry Giroux and Roger Simon. New York: Bergin and Garvey, 1989.91-115.

Habermas, Jurgen. Communication and the Evolution of Society. Trans. Thomas McCarthy. Boston: Beacon, 1979.

—. The Theory of Communicative Action. 2 vols. Trans. Thomas McCarthy. Boston: Beacon, 1984.

Harris, Joseph. “The Other Reader.” Journal of Advanced Composition 12 (1992): 27-37.

Holquist, Michael. Dialogism: Bakhtin and His World. New York: Routledge, 1990.

—. Introduction. Speech Genres and Other Late Essays by M. M. Bakhtin. Austin: U of Texas P, 1986. ix-xxiii.

Kent, Thomas. “Hermeneutics and Genre: Bakhtin and the Problem of Communicative Action.” The Interpretive Turn. Ed. Davis Hiley, et al. Ithaca: Cornell UP, 1991. 282-303.

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

McComiskey, Bruce. “Social-Process Rhetorical Inquiry: Cultural Studies Methodologies for Critical Writing about Advertisements.” Journal of Advanced Composition 17 (1997): 381-400.

Miller, Mark Crispin. “Getting Dirty” and “Cosby Knows Best.” Bartholomae and Petrosky 358-76.

Welch, Nancy. “One Student’s Many Voices: Reading, Writing, and Responding with Bakhtin.” Journal of Advanced Composition 13 (1993): 493-502.

Williams, Bernard. Ethics and the Limits of Philosophy. Cambridge: Harvard UP, 1985.

Zappen, James P. “Bakhtin’s Socrates.” Rhetoric Review 15 (1996): 66-83.

Brandt, Deborah. “Sponsors of Literacy.” CCC 49.2 (1998): 165-185.

Abstract:

Brandt lays out her theory that literacy learning as an individual development as well as and economic development. By telling the narratives of two women working in the clerical field between 1940 and 1970, she illustrates how literacy learning opportunities exist in fragile and contingent contexts dependant on specific economic moments, and are sponsored, or withheld, by agents who stand to gain some economic advantage by supporting or suppressing such opportunities.

Keywords:

ccc49.2 Literacy Sponsors Writing Learning Reading History Skills Work DLowery University Access

Works Cited

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Applebee, Arthur N., Judith A. Langer, and Ida V.S. Mullis. The Writing Report Card: Writing Achievement In American Schools. Princeton: ETS, 1986.

Bourdieu, Pierre. The Logic of Practice. Trans. Richard Nice. Cambridge: Polity, 1990.

Bourdieu, Pierre and Loic J. D. Wacquant. An Invitation to Reflexive Sociology. Chicago: Chicago UP, 1992.

Bourne, J. M. Patronage and Society In Nineteenth-Century England. London: Edward Arnold, 1986.

 Brandt, Deborah. ” Remembering Reading, Remembering Writing .” CCC 45 (1994): 459-79.

—. “Accumulating Literacy: Writing and Learning to Write in the 20th Century.” College English 57 (1995): 649-68.

Cornelius, Janet Duitsman. ‘When I Can Ready My Title Clear’: Literacy, Slavery, and Religion in the Antebellum South. Columbia: U of South Carolina, 1991.

Cremin, Lawrence. “The Cacophony of Teaching.” Popular Education and Its Discontents. New York: Harper, 1990.

Faigley, Lester. “Veterans’ Stories on the Porch.” History, Reflection and Narrative: The Professionalization of Composition, 1963-1983. Eds. Beth Boehm, Debra Journet, and Mary Rosner. Norwood: Ablex, in press.

Farr, Marda. “Essayist Literacy and Other Verbal Performances.” Written Communication 8 (1993): 4-38.

Heckscher, Charles C. The New Unionism: Employee Involvement in the Changing Corporation. New York: Basic, 1988.

Hortsman, Connie and Donald V. Kurtz. Compradrazgo in Post-Conquest Middle America. Milwaukee: Milwaukee-UW Center for Latin America, 1978.

Kett, Joseph F. The Pursuit of Knowledge Under Difficulties: From Self Improvement to Adult Education in America 1750-1990. Stanford: Stanford UP, 1994.

Laqueur, Thomas. Religion and Respectability: Sunday Schools and Working Class Culture 1780-1850. New Haven: Yale Up, 1976.

Looking at How Well Our Students Read: The 1992 National Assessment of Educational Progress in Reading. Washington: US Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1992.

Lynch, Joseph H. Godparents and Kinship in Early Medieval Europe. Princeton: Princeton Up, 1986.

Main, Gloria L. “An Inquiry Into When and Why Women Learned to Write in Colonial New England.” Journal of Social History 24 (1991): 579-89.

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

Nelson, Daniel. American Rubber Workers & Organized Labor, 1900-1941. Princeton: Princeton UP, 1988.

Nicholas, Stephen J. and Jacqueline M. Nicholas. “Male Literacy, ‘Deskilling: and the Industrial Revolution.” Journal of Interdisciplinary History 23 (1992): 1-18.

Resnick, Daniel P., and Lauren B. Resnick. “The Nature of Literacy: A Historical Explanation.” Harvard Educational Review 47 (1977): 370-85.

Spellmeyer, Kurt. “After Theory: From Textuality to Attunement With the World.” College English 58 (1996): 893-913.

Stevens, Jr., Edward. Literacy, Law, and Social Order. DeKalb: Northern Illinois UP, 1987.

Strom, Sharon Hartman. Beyond the Typewriter: Gender, Class, and the Origins of Modern American Office Work. 1900-1930. Urbana: U of Illinois P, 1992.

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Pradl, Gordon M. “Teaching and Learning as Part of Whose Conversation?” Rev. of Curriculum as Conversation: Transforming Traditions of Teaching and Learning by Arthur N. Applebee; Changing Our Minds: Negotiating English and Literacy by Miles Myers. CCC 48.1 (1997): 111-126.

Alkidas, Laurie and Ellen Cushman. “Interchanges: Another Approach to Our Role as Rhetoricians.” CCC 48.1 (1997): 105-110.

Schreiner, Steven. “A Portrait of the Student as a Young Writer: Re-Evaluating Emig and the Process Movement.” CCC 48.1 (1997): 86-104.

Abstract:

Schreiner revisits key implications of Janet Emig’s use of literary authorship in her composing process scholarship: students are inherently artists, good writing is literary writing, and composing is solitary. He acknowledges her work as intended to be libratory, even though he critiques it for modeling composing requiring privileged levels of preparedness and instruction in English. He also acknowledges that studying the processes of individual writers continues as the “first school of thought” on composition research.

Keywords:

ccc48.1 JEmig Writing Process Students Composition Reflexive Writing Study Model Subject

Works Cited

“The Arts in the Composition Program.” Workshop Reports, #21. CCC 13 (1962): 60.

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

Bizzell, Patricia. Academic Discourse and Critical Consciousness. Pittsburgh: U of Pittsburgh P, 1992.

Britton, James. “Shaping at the Point of Utterance.” Reinventing the Rhetorical Tradition. Ed. Aviva Freedman and Ian Pringle. Conway: NCTE, 1980.

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

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

Elbow, Peter. Writing Without Teachers. New York: Oxford UP, 1973.

Emig, Janet. “The Uses of the Unconscious in Composing.” CCC 15 (1964): 6-11.

—. The Composing Processes of Twelfth Graders. Research Report no. 13, Urbana: NCTE, 1971.

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

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

Horner, Winifred Bryan. “Historical Introduction.” Composition and Literature: Bridging the Gap. Ed. Winifred Bryan Horner. Chicago: U of Chicago P, 1983.

Jarratt, Susan. “Feminism and Composition: The Case for Conflict.” Contending with Words: Composition and Rhetoric in a Postmodern Age. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 105-23.

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

Macrorie, Ken. Telling Writing. Rev. 2nd ed. New York: Hayden, 1976.

—. Uptaught. New York: Hayden, 1970.

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

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

Polanyi, Michael. The Tacit Dimension. Garden City: Doubleday, 1966.

Schreiner, Steven. “The Modernist Legacy in Composition: The Primacy of the Writer.” Diss. Wayne State U, 1989.

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

Trimbur, John. ” Taking the Social Turn: Teaching Writing Post-Process .” CCC 45 (1994): 108-18.

Voss, Ralph. “Janet Emig’s The Composing Processes of Twelfth Graders: A Reassessment.” CCC 34 (1983): 278-83.

Writers at Work: The Paris Review Interviews. 3 vols. New York: Viking, 1957, 1967.

Lynch, Dennis A., Diana George, and Marilyn M. Cooper. “Moments of Argument: Agonistic Inquiry and Confrontational Cooperation.” CCC 48.1 (1997): 61-85.

Abstract:

Steering away from simple notions of argumentation as either competition or cooperation/consensus, Lynch et al strive toward an understanding of and way of teaching argument that prepares students for serious deliberations rather than for debates with only two diametrically opposed options. They imagine a multifaceted process that includes both confrontational and cooperative perspectives: agonistic inquiry where people struggle together over interpretations, definitions, and articulations.

Keywords:

ccc48.1 BraddockAward Students Argument Position Issue Others People NativeAmerican SJarratt JGage Rhetoric Conflict Differences

Works Cited

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Bizzell, Patricia. Academic Discourse and Critical Consciousness. Pittsburgh: U of Pittsburgh P, 1992.

—. “Power, Authority, and Critical Pedagogy.” Journal of Basic Writing 10 (1991): 54-70.

Buker, Eloise A. “Rhetoric in Postmodern Feminism: Put-Offs, Put-Ons, and Political Plays.” The Interpretive Turn: Philosophy, Science, Culture. Ed. David R. Hiley,

James F. Bohman, and Richard Shusterman. Ithaca: Cornell UP, 1991. 218-45.

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Elbow, Peter. “The Doubting Game and the Believing Game.” Writing Without Teachers. New York: Oxford UP, 1973. 147-91.

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

Fitts, Karen and Alan W. France, eds. Left Margins: Cultural Studies and Composition Pedagogy. New York: State U of New York P, 1995.

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Graff, Gerald. Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education. New York: Norton, 1993.

Hanson, Jeffery R., and Linda P. Rouse. “Dimensions of Native American Stereotyping.” American Indian Culture and Research Journal 11 (1987): 33-58.

hooks, bell. Talking Back: Thinking Feminist. Thinking Black. Boston: South End, 1989.

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

Jarratt, Susan C. Rereading the Sophists: Classical Rhetoric Refigured. Carbondale: Southern Illinois UP, 1991.

—. “Feminism and Composition: The Case for Conflict.” Contending With Words: Composition and Rhetoric in a Postmodern Age. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 105-24.

Lunsford, Andrea A., and Lisa S. Ede. “On Distinctions between Classical and Modern Rhetoric.” Essays on Classical Rhetoric and Modern Discourse. Ed. Robert J. Connors, Lisa S. Ede, and Andrea A. Lunsford. Carbondale: Southern Illinois UP, 1984. 37-50.

MacLean, Norman. A River Runs Through It. New York: Pocket, 1992.

Menand, Louis. “The War of All against All.” The New Yorker (14 March 1994): 74-85.

Pratt, Richard H. “Remarks on Indian Education.” Americanizing the American Indians: Writings by the” Friends of the Indian” 1880-1900. Ed. Francis Paul Prucha. Cambridge: Harvard UP, 1973. 277-80.

Reisner, Marc. Cadillac Desert. New York: Viking, 1986.

Rooney, Andy. “Indians Have Worse Problems.” Chicago Tribune 14 March 1991: 14, 92.

Rouse, Linda P., and Jeffery R. Hanson. “American Indian Stereotyping, Resource Competition, and Status-based Prejudice.” American Indian Culture and Research Journal 15 (1991): 1-17.

Young, Iris Marion. Justice and the Politics of Difference. Princeton: Princeton UP, 1990.

Bizzell, Patricia. “The 4th of July and the 22nd of December: The Function of Cultural Archives in Persuasion, as Shown by Frederick Douglass and William Apess.” CCC 48.1 (1997): 44-60.

Abstract:

Bizzell makes the case that teachers value writing that shows sophisticated content knowledge grounded in broad cultural knowledge, yet the explicit teaching of content and cultural knowledge is rare. Resisting Hirsch’s move toward a monocultural focus, she argues for incorporating attention to diverse American cultural archives into composition pedagogy. She uses Frederick Douglass’ and William Apess’ work to illustrate the use of cultural archives to develop rich and compelling cultural allusions.

Keywords:

ccc48.1 WApess FDouglass Audience NativeAmericans America Students Knowledge Culture People Texts Archive History Rhetoric

Works Cited

Apess, William. “Eulogy on King Philip.” 1836; rpt. in On Our Own Ground: The Complete Writings of William Apess, A Pequot. Ed. and Intro. Barry O’Connell. Amherst: U of Massachusetts P, 1992.275-310.

Bizzell, Patricia. “Arguing About Literacy.” Academic Discourse and Critical Consciousness. Pittsburgh: U of Pittsburgh P, 1992. 238-55.

—. ”’Contact Zones’ and English Studies.” College English 56 (1994): 163-69.

—. “The Teacher’s Authority: Negotiating Difference in the Classroom.” In Changing Classroom Practices: Resources for Literary and Cultural Studies. Ed. David B. Downing. Urbana: NCTE, 1994. 194-201.

—. “Theories of Content.” CCCC, Nashville, TN, March 1994.

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

Bourne, Russell. The Red King’s Rebellion: Racial politics in New England, 1675-1678. New York: Atheneum, 1990.

Condit, Celeste Michelle, and John Louis Lucaites. Crafting Equality: America’s AngloAfrican Word. Chicago: U of Chicago P, 1993.

Detweiler, Philip F. “The Changing Reputation of the Declaration of Independence: The First Fifty Years.” William and Mary Quarterly, 3rd ser., 19 (October 1962): 557-74.

Douglass, Frederick. “What to the Slave Is the Fourth of July?” The Frederick Douglass Papers. Series One, Speeches, Debates, and Interviews. Vol. 2, 1847-54. Ed. John W.

Blassingame et al. New Haven: Yale UP, 1982. 359-88.

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

Gates, Henry Louis. “The Signifying Monkey and the Language of Signifyin(g): Rhetorical Difference and the Orders of Meaning.” The Signifying Monkey: A Theory of AfroAmerican Literary Criticism. New York: Oxford UP, 1988. 44-88.

Hamilton, William. “An Oration Delivered in the African Zion Church, on the Fourth of July, 1827, in Commemoration of the Abolition of Domestic Slavery in This State” [New York]. Early Negro Writing, 1760-1837. Ed. Dorothy Porter. Boston: Beacon, 1971. 96-104.

Hirsch, E. D. Jr. “Cultural Literacy.” The American Scholar 52 (1983): 159-69.

Kraditor, Aileen. Means and Ends in American Abolitionism. New York: Pantheon, 1967.

Murray, David. Forked Tongues: Speech, Writing and Representation in North American Indian Texts. Bloomington: Indiana UP, 1991.

Nanepashemet, conversation with the author, Plimoth Plantation, November 1994.

O’Connell, Barry. “Introduction.” On Our Own Ground: The Complete Writings of William Apess, A Pequot. Ed. Barry O’Connell. Amherst: U of Massachusetts P, 1992. xiii-lxxvii.

O’Meally, Robert G. “Frederick Douglass’ 1845 Narrative: The Text Was Meant to be Preached.” Afro-American Literature. Ed. Dexter Fisher. New York: MLA, 1979. 192-211.

Peters, Russell. The Wampanoags of Mashpee. Somerville MA: Nimrod, 1987.

Pratt, Mary Louise. “Arts of the Contact Zone.” Profession 91 (1991): 31-40.

Quintilian, Marcus Fabius. Institutes of Oratory. 95 C. E. Rpt. (excerpts) in The Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg. Boston: Bedford, 1990.297-363.

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

Wiget, Andrew. “Telling the Tale: A Performance Analysis of a Hopi Coyote Story.” In Recovering the Word: Essays on Native American Literature. Ed. Brian Swann and Arnold Krupat. Berkeley: U of California P, 1987. 297-336.

Williams, Reverend Peter. “Fourth of July Oration, 1830.” Early Negro Writing, 1760-1837. Ed. Dorothy Porter. Boston: Beacon, 1971. 294-302.

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

Abstract:

This essay version of Faigley’s 1996 CCCC Chair’s address traces strengthening influences on the field of rhetoric and composition, particularly the Civil Rights movement, which is an influence he believes has been undone by the digital revolution and the “revolution of the rich.” He suggests that although the “tides of history are running against [us]” now, coming together with the shared goal of literacy for equality will hold the field on track as the need for what it teaches increases.

Keywords:

ccc48.1 ChairsAddress Internet Writing Students Education Literacy Teachers Computers Technology Composition Access Web CCCC

Works Cited

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Birkerts, Sven. The Gutenberg Elegies: The Fate of Reading in an Electronic Age. Boston: Faber and Faber, 1994.

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George, Henry. Progress and Poverty: An Inquiry into the Cause of Industrial Depressions and of Increase of Want with Increase of Wealth. San Francisco: Hilton, 1879.

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

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Huey, John. “Waking Up to the New Economy.” Fortune 17 June 1994: 36-46.

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Rutkowski, Anthony-Michael. “Bottom-Up Information Infrastructure and the Internet.” http://info.isoc.org:80/speeches/upitt-foundersday.html (31 Oct. 1995).

Salus, Peter H. Casting the Net: From ARPANET to Internet and Beyond. Reading, MA: Addison, 1995.

Schor, Juliet B. The Overworked American: The Unexpected Decline of Leisure. New York: Basic 1992.

Slouka, Mark. War of the Worlds: Cyberspace and the High-Tech Assault on Reality. New York: Basic, 1995.

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“What Are We Doing On-Line?” Harper’s August 1995: 35-46.

Sirc, Geoffrey. “Never Mind the Tagmemics, Where’s the Sex Pistols?” CCC 48.1 (1997): 9-29.

Abstract:

Sirc uses composition’s relationship with pop culture music to expose the swing in composition’s vision from libratory and avante garde in the 1960s-early 1970s to “Righting Writing” as academic and taxonomical in the late 1970s-early 1980s. He links the former with composition’s embrace of activist pop music of that era, and the later with its complete silence on Punk Rock in that era. He suggests that composition’s retreat into traditional (academic) values was exactly what Punk Rock pushed against, making the inclusion of Punk in the field’s purview impossible, exposing the hypocrisy of the field’s continued profession of a liberatory stance.

Keywords:

ccc48.1 Punk Writing CCC Composition SexPistols Music Sex Savage Students KMacrorie DBartholomae

Works Cited

Bartholomae, David. “The Tidy House: Basic Writing in the American Curriculum.” Journal of Basic Writing 12.1 (1993): 4-21.

—. “Writing with Teachers.” http://inventio.us/cgi-bin/mt-tb.cgi/CCC 46 (1995): 62-71.

Bataille, Georges. “Formless.” Visions af Excess: Selected Writings, 1927-1939. Ed. Allan Stoekl. Minneapolis: University of Minnesota P, 1985. 31.

Bizzell, Patricia L. “The Ethos of Academic Discourse.” CCC 29 (1978): 351-55.

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

Carter, Steven. “The Beatles and Freshman English.” CCC 20 (1969): 228-32.

Clapp, Ouida H., ed. On Righting Writing: Classroom Practices in Teaching English 1975-1976 . Urbana: NCTE, 1975.

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

Connors, Robert J. Review of A Vulnerable Teacher. CCC 29 (1978): 108-09.

D’ Angelo, Frank J. “The Search for Intelligible Structure in the Teaching of Composition.” CCC 27 (1976): 142–47.

Debord, Guy. “On the Passage of a Few Persons Through a Rather Brief Period of Time.” Situationist International Anthology. Ed. and Trans. Ken Knabb. Berkeley: Bureau of Public Secrets, 1981. 29-33.

Debord, Guy, Attila Kotanyi, and Raoul Vaneigem. “Theses on the Paris Commune.” Situationist International Anthology. Ed. and Trans. Ken Knabb. Berkeley: Bureau of Public Secrets, 1981. 314-17.

Deemer, Charles. “English Composition as a Happening.” College English 29 (1967): 121-26.

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Foucault, Michel. “Rituals of Exclusion.” Foucault Live (Interviews, 1966-84) Ed. Sylvere Lotringer. New York: Semiotext(e), 1989.63-72.

Gebhardt, Richard Coo and Barbara Genelle Smith. “‘Liberation’ Is Not ‘License’: The Case for Self-Awareness through Writing.” CCC 27 (1976): 21-24.

Gibson, Mariana. “Students Write Their Own Bicentennial Ballads.” On Righting Writing: Classroom Practices in Teaching English 1975-1976. Ed. Ouida H. Clapp. Urbana: NCTE, 1975. 93-94.

Graham, Dan. Rock My Religion. Ed. Brian Wallis. Cambridge: MIT P, 1993.

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

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

Hebdige, Dick. Hiding in the Light: On Images and Things. London: Routledge, 1988.

Heilman, Robert B. “Except He Come to Composition.” CCC 21 (1970): 230-38.

—. “The Full Man and the Fullness Thereof.” CCC 21 (1970): 239-44.

Hillocks, George, Jr. Research on Written Composition: New Directions for Teaching. Urbana: NCTE/ERIC, 1986.

Hurlbert, C. Mark, and Michael Blitz. “Anarchy as a State of Health.” Works and Days 10.1 (1992): 95-106.

Kampf, Louis. “Must We Have a Cultural Revolution?” CCC 21 (1970): 245-49.

Kroeger, Fred. “A Freshman Paper Based on the Words of Popular Songs.” CCC 19 (1968): 337-40.

Lamberg, Walter J. “Major Problems in Doing Academic Writing.” College Composition and Communication 28 (1977): 26-29.

Litz, Robert P. “this writing is: Ralph J. Gleason’s Notes on Miles Davis’ Bitches Brew.” CCC 22 (1971): 343-47, 354.

Lunsford, Andrea A. “What We Know-and Don’t Know-About Remedial Writing.” CCC 29 (1978): 47-52.

—. “The Content of Basic Writers’ Essays.” CCC 31 (1980): 278-90.

Lunsford, Andrea A., and Lisa Ede. “Representing Audience: ‘Successful’ Discourse and Disciplinary Critique.” CCC 47 (1996): 167-79.

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Marcus, Greil. Lipstick Traces: A Secret History of the Twentieth Century. Cambridge: Harvard UP, 1989.

Miles, Josephine. “What We Already Know About Composition and What We Need to Know.” CCC 27 (1976): 136–41.

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

North, Stephen. “Composition Now: Standing on One’s Head.” CCC 29 (1978): 177-80.

“On the Poverty of Student Life.” Situationist International Anthology. Ed. and Trans. Ken Knabb. Berkeley: Bureau of Public Secrets, 1981. 318-37.

Public Image Ltd. Metal Box. Virgin, Metal 1, 1979.

“Punk and History.” Discourses: Conversations in Postmodern Art and Culture. Ed. Russell Ferguson, et al. Cambridge: MIT Press, 1990. 224-45.

Salt Seller: The Writings of Marcel Duchamp (Marchand du Sel). Ed. Michel Sanouillet and Elmer Peterson. New York: Oxford UP, 1973.

Savage, Jon. England’s Dreaming: Anarchy, Sex Pistols, Punk Rock, and Beyond. New York: St. Martin’s, 1992.

Sex Pistols. Never Mind the Bollocks Here’s the Sex Pistols. Warner Bros” BSK 3147, 1977.

Sex Pistols. We’ve Cum for Your Children (Wanted: The Goodman Tapes). Skyclad, SEX 6 CD, 1988.

Trimbur, John. ” Taking the Social Turn: Teaching Writing Post-Process .” CCC 45 (1994): 108-18.

Walker, Jerry L. “Bach, Rembrandt, Milton, and Those Other Cats.” English Journal 57 (1968): 631-36.

Young, Charles M. “Rock is Sick and Living in London: A Report on the Sex Pistols.” Rolling Stone 20 Oct. 1977: 68-75.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v47-3

Spellmeyer, Kurt. “Review Essay: Out of the Fashion Industry: From Cultural Studies to the Anthropology of Knowledge.” Rev. of Left Margins: Cultural Studies and Composition Pedagogy by Karen Fitts and Alan W. France; The Emperor’s New Clothes: Literature, Literacy, and the Ideology of Style by Kathryn T. Flannery; The Culture of Reading and the Teaching of English by Kathleen McCormick; Possible Lives: The Promise of Public Education in America by Mike Rose; Fencing with Words: A History of Writing Instruction at Amherst College during the Era of Theodore Baird, 1938-1966 by Robin Varnum. CCC 47.3 (1996): 424-436.

Bell, John, Kenneth Bruffee, Keith Hjortshoj, Michael Hassett and John Dawkins. “Interchanges.” CCC 47.3 (1996): 412-423.

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

Abstract:

Lunsford and West alert writing teachers to changes in intellectual property rights, especially as related to the Internet that could radically affect the work of writing teachers and students do together. Lunsford and West argue that an embrace of notions of individual authorship has led many writing teachers and theorists into an unwitting complicity with views of intellectual ownership that could limit the free exchange of texts and ideas, both online and off. Compositionists should have a “compelling interest in how laws governing ownership of language should be adjusted” in light of new technologies and postmodern challenges to ideas about authorship.

Keywords:

ccc47.3 IntellectualProperty IP Copyright Information Knowledge Teachers Law Writing Composition Rights Ownership Students Author Access

Works Cited

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Woodmansee, Martha, and Peter Jaszi. “The Law of Texts: Copyright in the Academy.” College English 57 (1995): 769-87.

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McAndrew, Donald A. “Ecofeminism and the Teaching of Literacy.” CCC 47.3 (1996): 367-382.

Abstract:

McAndrew suggests that ecology invites the connection between the practices and aims of feminists and writing teachers because both necessitate a critique society that suggests a restructuring of it in harmony with the natural environment. From the knowledge of class, gender and race oppression emerges a “love for nature”, a “praxis of hope” that can inform feminists, writing teachers and students toward a care for one’s ecocommunity: a cooperative fight against all forms of social oppression, and a “creative enhancement of nature.” McAndrew defines six major claims of ecofeminism and concludes with reflections about how ecofeminism could affect thinking about literacy and writing pedagogy.

Keywords:

ccc47.3 Nature Ecofeminism Literacy World Writing Science Women Classrooms Language Research Teaching Spiritual Culture

Works Cited

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Berry, Thomas. The Dream of the Earth. San Francisco: Sierra Club, 1988.

Berthoff, Ann E. ” Introductory Remarks: Spiritual Sites of Composing .” CCC 45 (1994): 237-38.

Birkeland, Janis. “Ecofeminism: Linking Theory with Practice:’ Gaard 13-59.

Bowers, C. A. The Cultural Dimensions of Educational Computing: Understanding the Non Neutrality of Technology. New York: Teachers College P, 1988.

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Christ, Carol P. “Rethinking Theology and Nature.” Diamond and Orenstein. 58-69.

Daniell, Beth. “Composing (as) Power.” CCC 45 (1994): 238-46.

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—.”Ecofeminism: Our Roots and Flowering.” Diamond and Orenstein 3-14.

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Fishman, Stephen M. and Lucille Parkinson McCarthy. “Teaching for Student Change: A Deweyan Alternative to Radical Pedagogy.” CCC 47.3 (1996): 342-366.

Abstract:

The authors defend a Deweyan model of student-teacher interaction against radical pedagogy that upsets through “dispute and diversity” rather than establish “politeness and common ground.” They claim Deweyan pedagogy emphasizes cooperation and still encourages students to take up divergent ideas. School learning emulates problem-solution learning that takes place in natural settings. The teacher replaces lectures with student activities and educates students indirectly by presenting them with dilemmas “they find interesting and relevant to their own lives” but not politically predetermined. To illustrate, the authors share details of interactions in Fishman’s Intro to Philosophy Class.

Keywords:

ccc47.3 SFishman Students Class JDewey Change Americans Confrontation Position NativeAmerican Classroom Experience

Works Cited

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Fishman, Stephen M. “Explicating Our Tacit Tradition: John Dewey and Composition Studies.” CCC 44 (1993): 315-30.

Fishman, Stephen M., and Lucille P. McCarthy. “Is Expressivism Dead? Reconsidering Its Romantic Roots and Its Relation to Social Constructionism.” College English 54 (1992): 647-61.

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

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Wells, Susan. “Rogue Cops and Health Care: What Do We Want from Public Writing?” CCC 47.3 (1996): 325-341.

Abstract:

Attempts at public writing in the college composition classroom suffer from radical decontextualization, claims Wells. Fro example, a student letter to the editor on gun control inscribes a “position in a vacuum” since the public sphere does not value a student’s position on such an issue in such a forum. Citing Habermas’ notion of a public sphere and Weg and Kluge’s complication of that sphere as contradictory and needing reconstruction, Wells argues that students must forge a rhetoric that links discourse and action, optimally by addressing national issues from the perspective of how their academic disciplines engage those issues.

Keywords:

ccc47.3 Public PublicSphere Writing Students BClinton HealthCare Discourse JHabermas Citizen Debate PublicWriting

Works Cited

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—. Dirty Politics: Deception. Distraction, and Democracy. New York: Oxford UP, 1992.

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Negt, Oskar and Alexander Kluge. The Public Sphere and Experience: Toward an Analysis of the Bourgeois and the Proletarian Public Sphere. Minneapolis: U of Minnesota P, 1993.

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Popken, Randall. “Acquiring Academic Genres in Context: A Research Journal in a Freshman Writing Program,” Penn State Conference on Rhetoric and Composition, University Park, PA, July 1994.

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Robbins, Bruce, ed. The Phantom Public Sphere. Minneapolis: U of Minnesota P, 1993.

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Sebberson, David. “Composition, Philosophy, and Rhetoric: The ‘Problem of Power:” JAC 13 (1993): 199-216.

Smith, Jeff. ” Against ‘Illegeracy’: Toward a New Pedagogy of Civic Understanding .” CCC 45 (1994): 200-19.

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Wells, Susan. Sweet Reason: Intersubjective Rhetoric and the Discourses of Modernity. Chicago: U of Chicago P, 1996.

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—. “Ceremonial Discourse: The Rhetorical Ecology of the Reagan Administration.” Weiler and Pearce 11-43.

General Session, Panel, and Workshop Reports, Conference on College Composition and Communication, Hotel Morrison, Chicago, March 20–23, 1957