Author: ksuchor

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v53-1

Nicotra, Jodie. Rev. of Spurious Coin: A History of Science, Management, and Technical Writing by Bernadette Longo. CCC. 53.1 (2001): 164-167.

Herndl, Carl G. Rev. of Writing Workplace Cultures: An Archaeology of Professional Writing by Jim Henry. CCC. 53.1 (2001): 167-170.

Prendergast, Catherine. Rev. of Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy by James T. Patterson. CCC. 53.1 (2001): 170-173.

Sledd, James; Susan Naomi Bernstein, Ann E. Green, and Cecilia Ready; Joseph Harris; Michael Murphy. “Interchanges: Responses to ‘New Faculty for a New University’ and to ‘Meet the New Boss, Same as the Old Boss.'” CCC. 53.1 (2001): 146-163.

Davis, D. Diane. “Finitude’s Clamor: Or, Notes toward a Communitarian Literacy.” CCC. 53.1 (2001): 119-145.

Abstract:

To the extent that rhetoric and writing studies bases its theories and pedagogies on the self-present composing subject: the figure of the writer who exists apart from the writing context, from the “world,” from others: it is anti-communitarian. Communication can take place only among beings who are given over to the “outside,” exposed, open to the other’s effraction. This essay therefore calls for the elaboration of a “communitarian” literacy that understands reading and writing as functions of this originary sociality, as expositions not of who one is (identity) but of the fact that “we” are (community).

Keywords:

ccc53.1 TKent Writing Finitude JLNancy Meaning ARonell Paralogic Conversation Community Identity Sociality Myth Interpretation Rhetoric Literacy

Works Cited

Agamben, Giorgio. The Coming Community . Trans. Michael Hardt. Minneapolis: U of Minnesota P, 1993.

Ballif, Michelle. “Seducing Composition: A Challenge to Identity-Disclosing Pedagogies.” Rhetoric Review 16 (1997): 76-91.

—. “What Is It That the Audience Wants? Or, Notes Toward a Listening with a Transgendered Ear for (Mis)Understanding.” JAC 19 (1999): 51-70.

—. “Writing the Third-Sophistic Cyborg: Periphrasis on an [In]Tense Rhetoric.” Rhetoric Society Quarterly 28 (1998): 51-72.

Barthes, Roland. “To Write: An Intransitive Verb?” The Rustle of Language. Trans. Richard Howard. New York: Hill and Wang, 1986. 11-21.

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

Bizzell, Patricia. “The Prospect of Rhetorical Agency.” Making and Unmaking the Prospects for Rhetoric . Ed. Theresa Enos and Richard McNabb. Mahwah, NJ: Erlbaum, 1997. 37-42.

Blanchot, Maurice. The Unavowable Community . Trans. Pierre Joris. Barrytown, NY: Station Hill, 1988.

Cixous, H�lène. Three Steps on the Ladder of Writing . Trans. Sarah Cornell and Susan Sellers. New York: Columbia UP, 1993.

Cixous, H�lène, and Mireille Calle-Gruber. Rootprints: Memory and Life Writing. Trans. Eric Prenowitz. New York: Routledge, 1997.

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

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

Culler, Jonathan. Flaubert: The Uses of Uncertainty . Ithaca: Cornell UP, 1974.

Davis, D. Diane. ” ‘Addicted to Love’; Or, Toward an Inessential Solidarity.” JAC 19 (1999): 633-56.

Deleuze, Gilles. Negotiations .Trans. Martin Joughlin. New York: Columbia UP, 1995.

Deleuze, Gilles, and Felix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. Trans. Brian Massumi. Minneapolis: U of Minnesota P, 1987.

Deleuze, Gilles, and Claire Parnet. Dialogues. Trans. Hugh Tomlinson and Barbara Habberjam. New York: Columbia UP, 1987.

Derrida, Jacques. The Ear of the Other: Otobiography, Transference, Translation. Trans. Peggy Kamuf and Avital Ronell. Ed. Christie McDonald. Lincoln: U of Nebraska P, 1988.

—. The Post Card: From Socrates to Freud and Beyond . Trans. Alan Bass. Chicago: U of Chicago P, 1987.

—. “A Word of Welcome.” Adieu to Emmanuel Levinas . Stanford: Stanford UP, 1999.

Dobrin, Sid. “Paralogic Hermeneutic Theories, Power, and the Possibility for Liberating Pedagogies.” Kent, Beyond 132-48.

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

Jarratt, Susan. “In Excess: Radical Extentions of Neopragmatism.” Rhetoric, Sophistry, Pragmatism. Ed. Steven Mailloux. Cambridge: Cambridge UP, 1995. 206-27.

Jarratt, Susan, and Nedra Reynolds. “The Splitting Image: Contemporary Feminisms and the Ethics of êthos .” Ethos: New Essays in Rhetorical and Critical Theory. Ed. James S. and Tita French Baumlin. Dallas: Southern Methodist UP, 1994. 37-63.

Kent, Thomas, ed. Beyond the Writing Process Paradigm: Post-Process Theory . Carbondale, Southern Illinois UP, 1999.

—. “Paralogic Hermeneutics and the Possibilities of Rhetoric.” Rhetoric Review 8 (1989): 24-42.

—. Paralogic Rhetoric: A Theory of Communicative Interaction . London: Bucknell UP, 1993.

Levinas, Emmanuel. Otherwise Than Being or Beyond Essence . Trans. Alphonso Lingis. Pittsburgh, Duquesne UP, 1998.

—. Totality and Infinity: An Essay on Exteriority . Trans. Alphonso Lingis. Pittsburgh: Duquesne UP, 1969.

—. “The Trace of the Other.” Trans. Alphonso Lingis. Deconstruction in Context. Ed. Mark C. Taylor. Chicago: U of Chicago P, 1986. 345-59.

Lyotard, Jean-François. “Answering the Question: What is Postmodernism?” Postmodern Condition, 71-82.

—. The Inhuman: Reflections on Time . Trans. Geoffrey Bennington and Rachel Bowlby. Stanford: Stanford UP, 1991.

—. The Postmodern Condition: A Report on Knowledge . Trans. Geoff Bennington and Brian Massumi. Minneapolis: U of Minnesota P, 1984.

—. “Resisting a Discourse of Mastery: A Conversation with Jean-François Lyotard.” Interview with Gary Olson. JAC 15 (1995): 391-410.

Mailloux, Steven. Reception Histories: Rhetoric, Pragmatism, and American Cultural Politics . Ithaca: Cornell UP, 1998.

Nancy, Jean-Luc. The Birth To Presence . Trans. Brian Holmes, et al. Stanford: Stanford UP, 1993.

—. The Experience of Freedom . Trans. Bridget McDonald. Stanford: Stanford UP, 1993.

—. “Exscription.” Birth To Presence 319-40.

—. The Inoperative Community . Ed. Peter Connor. Trans. Peter Connor, Lisa Garbus, Michael Holland, and Simona Sawhney. Minneapolis: U of Minnesota P, 1991.

—. The Sense of the World. Trans. Jeffrey S. Librett. Minneapolis: U of Minnesota P, 1997.

Nietzsche, Friedrich. Beyond Good and Evil. 1886. Trans. R. J. Hollingdale. New York: Viking, 1972.

—. Will To Power. Trans. Walter Kaufmann and R. J. Hollingdale. New York: Vintage, 1968.

Olson, Gary. “Toward a Post-Process Composition: Abandoning the Rhetoric of Assertion.” Kent, Beyond 7-15.

Ratcliffe, Krista. ” Rhetorical Listening: A Trope for Interpretive Invention and a ‘Code of Cross-Cultural Conduct .'”College Composition and Communication 51 (1999): 195-224.

Ronell, Avital. “Confessions of an Anacoluthon: Avital Ronell on Writing, Technology, Pedagogy, Politics.” Interview with D. Diane Davis. JAC 20 (2000): 243-81.

—. Crack Wars: Literature, Addiction, Mania . Lincoln: U of Nebraska P, 1992.

—. Dictations: On Haunted Writing . Lincoln: U of Nebraska P, 1993.

—. Finitude’s Score: Essays for the End of the Millennium. Lincoln: U of Nebraska P, 1994.

—. Stupidity. Champaign: U of Illinois P, in press.

—. The Telephone Book: Technology, Schizophrenia, Electric Speech . Lincoln: U of Nebraska P, 1989.

Vitanza, Victor. “Critical Sub/Versions of the History of Philosophical Rhetoric.” Rhetoric Review 6 (1987): 41-66.

—. Negation, Subjectivity, and the History of Rhetoric . New York: SUNY P, 1997.

Eubanks, Philip. “Understanding Metaphors for Writing: In Defense of the Conduit Metaphor.” CCC. 53.1 (2001): 92-118.

Abstract:

The Conduit Metaphor has been roundly condemned by language scholars, including scholars in rhetoric and composition, but it is time to reevaluate its import and value. Rather than simply asserting a mistaken view of linguistic communication, the Conduit Metaphor combines with the metaphor Language Is Power to form a prudentially applied ethical measure of discourses, genres, and texts.

Keywords:

ccc53.1 Metaphor Language Writing Conduit Meaning Communication Power War Argument GLakoff ConceptualMetaphors

Works Cited

Barabas, Christine. “Uncovering the CYA (“Cover-Your-Ass”) Phenomenon in Organizational Writing: Initial Findings.” Technical Communication 40 (1993): 344-48.

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

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

Clark, Gregory. ” Writing as Travel, or Rhetoric on the Road .” College Composition and Communication 49 (1998): 9-23.

Cooper, Marilyn M. “The Postmodern Space of Operator’s Manuals .” Technical Communication Quarterly 5 (1996): 385-410.

Crosswhite, James. The Rhetoric of Reason: Writing and the Attractions of Argument. Madison: U of Wisconsin P, 1996.

de Man, Paul. “The Epistemology of Metaphor.” On Metaphor. Ed. Sheldon Sacks. Chicago: U of Chicago P, 1979. 11-28.

Dobrin, David. Writing and Technique . Urbana: NCTE, 1989.

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

Eubanks, Philip. A War of Words in the Discourse of Trade: The Rhetorical Constitution of Metaphor . Carbondale: Southern Illinois UP, 2000.

Gee, James Paul. Social Linguistics and Literacies: Ideology in Discourses . London: Falmer, 1990.

Gibbs, Raymond. The Poetics of Mind: Figurative Thought, Language, and Understanding . Cambridge: Cambridge UP, 1994.

—. “Speaking and Thinking with Metonymy.” Metonymy in Language and Thought. Ed. Klaus-Uwe Panther and Günter Radden. Amsterdam: Benjamins, 1999. 61-76.

Goossens, Louis. “Metaphtonymy: The Interaction of Metaphor and Metonymy in Figurative Expressions for Linguistic Action.” By Word of Mouth: Metaphor, Metonymy and Linguistic Action in a Cognitive Perspective. Ed. Louis Goossens, Paul Pauwels, Brygida Rudzka-Ostyn, Anne-Marie Simon- Vandenbergen, and Johan Vanparys. Amsterdam: Benjamins, 1995. 159-74.

Grady, Joseph. “The ‘Conduit Metaphor Revisited’: A Reassessment of Metaphors for Communication.” Discourse and Cognition: Bridging the Gap. Ed. J. P. Koenig. Stanford: CSLI, 1998. 205-18.

Hutchins, Edwin. Cognition in the Wild. Cambridge: MIT P, 1995.

Johnson, Mark. Moral Imagination: Implications of Cognitive Science for Ethics. Chicago: U of Chicago P, 1993.

Katz, Steven B. “The Ethic of Expediency: Classical Rhetoric, Technology, and the Holocaust.” College English 54 (1992): 255-75.

Keysar, Boaz, and Sam Glucksberg. “Metaphor and Communication.” Poetics Today 13 (1992): 633-58.

Kibbee, Douglas. Review of Language is Power: The Story of Standard English and Its Enemies by John Honey. Journal of Linguistics 34 (1998): 525-30.

Lakoff, George. “The Contemporary Theory of Metaphor.” Metaphor and Thought. Ed. Andrew Ortony. 2nd ed. Cambridge: Cambridge UP, 1993. 202-51.

—. Moral Politics: What Conservatives Know That Liberals Don’t . Chicago: U of Chicago P, 1996.

—. Women, Fire, and Dangerous Things: What Categories Reveal about the Mind . Chicago: U of Chicago P, 1987.

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

—. Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought. New York: Basic, 1999.

Longo, Bernadette. Spurious Coin: A History of Science, Management, and Technical Writing . Albany: SUNY P, 2000.

Markel, Mike. “Ethics and Technical Communication: A Case for Foundational Approaches.” IEEE Transactions on Professional Communication 40 (1997): 284-98.

Miller, Carolyn. “A Humanistic Rationale for Technical Writing.” College English 40 (1979): 610-17.

Oakley, Todd. “The Human Rhetorical Potential.” Written Communication 16 (1999): 93-128.

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

Pinker, Stephen. The Language Instinct. New York: Morrow, 1994.

Prior, Paul. Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy . Mahwah, NJ: Erlbaum, 1998.

Radden, Günter, and Zoltán Kövecses. “Towards a Theory of Metonymy.” Metonymy in Language and Thought. Ed. Klaus-Uwe Panther and Günter Radden. Amsterdam: Benjamins, 1999. 17-60.

Reddy, Michael. “The Conduit Metaphor: A Case of Frame Conflict in Our Language about Language.” Metaphor and Thought . 1979. Ed. Andrew Ortony. 2nd ed. Cambridge: Cambridge UP, 1993. 164-201.

Rudzka-Ostyn, Brygida. “Semantic Extensions into the Domain of Verbal Communication.” Topics in Cognitive Linguistics . Ed. Brygida Rudzka-Ostyn. Amsterdam: Benjamins, 1988. 507-53.

Seitz, James. Motives for Metaphor: Literacy, Curriculum Reform, and the Teaching of English. Pittsburgh: U of Pittsburgh P, 1999.

Smith, Elizabeth Overman. “Intertextual Connections for ‘A Humanistic Rationale for Technical Writing.'” Journal of Business and Technical Communication 11 (1997): 192-222.

Talmy, Leonard. “Force Dynamics in Language and Cognition.” Cognitive Science 12 (1988): 49-100.

Turner, Mark. Death Is the Mother of Beauty: Mind, Metaphor, Criticism. Chicago: U of Chicago P, 1987.

—. “Language is a Virus.” Poetics Today 13 (1992): 725-36.

—. Reading Minds: The Study of English in the Age of Cognitive Science . Princeton: Princeton UP, 1991.

VanParys, Johan. “A Survey of Metalinguistic Metaphors.” By Word of Mouth: Metaphor, Metonymy and Linguistic Action in a Cognitive Perspective. Ed. Louis Goossens, Paul Pauwels, Brygida Rudzka- Ostyn, Anne-Marie Simon- Vandenbergen, and Johan Vanparys. Amsterdam: Benjamins, 1995. 1-34.

Winsor, Dorothy. “Genre and Activity Systems: The Role of Documentation in Maintaining and Changing Engineering Activity Systems.” Written Communication 16 (1999): 200-24.

Wittgenstein, Ludwig. Philosophical Investigations . New York: Macmillan, 1958.

Burton, Vicki Tolar. “John Wesley and the Liberty to Speak: The Rhetorical and Literacy Practices of Early Methodism.” CCC. 53.1 (2001): 65-91.

Abstract:

In early Methodism John Wesley created an extracurricular site of literacy and rhetoric that empowered women and the working classes to read, write, and speak in public. Wesley’s “method” of literacy in community not only transformed religious life in Britain but also redefined the intersections of education, class, and gender.

Keywords:

ccc53.1 JWesley Rhetoric Preaching Literacy Experience Methodism WorkingClass Women Spiritual Community Education

Works Cited

The Arminian Magazine. London: 1778-1796.

Blair, Hugh. Lectures on Rhetoric and Belles Lettres . Philadelphia: Kay [c. 1836].

Boswell, James. Boswell: Life of Johnson . Ed. R. W. Chapman. Corrected by J. D. Fleeman. London: Oxford UP, 1970.

Brantley, Richard E. Locke, Wesley, and the Method of English Romanticism . Gainesville: U of Florida P, 1984.

Brown, Earl Kent. Women of Mr. Wesley’s Methodism . New York: Mellen, 1983. Campbell, George. Lectures on Systematic Theology and Pulpit Eloquence . Philadelphia, 1810.

—. The Philosophy of Rhetoric . 1776. Ed. Lloyd F. Bitzer. Rev. ed. Carbondale: Southern Illinois UP, 1988.

Chilcote, Paul Wesley. John Wesley and the Women Preachers of Early Methodism . Metuchen, NJ, and Philadelphia: American Theological Library Association and Scarecrow P, 1991.

Collins, Vicki Tolar. “The Speaker Respoken: Material Rhetoric as Feminist Methodology.” College English 61 (1999): 545-73.

—. “Walking in Light, Walking in Darkness: The Story of Women’s Changing Rhetorical Space in Early Methodism.” Rhetoric Review 14 (1996): 336-54.

Davies, Horton. Worship and Theology in England from Watts and Wesley to Mauriec, 1690-1850 . Princeton: Princeton UP, 1961.

Downey, James. The Eighteenth Century Pulpit . Oxford: Clarendon, 1969.

Foucault. Michel. “The Order of Discourse.” Trans. Ian McLeod. Untying the Text : A Post-Structuralist Reader. Ed. Robert Young. Boston: Routledge, 1981.

Gere, Anne Ruggles. ” Kitchen Tables and Rented Rooms: The Extracurriculum of Composition .” College Composition and Communication 45 (1994): 75-92.

Golden, James L. “John Wesley on Rhetoric and Belles Lettres.” Speech Monographs 28 (1961): 250-64.

Golden, James, and Edward P. J. Corbett. The Rhetoric of Blair, Campbell, and Whately. Carbondale: Southern Illinois UP, 1990.

Halevy, Elie. The Birth of Methodism in England . Trans. Bernard Semmel. Chicago: U of Chicago P, 1971.

Heitzenrater, Richard P. Wesley and the People Called Methodists . Nashville: Abingdon, 1995.

Hempton, David. Methodism and Politics in British Society 1750-1850 . Stanford: Stanford UP, 1984.

Howell, Wilbur Samuel. Eighteenth-Century British Logic and Rhetoric . Princeton: Princeton UP, 1971.

—. Logic and Rhetoric in England, 1500-1700 . Princeton: Princeton UP, 1956.

Lackington, James. The Confessions of J. Lackington, Late Bookseller, at the Temple of the Muses . London: Edwards, 1804.

Laqueur, Thomas W. Religion and Respectability: Sunday Schools and Working Class Culture . New Haven: Yale UP, 1976.

Le Faucheur, Michel. Traite de l’action de l’orateur, ou de la Prononciation et du geste . Paris: Courbe, 1657.

Lessenich, Rolf P. Elements of Pulpit Oratory in Eighteenth-Century England (1660- 1800). Köln: Böhlau-Verlag, 1972.

Locke, John. An Essay Concerning Human Understanding . Ed. Alexander Campbell Fraser. 2 vols. Oxford: Clarendon, 1894.

Miller, Thomas P. The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces . Pittsburgh: U of Pittsburgh P, 1997.

Minutes of the Methodist Conferences . Vol. 1 (1744-1798). London: Mason, 1862.

Moore, Henry. The Life of the Rev. John Wesley . 2 vols. London: Kershaw, 1824.

Parker, Irene. Dissenting Academies in England . New York: Octagon, 1969.

Rack, Henry D. Reasonable Enthusiast: John Wesley and the Rise of Methodism . Philadelphia: Trinity, 1989.

Rademaker, C. S. M. The Life and Work of Gerardus Joannes Vossius (1577-1649) . Assen, Neth.: Van Gorcum, 1981.

Rogers, Hester Ann. Account of the Experience of Hester Ann Rogers; and her Funeral Sermon, by Rev. T. Coke LL.D. to which is added Her Spiritual Letters . New York: Mason and Lane, 1837.

Rupp, Gordon. Religion in England 1688- 1791 . Oxford: Clarendon, 1986.

Shepherd, T. B. Methodism and the Literature of the Eighteenth Century . New York: Haskell, 1966.

Sheridan, Thomas. Lectures on Elocution . London, 1762.

Southey, Robert. Life of Wesley: and Rise and Progress of Methodism . London: Longman, 1858.

Thompson, E. P. The Making of the English Working Class . New York: Pantheon, 1963.

Ward, John. A System of Oratory . 2 vols. London, 1759.

Watts, Michael R. The Dissenters . 2 vols. Oxford: Clarendon, 1978-95.

Wearmouth, Robert F. Methodism and the Working-Class Movements of England 1800-1850 . London: Epworth, 1937.

Wesley, John. Obituary. The Gentleman’s Magazine Mar. 1791: 283.

—. The Works of John Wesley . Ed. Thomas Jackson. 3rd edition. London, 1831. CD-ROM. Franklin, TN: Providence, 1995.

Whiteley, J. H. Wesley’s England: A Survey of Eighteenth-Century Social and Cultural Conditions . London: Epworth, 1938.

Beason, Larry. “Ethos and Error: How Business People React to Errors.” CCC. 53.1 (2001): 33-64.

Abstract:

Errors seem to bother nonacademic readers as well as teachers. But what does it mean to be “bothered” by errors? Questions such as this help transform the study of error from mere textual issues to larger rhetorical matters of constructing meaning. Although this study of fourteen business people indicates a range of reactions to errors, the findings also reveal patterns of qualitative agreement: certain ways in which these readers constructed a negative ethos of the writer.

Keywords:

ccc53.1 Error Writing Image Readers Reactions ProfessionalWriting Problems Ethos Sentence ErrorGravity

Works Cited

Bartholomae, David. “The Study of Error.” College Composition and Communication 31 (1980): 253-69.

Beason, Larry. “Strategies for Establishing an Effective Persona: An Analysis of Appeals to Ethos in Business Speeches.” Journal of Business Communication 28 (1991): 326-46.

Connatser, Bradford R. “Last Rites for Readability Formulas in Technical Communication.” Journal of Technical Writing and Communication 29 (1999): 271-87.

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

Corder, S. P. “The Significance of Learners’ Errors.” International Review of Applied Linguistics 5 (1967): 161-70.

Greenbaum, Sidney, and John Taylor. “The Recognition of Usage Errors by Instructors of Freshman Composition.” College Composition and Communication 32 (1981): 169-74.

Hairston, Maxine. “Not All Errors Are Created Equal: Nonacademic Readers in the Professions Respond to Lapses in Usage.” College English 43 (1981): 794- 806.

Halstead, Isabella. “Putting Error in Its Place.” Journal of Basic Writing 1.1 (1975): 72-86.

Haswell, Richard H. “Minimal Marking.” College English 45 (1983): 600-04.

Kantz, Margaret, and Robert Yates. “Whose Judgments? A Survey of Faculty Responses to Common and Highly Irritating Writing Errors.” Fifth Annual Conference of the NCTE Assembly for the Teaching of English Grammar. Normal, IL. 12 Aug. 1994 <http://www2.pct.edu/courses/evavra/ateg/p5n13.htm>.

Kvale, Steinar. Interviews: An Introduction to Qualitative Research Interviewing . Thousand Oaks, CA: Sage, 1996.

Lees, Elaine, O. “Proofreading as Reading, Errors as Embarrassments.” A Sourcebook for Basic Writing Teachers . Ed. Theresa Enos. New York: Random, 1987. 216-30.

Leonard, Donald. J., and Jeanette W. Gilsdorf. “Language in Change: Academics’ and Executives’ Perceptions of Usage Errors.” Journal of Business Communication 27 (1990): 137-58.

Long, Russell C. “Error Recognition: Implications for Interdisciplinary Writing Instruction.” 1982. ERIC ED 241 936.

Merriam, Sharan B. Case Study Research in Education: A Qualitative Approach . San Francisco: Jossey-Bass, 1991.

Monthei, Carol. “Important Factors That Influence Employers When Screening.” Thesis, Colorado State U, 1989. ERIC ED 334 490.

Tomlinson, Barbara. “Talking About the Composing Process: The Limitations of Retrospective Accounts.” Written Communication 1 (1984): 429-45.

Wall, Susan V., and Glynda A. Hull. “The Semantics of Error: What Do Teachers Know?” Writing and Response: Theory, Practice, and Research . Ed. Chris M. Anson. Urbana: NCTE, 1989. 261-92.

Williams, Joseph M. “The Phenomenology of Error.” College Composition and Communication 32 (1981): 152-68.

Marback, Richard. “Ebonics: Theorizing in Public Our Attitudes toward Literacy.” CCC. 53.1 (2001): 11-32.

Abstract:

I argue that our responses to the Oakland ebonics resolution miss what made the resolution so significant while also making debate about it so intractable. I propose that compositionists who acknowledge attitudes that made the resolution so significant can productively engage the larger public regarding literacy education in a racially divided democracy.

Keywords:

ccc53.1 Ebonics Students Language Attitudes Literacy Resolution AfricanAmerican Teachers Values Practices Policy Race

Works Cited

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

Brodkey, Linda. “Tropics of Literacy.” Rewriting Literacy: Culture and the Discourse of the Other. Ed. Candace Mitchell and Kathleen Weiler. New York: Bergin & Garvey, 1991. 161-68.

Bruch, Pat, and Richard Marback. “Race Identity, Writing, and the Politics of Dignity: Reinvigorating the Ethics of ‘Students’ Right to Their Own Language.” JAC 17 (1997): 265-81.

CCCC Statement on Ebonics. College Composition and Communication 50 (1999): 524.

Cohen, Richard. “Ebonics, Whatever It Is, Signifies Kids Need Help.” Detroit Free Press 3 Jan. 1997: 11A.

Cosby, Bill. “Elements of Igno-Ebonics Style.” The Wall Street Journal 10 Jan. 1997: A10.

Cose, Ellis. “Why Ebonics is Irrelevant” Newsweek 13 Jan. 1997: 80.

Delpit, Lisa. Other People’s Children: Cultural Conflict in the Classroom . New York: New, 1995.

Farragher, Thomas. “Ebonics May Not Get U.S. Funds, Senator Says.” Detroit Free Press 24 Jan. 1997: 5A.

Fordham, Signithia. Blacked Out: Dilemmas of Race, Identity, and Success at Capital High . Chicago: U of Chicago P, 1996.

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

Getridge, Carolyn. “Oakland Superintendent Responds to Critics of the Ebonics Policy.” Perry and Delpit 156-59.

Horner, Bruce. “Re-thinking the ‘Sociality’ of Error: Teaching Editing as Negotiation.” Representing the “Other:” Basic Writers and the Teaching of Basic Writing . Ed. Bruce Horner and Min-Zhan Lu. Urbana: NCTE, 1999. 139-65.

Jones, Rachel. “Not White, Just Right.” Newsweek 10 Feb. 1997: 12-13.

Kozol, Jonathan. Death at an Early Age: The Destruction of the Hearts and Minds of Negro Children in the Boston Public Schools . New York: Penguin, 1967.

Mortensen, Peter. ” Going Public .” College Composition and Communication 50 (1998): 182-205.

Nino, Carlos Santiago. The Constitution of Deliberative Democracy . New Haven: Yale UP, 1996.

“The Oakland Ebonics Resolution.” Perry and Delpit 143-45.

Ogbu, John. “Literacy and Schooling in Subordinate Cultures: The Case of Black Americans.” Perspectives on Literacy . Ed. Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 227-42.

Perry, Theresa, and Lisa Delpit, ed. The Real Ebonics Debate: Power, Language, and the Education of African-American Children . Boston: Beacon, 1998.

Rowen, Carl. “Ebonics Undermines Black Success” Detroit Free Press 12 Feb. 1997: 15A.

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

Sowell, Thomas. “Oakland’s Ebonics ‘Fraud’ and Effort to Divert Blame” Detroit News 9 Feb. 1997: 7B.

Steinberg, Stephen. “The Liberal Retreat from Race During the Post-Civil Rights Era.” The House That Race Built: Black Americans, U.S. Terrain . Ed. Wahneema Lubiano. New York: Pantheon, 1997. 13-47.

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

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v53-2

Powell, Katrina M. Rev. of Persons in Process: Four Stories of Writing and Personal Development in College by Anne J. Herrington and Marcia Curtis. CCC. 53.2 (2001): 349-352.

Crowley, Sharon. Rev. of Terms of Work for Composition: A Materialist Critique by Bruce Horner. CCC. 53.2 (2001): 352-356.

CCCC Committee on Part-time/Adjunct Issues. “In Brief: Report on the Coalition on the Academic Workforce/CCCC Survey of Faculty in Freestanding Writing Programs for Fall 1999.” CCC. 53.2 (2001): 336-348.

Bishop, Wendy. “Against the Odds in Composition and Rhetoric.” CCC. 53.2 (2001): 322-335.

Abstract:

This chair’s address to the 52nd Annual Convention of the Conference on College Composition and Communication, March 2001, draws on the poetry of Gerard Manley Hopkins to explore and celebrate a life in composition. Acknowledging institutional fatigue, I outline possibilities for individual renewal, particularly through the process of mentoring new members. Ending with a convention poem, I invite readers to compose their own.

Keywords:

ChairsAddressccc53.2 ChairsAddress Convention Poetry ConventionPoem Teaching Time Space Field Life Rhetoric Writing Work Odds

Works Cited

Bede, the Venerable, Saint. Ecclesiastical History of the English People. Ed. and trans. Bertram Colgrave and R.A.B. Mynors. New York: Oxford UP, 1969.

Bishop, Wendy. “My Conference Poem” (earlier version of “My Convention Poem”) first appeared online in Academic Writing 2000. <http://aw.colostate.edu>.

Burke, Kenneth. The Philosophy of Literary Form . Berkeley: U of California P, 1974.

“Burn-out.” The New American Webster Handy College Dictionary, 3rd ed., 1995.

Corder, Jim. “Argument as Emergence, Rhetoric as Love.” Professing the New Rhetorics: A Sourcebook. Ed. Theresa Enos and Stuart S. Brown. Englewood Cliffs, NJ: Prentice Hall, 1994. 413-28.

—. “Hunting for Ethos Where They Say It Can’t Be Found.” Rhetoric Review 7 (1989): 299-316.

Crane, Stephen. The Complete Poems of Stephen Crane . Ed. Joseph Katz. Ithaca, NY: Cornell UP, 1972.

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

Hass, Robert. Praise. New York: Echo, 1974. Haswell, Richard H., and Min-Zhan Lu. Comp Tales: An Introduction to College Composition Through Its Stories . White Plains, NY: Longman, 1999.

Hopkins, Gerard Manley. Poems and Prose . Ed. W.H. Gardner. New York: Penguin, 1953.

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

Olson, Gary. “The Generational Clich�: Then You Saw It; Now They Don’t”. JAC 6 (1985-86): 105-15.

Roen, Duane, Stuart Brown, and Theresa Enos, ed. Living Rhetoric and Composition: Stories of the Discipline. Mahwah NJ: Erlbaum, 1999.

“Weariness.” The New American Roget’s College Thesaurus in Dictionary Form , rev. ed. 1985.

Fife, Jane Mathison and Peggy O’Neill. “Moving beyond the Written Comment: Narrowing the Gap between Response Practice and Research.” CCC. 53.2 (2001): 300-321.

Abstract:

While our field’s response practices have changed dramatically over the past two decades to involve more student comments on their own texts, empirical studies have lagged far behind classroom practices, focusing almost exclusively on teachers’ written comments as texts. By broadening our notion of response: and acknowledging the many and varied ways that teachers respond to student writing as well as the many and varied ways that students influence and interpret those responses: we will be able to narrow the gap between our teaching practices and our research questions.

Keywords:

ccc53.2 Response Teachers Students Comments Writing Assessment Research Classrooms Pedagogy Conversation

Works Cited

Anson, Chris M. “Response and the Social Construction of Error.” Assessing Writing 7 (2000): 5-21.

—, ed. Writing and Response: Theory, Practice, and Research. Urbana, IL: NCTE, 1989.

Auten, Janet Gebhart. “A Rhetoric of Teacher Commentary: The Complexity of Response to Student Writing.” Focuses 4 (1991): 3-18.

—. “How Students Read Us: Audience Awareness and Teacher Commentary on Writing.” The Writing Instructor 11 (1992): 83-94.

Beach, Richard. “Showing Students How to Assess: Demonstrating Techniques for Response in the Writing Conference.” Anson 127-48.

Beason, Larry. “Feedback and Revision in Writing Across the Curriculum Classes.” Research in the Teaching of English 27 (1993): 395-422.

Berkenkotter, Carol, Thomas N. Huckin, and John Ackerman. “Social Context and Socially Constructed Texts: The Initiation of a Graduate Student into a Writing Research Community.” Textual Dynamics of the Professions. Ed. Charles Bazerman and James Paradis. Madison: U of Wisconsin P, 1991. 191-215.

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

Callahan, Susan. “Responding to the Invisible Student.” Assessing Writing 7 (2000): 57-78.

Connors, Robert J., and Andrea Lunsford. “Teachers’ Rhetorical Comments on Student Papers.” College Composition and Communication 44 (1993): 200-23.

Conway, Glenda. “Portfolio Cover Letters, Students’ Self-Presentation, and Teachers’ Ethics.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Ed. Laurel Black, Donald A. Daiker, Jeffrey Sommers, and Gail Stygall. Portsmouth, NH: Heinemann-Boynton/ Cook, 1994. 83-92.

DiPardo, Anne, and Sarah Warshauer Freedman. “Peer Response Groups in the Writing Classroom: Theoretic Foundations and New Directions.” Review of Educational Research 58 (1998): 119-49.

Freedman, Sarah Warshauer. Response to Student Writing. Urbana, IL: NCTE, 1987. Fuller, David. “Teacher Commentary that Communicates: Practicing What We Preach.” Journal of Teaching Writing 6 (1987): 307-17.

Goffman, Erving. Forms of Talk. Philadelphia: U of Pennsylvania P, 1981.

Gumperz, John J. Discourse Strategies. New York: Cambridge UP, 1982.

Hayes, Mary F., and Donald Daiker. “Using Protocol Analysis in Evaluating Responses to Student Writing.” Freshman English News 13 (1984): 1-4.

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

Hull, Glynda, Mike Rose, Kay Losey Fraser, and Marisa Castellano. “Remediation as Social Construct: Perspectives from an Analysis of Classroom Discourse.” College Composition and Communication 42 (1991): 299-329.

Huot, Brian. ” Toward a New Theory of Writing Assessment .” College Composition and Communication 47 (1996): 549- 66.

Jenkins, Ruth. “Responding to Student Writing: Written Dialogues on Writing and Revision.” The Writing Instructor 6 (1987): 82-86.

Katz, Norm. “Reading Intention.” Encountering Student Texts. Ed. Bruce Lawson, Susan Sterr Ryan, and W. Ross Winterowd. Urbana, IL: NCTE, 1989. 111-19.

Larson, Richard L. “Writing Assignments: How Might They Encourage Learning.” Straub and Lunsford 375-85.

Lawson, Bruce, Susan Sterr Ryan, and W. Ross Winterowd, eds. “Introduction: Interpretive Issues in Student Writing.” Encountering Student Texts: Interpretive Issues in Reading Student Writing. Urbana, IL: NCTE, 1989. vii-xvii.

McLaughlin, Margaret A., and Eleanor Agnew. “Teacher Attitudes toward African American Language Patterns: A Close Look at Attrition Rates.” Attending to the Margins: Writing, Researching, and Teaching on the Front Lines. Ed. Michelle Hall Kells and Valerie Balester. Portsmouth, NH: Heinemann-Boynton/Cook, 1999. 114-30.

Murphy, Sandra. “A Sociocultural Perspective on Teacher Response: Is There a Student in the Room?” Assessing Writing 7 (2000): 79-90.

Myers, Greg. Writing Biology:Texts in the Social Construction of Scientific Knowledge . Madison: U of Wisconsin P, 1990.

Newkirk, Thomas. “The First Five Minutes: Setting the Agenda in the Writing Conference.” Anson 317-31.

—. “The Writing Conference as Performance.” Research in the Teaching of English 29 (1995): 193-215.

Nystrand, Martin, and Deborah Brandt. “Response to Writing as a Context for Learning to Write.” Anson 209-30.

O’Neill, Peggy, and Jane Mathison Fife. “Listening to Students: Contextualizing Response to Student Writing.” Composition Studies 27 (1999): 39-51.

Patthey-Chavez, G. G., and Dana R. Ferris. “Writing Conferences and the Weaving of Multi-Voiced Texts in College Composition.” Research in the Teaching of English 31 (1997): 51-90.

Phelps, Louise Wetherbee. “Cyrano’s Nose: Variations on the Theme of Response.” Assessing Writing 7 (2000): 91-110.

—. “Surprised by Response: Student, Teacher, Editor, Reviewer.” JAC 18 (1998): 247-73.

Prior, Paul. “Tracing Authoritative and Internally Persuasive Discourses: A Case Study of Response, Revision, and Disciplinary Enculturation.” Research in the Teaching of English 29 (1995): 288- 325.

Shotter, John. Conversational Realities: Constructing Life Through Language. London: Sage, 1993.

Smith, Barbara Herrnstein. Contingencies of Value: Alternative Perspectives for Critical Theory. Cambridge: Harvard UP, 1988.

Smith, Ernest. “‘It Doesn’t Bother Me, But Sometimes It’s Discouraging’: Students Respond to Teachers’ Written Responses.” Journal of Teaching Writing 8 (1989): 253-65.

Smith, Summer. ” The Genre of the End Comment: Conventions in Teacher Responses to Student Writing .” College Composition and Communication 48 (1997): 249-68.

Sommers, Jeffrey. “The Writer’s Memo: Collaboration, Response, and Development.” Anson 174-86.

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

—. “Responding to Student Writing.” College Composition and Communication 33 (1982): 148-56.

Sperling, Melanie. “Constructing the Perspective of Teacher-as-Reader: A Framework for Studying Response to Student Writing.” Research in the Teaching of English 28 (1994): 175-203.

—, and Sarah W. Freedman. “A Good Girl Writes Like a Good Girl: Written Response and Clues to the Teaching/ Learning Process.” Written Communication 4 (1987): 343-69.

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

—. “Students’ Reactions to Teacher Comments: An Exploratory Study.” Research in the Teaching of English 31 (1997): 91-119.

—. “Teacher Response as Conversation: More Than Casual Talk, an Exploration.” Rhetoric Review 14 (1996): 374-98.

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

Thelin, William. “The Connection Between Response Styles and Portfolio Assessment: Three Case Studies of Student Revision.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Ed. Laurel Black, Donald A. Daiker, Jeffrey Sommers, and Gail Stygall. Portsmouth, NH: Heinemann-Boynton/Cook, 1994. 83-92.

Walvoord, Barbara E. Fassler. “Student Response Groups: Training for Autonomy.” The Writing Instructor 6 (1986): 39-47.

Weinbaum, Kerry. “Portfolios as a Vehicle for Student Empowerment and Teacher Change.” Portfolios: Process and Product. Ed. Pat Belanoff and Marcia Dickson. Portsmouth, NH: Heinemann-Boynton/ Cook, 1991. 206-14.

Welch, Nancy. “Sideshadowing Teacher Response.” College English 60 (1998): 374-95.

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

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

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

Ziv, Nina D. “The Effect of Teacher Comments on the Writing of Four College Freshmen.” New Directions in Composition Research. Ed. Richard Beach and Lillian Bridwell. New York: Guilford, 1984. 362-80.

Rouzie, Albert. “Conversation and Carrying-on: Play, Conflict, and Serio-Ludic Discourse in Synchronous Computer Conferencing.” CCC. 53.2 (2001): 251-299.

Abstract:

In a culture where adult play is divorced from work and often experienced as commodified leisure, the Internet has introduced the play element into student and corporate work cultures. English studies enact the work/play split in the historic divisions between rhetoric and poetic, and instrumental and literary writing. How composition instructors approach computer-mediated communication can either challenge or reinforce the work/play split. Synchronous computer conferencing, a venue that often fosters play and conflict, can yield productive moments of carnivalesque discourse through which students can move from “contained” to “disruptive” or politically and personally significant underlife. This essay examines a series of InterChange transcripts to demonstrate how discourse that combines serious and playful purposes works to provoke and mediate conflict. Students use serio-ludic discourse to critique and to negotiate power relations and gendered subject positions with both positive and negative results.

Keywords:

ccc53.2 Discourse Play Students Interchange Women Message Technology Work Discussion SerioLudic Power Conflict Conversation

Works Cited

Abrahams, Roger D. “Play in the Face of Death: Transgression and Inversion in a West Indian Wake.” The Many Faces of Play . Ed. Kendall Blanchard. Champaign, IL: Human Kinetics, 1986. 29-45.

Anderson, Daniel. “Not Maimed but Malted.” Computers, Writing, Rhetoric, and Literature 1 (1994). <http://www.cwrl.utexas.edu/~cwrl/v1n1/article1/notmaimedbutmalted.html>.

Bakhtin, Mikhail. The Bakhtin Reader. Ed. Pam Morris. London: Arnold, 1994.

Barker, Thomas T., and Fred O. Kemp. “Network Theory: A Postmodern Pedagogy for the Writing Classroom.” Computers and Community: Teaching Composition in the Twenty-first Century. Ed. Carolyn Handa. Portsmouth, NH: Heinemann-Boynton/Cook, 1990. 1-27.

Bartholomae, David. “‘I’m Talking about Allen Bloom’: Writing on the Network.” Networked-based Classrooms: Promises and Realities. Ed. Bertram Bruce, Joyce Peyton, and Trent Batson. Cambridge: Cambridge UP, 1993. 235-62.

Bateson, Gregory. “A Theory of Play and Fantasy.” Approaches to the Study of Human Personality. Ed. Nathan S. Kline. Washington: APA, 1956. 39-51.

Brooke, Robert. “Underlife and Writing Instruction.” College Composition and Communication 38 (1987): 141-53.

Bump, Jerome. “Radical Changes in Class Discussion Using Networked Computers.” Computers and the Humanities 24 (1990): 49-65.

Caillois, Roger. Man, Play, and Games. Trans. Meyer Barash. London: Thames and Hudson, 1962.

Cooper, Marilyn M. “Postmodern Pedagogy in Electronic Conversations.” Passions, Pedagogies, and 21st Century Technologies. Ed. Gail E. Hawisher and Cynthia L. Selfe. Logan: Utah State UP, 1999. 140-60.

Cross, Janet, and Kristine Fuglevik. “The Ten Commandments of MOO Pedagogy.” Kairos 1 (1996). <http://english.ttu.edu/kairos/1.3/index.html>.

Crump, Eric, and Rebecca Rickly. “It’s Fun to Have Fun but You Have to Know How! or How Cavorting on the Net Will Save the Academy.” Computer-Mediated Communication Magazine 2 (1995). <http://metalab.unc.edu/cmc/mag/1995/jan/rickly_crump.html>.

Csikszentimihalyi, Mihalyi. Beyond Boredom and Anxiety . San Francisco: Jossey-Bass, 1975.

—. Flow: The Psychology of Optimal Experience . New York: Harper Perennial, 1991.

Daisley, Margaret. “The Game of Literacy: The Meaning of Play in Computer- Mediated Communication.” Computers and Composition 11 (1994): 107-19.

Dryden, L. M. “Literature, Student-Centered Classrooms, and Hypermedia Environments.” Literacy and Computers: The Complications of Teaching and Learning with Technology. Ed. Cynthia L. Selfe and Susan Hilligoss. New York: MLA, 1994. 282-304.

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

George, Laurie E. “Taking Women Professors Seriously: Female Authority in the Computerized Classroom.” Computers and Composition 7 (1990): 45-52.

Gibson, Walker. “Play and the Teaching of Writing.” The Play of Language. Ed. Leonard F. Dean, Walker Gibson, and Kenneth G. Wilson. New York: Oxford UP, 1971. 281-87.

Halasek, Kay. A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies. Carbondale: Southern Illinois UP, 1999.

Harris, Leslie D. “Transitional Realms: Teaching Composition in Rhetland.” Works and Days 13 (1995): 41-61.

—. “Writing Spaces: Using MOOs to Teach Composition and Literature.” Kairos 1 (1996). <http://english.ttu.edu/kairos/1.2/coverweb/Harris/contents.htm>.

Haynes, Cynthia, and Jan Rune Holmevik. High Wired: On the Design, Use, and Theory of Educational MOOs. Ann Arbor: U of Michigan P, 1998.

Heikinen, Denise. “Tis to Laugh: The Role of Carnival in the Composition Classroom.” Diss. Michigan Technological U, 1998.

Herring, Susan. “Posting in a Different Voice: Gender and Ethics in CMC.” Philosophical Perspectives in Computer- Mediated Communication. Ed. Charles Ess. Albany: SUNY P, 1996. 115-46.

Holcomb, Christopher. “A Class of Clowns: Spontaneous Joking in Computer- Assisted Discussions.” Computers and Composition 14 (1997): 3-18.

Huizinga, Johan. Homo Ludens: A Study of the Play Element in Culture . 1944. Boston: Beacon, 1955.

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

—. The Motives of Eloquence: Literary Rhetoric in the Renaissance. New Haven: Yale UP, 1976.

Mathews-DeNatale, Gail. “Teach Us How to Play: The Role of Play in Technology Education.” The Online Writing Classroom . Ed. Susanmarie Harrington, Michael Day, and Rebecca Rickly. Cresskill, NJ: Hampton, 1999. 63-80.

McLuhan, Marshall. Understanding Media : The Extensions of Man. New York: McGraw-Hill, 1964.

Millard, William. “‘A Great Flame Follows a Little Spark’: Metaflaming, Conditions of Closure, and Functions of the ‘Dis’ in the Rhetoric of a Discussion List.” Works and Days 13 (1995): 136-49.

Nachmanovitch, Stephen. Free Play: The Power of Improvisation in Life and the Arts. New York: Tarcher/Putnam, 1990.

Ostrum, Hans. “Grammar J. as in Jazzing Around: The Roles ‘Play’ Plays in Style.” The Elements of Alternate Style: Essays on Writing and Revision. Ed. Wendy Bishop. Portsmouth, NH: Heinemann-Boynton/ Cook, 1997. 75-87.

Patton, Michael Quinn. Qualitative Evaluation and Research Methods. 2nd ed. Newbury Park, CA: Sage, 1990.

Regan, Alison. “‘Type Normal Like the Rest of Us’: Writing, Power, and Homophobia in the Networked Composition Classroom.” Computers and Composition 10 (1993): 11-23.

Romano, Susan. “The Egalitarianism Narrative: Which Measure? Whose Yardstick?” Computers and Composition 10 (1992): 4-28.

Rouzie, Albert. “InterChange and the Electronic Ghetto.” Computers, Writing, Rhetoric, and Literature 1 (1994). < http://www.cwrl.utexas.edu/~cwrl/v1n1/article2/rouzie.html>.

Selfe, Cynthia L., and Richard J. Selfe, Jr. ” The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones .” College Composition and Communication 45 (1994): 480-504.

Selfe, Jr., Richard J. “Dickie’s Comp Answer.” 21 June 1995. CWC95-L@utepa.bitnet.

—. “Review of ‘Conversation and Carrying on’ for CCC.” Unpublished manuscript review. May 2000.

Sirc, Geoffrey. “English Composition as a Happening II, Part One.” Pre/Text 15 (1994): 266-93.

Slatin, John M. “Is There a Class in This Text? Creating Knowledge in the Electronic Classroom.” Sociomedia . Ed. Edward Barrett. Cambridge, MA: MIT Press, 1992. 27-51.

—. “Is There a Class in This Text? Creating Knowledge in the Informated Classroom.” Unpublished ms. 1997.

Sutton-Smith, Brian. The Ambiguity of Play . Cambridge, MA: Harvard UP, 1997. Terminator 2: Judgement Day . Dir. James Cameron. Carolco Pictures. 1991.

Tornow, Joan C. Link/Age: Composing in the On-Line Classroom. Logan, UT: Utah State UP, 1997.

Warshauer, Susan Claire. “Rethinking Teacher Authority to Counteract Homophobic Prejudice in the Networked Classroom: A Model of Teacher Response and Overview of Classroom Methods.” Computers and Composition 12 (1995): 97-111.

West, Cornel. Public Lecture. Ohio University, 1996.

Wittig, Rob. Invisible Rendezvous: Connection and Collaboration in the New Landscape of Electronic Writing. Hanover, NH: Wesleyan UP, 1994.

Fitzgerald, Kathryn. “A Rediscovered Tradition: European Pedagogy and Composition in Nineteenth-Century Midwestern Normal Schools.” CCC. 53.2 (2001): 224-250.

Abstract:

This study examines composition at public Midwestern normal schools, the teacher training institutions of the nineteenth and early twentieth century. It argues that the unique social environment, educational aims, and intellectual traditions of the normal school gave rise to attitudes about composition theory, methods, teachers, and students that are much more compatible with composition’s contemporary ethic than those associated with the elite Eastern colleges where the origins of composition have most often been studied.

Keywords:

ccc53.2 BraddockAward School NormalSchools Midwest Students Composition History Teaching Grammar Pedagogy Textbooks

Works Cited

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

The Board of Regents of Normal Schools. Proceedings of an Institute of the Faculties of the Normal Schools, December 1990. Madison: Democrat Printing, 1901.

Borrowman, Merle. The Liberal and Technical in Teacher Education: A Historical Survey of American Thought. New York: Teachers College, 1956.

Bowen, H. Courthope. Froebel and Education through Self-Activity. New York: Scribner’s, 1903.

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

Briggs, L.B.R. “The Correction of Bad English, as a Requirement for Admission to Harvard College.” The Academy 5 (1890): 302-12.

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

Curti, Merle, and Vernon Carstensen. The University of Wisconsin: A History, 1848- 1925. Madison: U of Wisconsin P, 1949.

DeGarmo, Charles. “The Herbartian System of Pedagogics.” Salvatori 290-94.

Editorial. Wisconsin Journal of Education . July 1856: 156.

Fitzgerald, Kathryn R. “A History of the Discursive (de)Construction of Composition (1884-1900).” Diss. U of Utah, 1994.

Gere, Anne Ruggles. Intimate PracticesÊ : Literacy and Cultural Work in U.S. Women’s Clubs, 1880-1920. Urbana: U of Illinois P, 1997.

Harmon, Sandra D. “ISNU Women and the West.” American Heritage Center Seventh Annual Symposium. U of Wyoming, Laramie. 18 Sept. 1998.

Herbst, Jurgen. And Sadly Teach: Teacher Education and Professionalization in American Culture . Madison: U of Wisconsin P, 1989.

Herrmann, William Harold. The Rise of the Public Normal School System in Wisconsin . Diss. U of Wisconsin at Madison, 1953.

Johnson, Nan. Nineteenth-Century Rhetoric in North America . Carbondale: Southern Illinois UP, 1991.

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

McMurry, Charles Alexander, and Frank Morton McMurry. “The Method of Recitation.” Salvatori 317-22.

Miller, Susan. Assuming the Positions: Cultural Politics and the Politics of Commonplace Writing . Pittsburgh: U of Pittsburgh P, 1998.

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

Monroe, Will S. History of the Pestalozzian Movement in the United States . New York: Arno Press and the New York Times, 1969.

Ogren, Christine A. “Where Coeds Were Coeducated: Normal Schools in Wisconsin, 1870-1920.” History of Education Quarterly 35 (1995): 1-26. Payne, W.M, ed. English in American Universities . Boston: Heath, 1895.

Pinloche, A. Pestalozzians: the Foundation of the Modern Elementary School . New York: Scribner’s, 1901.

Salisbury, Albert. The Normal Schools of Wisconsin . Board of Regents of Normal Schools, 1897.

Salvatori, Mariolina Rizzi, ed. Pedagogy: Disturbing History, 1819-1929. Pittsburgh: U of Pittsburgh P, 1996.

Seventh and Ninth Biennial Reports of the Board of Regents of Normal Schools of Wisconsin for the School Years 1894-95, 1895-96 . Madison: Democrat Printing, 1896.

Wyman, Walker D. History of the Wisconsin State Universities . River Falls, WI: River Falls State U, 1968.

Gere, Anne Ruggles. “Revealing Silence: Rethinking Personal Writing.” CCC. 53.2 (2001): 203-223.

Abstract:

Silence has positive as well as negative attributes, and composition teachers can help students understand and use its aesthetic, ethical, and political resources in their personal writing. Approaching silence in these ways can establish new alignments among the expressivist, psychoanalytical, and social discourses that circulate around the term personal writing.

Keywords:

ccc53.2 Silence Writing PersonalWriting Students Experience Expressivism Discourses Psychoanalysis Pleasure

Works Cited

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

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

Belanoff, Pat. ” Silence: Reflection, Literacy, Learning, and Teaching .” College Composition and Communication 52 (2001): 399-428.

Belenky, Mary F., Blythe M. Clinchy, Nancy R. Goldberger, and Jill M. Tarule. Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic, 1986.

Bleich, David. “Collaboration and the Pedagogy of Disclosure.” College English 57 (1995): 43-61.

—. Know and Tell: A Writing Pedagogy of Disclosure, Genre, and Membership . Portsmouth, NH: Heinemann-Boynton/ Cook, 1998.

Booth, Wayne. The Rhetoric of Fiction . Chicago: U of Chicago P, 1961.

Brooke, Robert E. “Lacan, Transference, and Writing Instruction.” College English 49 (1987): 79-91.

—. Writing and Sense of Self: Identity Negotiation in Writing Workshops . Urbana, IL: NCTE, 1991.

Bruffee, Kenneth. Collaborative Learning . Baltimore: Johns Hopkins, 1993.

Cantwell, Mary. American Girl: Scenes from a Small-Town Childhood . New York: Penguin, 1992.

Clark, Beverly Lyon, and Sonja Weidenhaupt. “On Blocking and Unblocking Sonja: A Case Study in Two Voices.” College Composition and Communication 43 (1992): 55-74.

Clifford, James. The Predicament of Culture: Twentieth-Century Ethnography, Literature, and Art. Cambridge: Harvard UP, 1988.

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

Connors, Robert. “Personal Writing Assignments.” College Composition and Communication 38 (1987): 166-83.

Conrad, Joseph. The Secret Sharer. New York: Signet, 1950.

Daly, Mary. Gyn/ecology: the Metaethics of Radical Feminism . Boston: Beacon, 1978. Duras, Marguerite, and Xaviere Gauthier. Woman to Woman. Lincoln: U of Nebraska P, 1987.

Elbow, Peter. “Silence: A Collage.” Presence of Mind: Writing and the Domain beyond the Cognitive. Ed. Alice Glarden Brand and Richard L. Graves. Portsmouth, NH: Heinemann-Boynton/Cook, 1994.

Foucault, Michel. The History of Sexuality. Vol. 1: An Introduction . Trans. Robert Hurley. New York: Vintage, 1980.

Freud, Sigmund. The Interpretation of Dreams . 1900. Trans. James Strachey. New York: Avon, 1965.

Friday Club. Minutes. 27 Nov. 1896. Jackson, MI.

Gere, Anne Ruggles. Intimate Practices: Literacy and Cultural Work in U.S. Women’s Clubs, 1880-1920. Urbana: U of Illinois P, 1997.

—. Writing Groups: History, Theory and Implications. Carbondale: Southern Illinois UP, 1987.

—. and Robert Corrigan. “Vocational- Technical English.” English Journal 67 (1978): 84-86.

Griffin, Susan. Pornography and Silence: Culture’s Revenge against Nature. New York: Harper, 1981.

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

Kalamaras, George. Reclaiming the Tacit Dimension: Symbolic Form in the Rhetoric of Silence. Albany: SUNY P, 1994.

Kingston, Maxine Hong. “Cultural Misreadings by American Reviewers.” Asian and Western Writers in Dialogue: New Critical Identities . Ed. Guy Amirthanayagam. London: Macmillan, 1982.

Kristeva, Julia. The Portable Kristeva . Ed. Mary Oliver. New York: Columbia UP, 1997.

Laurence, Patricia Ondek. The Reading of Silence: Virginia Woolf in the English Tradition . Stanford: Stanford UP, 1991.

Marshall, Margaret. ” Marking the Unmarked: Reading Student Diversity and Preparing Teachers .” College Composition and Communication 48 (1997): 231-48.

McLeod, Alisea. “‘Race,’ Writing, and the Politics of Public Discourse.” College Composition and Communication 45 (1994): 389-400.

Menchu, Rigoberta. I, Rigoberta Menchu: An Indian Woman in Guatemala.Ê London: Verso, 1984.

Moffett, James. Active Voice . Portsmouth, NH: Heinemann-Boynton/Cook, 1981. Morrison, Toni. Beloved . New York: Knopf, 1987.

Murphy, Richard. “Anorexia: The Cheating Disorder.” College English 52 (1990): 898- 903.

Myerhoff, Barbara G. Remembered Lives: The Work of Ritual, Storytelling, and Growing Older. Ann Arbor: U of Michigan P, 1992.

O’Brien, Tim. “The Vietnam in Me.” The New York Times Magazine. 2 Oct. 1994: 48-57.

Olsen, Tillie. “Silences.” 1965. Rpt. as “Silences in Literature.” Silences. New York: Delacorte, 1978. 5-21.

Rich, Adrienne. On Lies, Secrets, and Silence: Selected Prose, 1966-1978. New York: Norton, 1979.

Rohman, D. Gordon. “Pre-Writing: The Stage of Discovery in the Writing Process.” College Composition and Communication 16 (1965): 106-12.

Rose, Mike. When A Writer Can’t Write: Studies in Writer’s Block and Other Composing-Process Problems. New York: Guilford, 1985.

Seager, Dennis. Online posting. 19 Jan. 1999. Chronicle of Higher Education Colloquy. <http://chronicle.com/colloquy/>.

Sontag, Susan. “The Aesthetics of Silence.” Rpt. in Women’s Voices: Visions and Perspectives. Ed. Pat C. Hoy, Esther H.

Schor, and Robert DiYanni. New York: McGraw Hill, 1989. 363-80.

Stout, Janis P. Strategies of Reticence: Silence and Meaning in the Works of Jane Austen, Willa Cather, Katherine Anne Porter, and Joan Didion . Charlottesville: UP of Virginia, 1990.

Stoll, David. I, Rigoberta Menchu and the Story of All Poor Guatemalans. Boulder: Westview, 1999.

Suhor, Charles. “The Pedagogy of Silence in Public Education: Expanding the Tradition.” Presence of Mind: Writing and the Domain beyond the Cognitive. Ed. Alice Glarden Brand and Richard L. Graves. Portsmouth, NH: Heinemann- Boynton/Cook, 1994.

Swartzlander, Susan, Diana Pace, and Virginia Lee Stamler. “The Ethics of Requiring Students to Write about Their Personal Lives.” Chronicle of Higher Education. 17 Feb.1993: B1-B2.

Taussig, Michael. The Nervous System . New York: Routledge, 1992.

Tobin, Lad. “Reading Students, Reading Ourselves: Revising the Teacher’s Role in the Writing Class.” College English 53 (1991). 333-48.

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

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

—. ” Revising a Writer’s Identity: Reading and ‘Remodeling’ in a Composition Class. ” College Composition and Communication 47 (1996): 41-61.

Williams, Patricia J. “The Death of the Profane.” The Alchemy of Race and Rights. Cambridge: Harvard UP, 1991. 44-51.

Yaeger, Patricia. “Consuming Trauma; or, The Pleasures of Merely Circulating.” Journal X 1 (1997): 225-51.

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

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v53-3

Bizzell, Patricia. Rev. of “We Are Coming”: The Persuasive Discourse of Nineteenth-Century Black Women by Shirley Wilson Logan. CCC. 53.3 (2002): 542-544.

Jones, Sharon L. Rev. of A Group of Their Own: College Writing Courses and American Women Writers, 1880-1940 by  Katherine H. Adams. CCC. 53.3 (2002): 544-547.

Herzberg, Bruce. Rev. of Community Literacy Programs and the Politics of Change by Jeffrey T. Grabill. CCC. 53.3 (2002): 547-549.

Grabill, Jeffrey T. Rev. of Listening Up: Reinventing Ourselves as Teachers and Students by Rachel Martin. CCC. 53.3 (2002): 549-552.

Troyka, Lynn Quitman. “Journal of an Exemplar.” CCC. 53.3 (2002): 533-541.

Abstract:

Using a journal format, I recall vignettes with a personal slant from the history of CCCC, NCTE, TYCA, and Open Admissions at CUNY. They serve as setting for my brief public remarks, included here, made in response to being given the CCCC Exemplar Award at the 2001 CCCC Convention in Denver, Colorado.

Works Cited

Hughes, Langston. “Mother to Son”. Selected Poems. New York: Knopf, 1926. Rpt. In Search of Color Everywhere: A Collection of African-American Poetry . Ed. E. Ethelbert Miller. New York:

Stewart, Tabori, & Chang, 1994. 69. Kumin, Maxine. Up Country. New York: Harper, 1972.

Piercy, Marge. “To be of use.” To Be of Use. New York: Doubleday, 1973. 49.

Okawa, Gail Y. “Diving for Pearls: Mentoring as Cultural and Activist Practice among Academics of Color.” CCC. 53.3 (2002): 507-532.

Abstract:

For senior scholars of color like Geneva Smitherman and Victor Villanueva, mentoring is more than an academic exercise. From them and their prot�g�s, we may gain some understanding of the complexities and costs of building a multiethnic/multiracial professoriate in our discipline.

Keywords:

ccc53.3 GSmitherman VVillanueva Language Time Color Relationships Culture Mentoring Activist Scholars University Profession MultiEthnic Faculty GraduateStudents

Works Cited

Bambara, Toni Cade. Foreword. This Bridge Called My Back: Writings by Radical Women of Color. Ed. Cherríe Moraga and Gloria Anzaldúa. New York: Kitchen Table: Women of Color, 1983. vi-viii.

Barthold, Bonnie J. Black Time : Fiction of Africa, the Caribbean, and the United States. New Haven: Yale UP, 1981.

Blackwell, James E. Mainstreaming Outsiders: The Production of Black Professionals . 2nd ed. Dix Hills, NY: General Hall, 1987.

Bowser, Benjamin P., Gale S. Aluetta, and Terry Jones. Confronting Diversity Issues on Campus. New Park, CA: Sage, 1993.

Chaitt, Richard, and Cathy Trower. “Professors at the Color Line.” The New York Times. <http://www.nytimes.com/2001/09/11/opinion/11CHAI.html?ex=1001213947&ei=1&en=649357b24cd4746b>.

Espinosa-Aguilar, Amanda. “Making My Way Through Academe.” Personal narrative. Oshkosh, WI, 1997.

Estrada, Maria de Jesus. ” Con Ganas Todo se Puede , but with a Mentor, Nothing is Impossible.” Personal narrative. Pullman, WA, 1997.

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

Hall, Edward T. The Dance of Life: The Other Dimension of Time . Garden City, NY: Anchor/Doubleday, 1983.

Harmon, Mary E. “Untitled.” Personal narrative. Owosso, MI, 1998.

Holloway, Karla F. C. “Cultural Politics in the Academic Community: Masking the Color Line.” College English 55 (1993): 610-17.

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

JanMohamed, Abdul R., and David Lloyd. “Introduction: Toward a Theory of Minority Discourse: What Is To Be Done?” The Nature and Context of Minority Discourse. Ed. Abdul R. JanMohamed and David Lloyd. New York: Oxford UP, 1990. 1-16.

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

Luna, G., and D.L. Cullen. “Empowering the Faculty: Mentoring Redirected and Renewed.” ASHE-ERIC Higher Education Report No. 3 . Washington, DC: George Washington University, 1995.

Martins, David. “Conversations with Victor.” Personal narrative. Houghton, MI, 1997. McLaughlin, Daniel, and William G. Tierney, eds. Naming Silenced Lives: Personal Narratives and the Process of Educational Change . New York: Routledge, 1993.

Mishler, Elliot G. Research Interviewing : Context and Narrative. Cambridge, MA: Harvard UP, 1986.

Morrison, Toni. Playing in the Dark . New York: Vintage, 1993.

Muhammad, Rashidah Jaami’. “Keep On Keepin On, We Need You.” Personal narrative. Richton Park, IL, 1997.

National Council of Teachers of English. Ideas, Historias y Cuentos: Breaking with Precedent. 1998 CCCC Annual Convention Program. Urbana, IL: NCTE, 1998.

Okawa, Gail Y. “Expanding Perspectives of Teacher Knowledge: A Descriptive Study of Autobiographical Narratives of Writing Teachers of Color.” Diss. Indiana of Pennsylvania, 1995.

Padilla, Raymon V., and Rudolfo C. Chávez, eds. The Leaning Ivory Tower: Latino Professors in American Universities . Albany: SUNY P, 1995.

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

Reyes, Maria de la Luz, and John J. Halcón. “Practices of the Academy: Barriers to Access for Chicano Academics.” The Racial Crisis in American Higher Education. Ed. Philip G. Altbach and Kofi Lomotey. Albany: SUNY P, 1991. 167-86.

Richardson, Elaine. “Working with Geneva, the Diva of Black Language and Culture.” Personal narrative. Minneapolis, MN, 1997.

Riessman, C. K. Narrative Analysis . Newbury Park, CA: Sage, 1993. Rodríguez Connal, Louise. “Untitled.” Personal narrative. Tucson, AZ, 1997.

Sciachitano, Marian M. “Theorizing about Ideology, Culture, and Gender Conflict in the Classroom: Can an Asian American Woman ‘Talk Back’?” Works and Days: Essays in the Socio-Historical Dimensions of Literature and the Arts 8 (1990): 49-60.

Smitherman, Geneva. Personal interview. July, 1997.

Smitherman, Geneva. Talkin and Testifyin: The Language of Black America . Detroit: Wayne State UP, 1977.

Tierney, William G., and Yvonna S. Lincoln, eds. Representation and the Text: Reframing the Narrative Voice . Albany: SUNY P, 1997.

Turner, Caroline S. V., and Samuel L. Meyers, Jr. Faculty of Color in Academe: Bittersweet Success. Boston: Allyn and Bacon, 2000.

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

—. Personal interview. July, 1997. Willie, Charles V., Michael K. Grady, and Richard O. Hope. African-Americans and the Doctoral Experience: Implications for Policy . New York: Teachers College P, 1991.

Yamada, Mitsuye. “Invisibility is an Unnatural Disaster: Reflections of an Asian American Woman.” This Bridge Called My Back: Writings by Radical Women of Color . Ed. Cherríe Moraga and Gloria Anzaldúa. New York: Kitchen Table: Women of Color, 1983. 35-40.

Bizzaro, Resa Crane. “Making Places as Teacher-Scholars in Composition Studies: Comparing Transition Narratives.” CCC. 53.3 (2002): 487-506.

Abstract:

This article compares entrance-to-the-profession narratives of the past thirty years. Selecting major theorists and senior and junior minority scholars, the author describes their efforts to become professionals in the field. The Native American author argues for including Other voices in analyzing the history of composition studies.

Keywords:

ccc53.3 Composition Students GraduateStudents Stories NativeAmerican Writing Profession Work Family Minority Education Scholarship Teachers

Works Cited

Anderson, Joyce Rain. Electronic interview. 16 July 2000.

Bartholomae, David. Telephone interview. 23 Mar. 1998.

Bizzaro, Patrick. ” What I Learned in Grad School, or Literary Training and the Theorizing of Composition .” College Composition and Communication 50 (1999): 722-42.

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

Dial, Adolph L. The Lumbee. Ed. Frank W. Porter, III. New York: Chelsea House, 1993.

Ede, Lisa. Personal interview. Chicago, IL. 3 Apr. 1998.

Elbow, Peter. Personal interview. Chicago, IL. 4 Apr. 1998.

Fitzgerald, Kathryn R. “From Disciplining to Discipline: A Foucauldian Examination of the Formation of English as a School Subject.” 1 Dec. 1999. <http://www.cas.usf.edu/JAC/163/ fitzgerald.htm>.

Flower, Linda. Personal interview. Pittsburgh, PA. 13 Mar. 1998.

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

Fulwiler, Toby. Personal interview. Chicago, IL. 3 Apr. 1998.

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

Harris, Joseph. ” A Usable Past: CCC at 50.” College Composition and Communication 50 (1999): 559-61.

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

Lindemann, Erika. Personal interview. Chapel Hill, NC. 1 Mar. 1998.

Lyons, Scott Richard. Electronic interview. 19 July 2000.

—. ” Rhetorical Sovereignty: What Do American Indians Want from Writing? ” College Composition and Communication 51 (2000): 447-68.

Nerad, Maresi, and Joseph Cerny. “From Rumors to Facts: Career Outcomes of English PhDs.” ADE Bulletin 124 (2000): 43-55.

Powell, Malea. Electronic interview. 18 July 2000.

Royster, Jacqueline Jones. Electronic interview. 5 Mar. 2001.

—. “When the First Voice You Hear Is Not Your Own.” College Composition and Communication 47 (1996): 29-40.

Royster, Jacqueline Jones, and Jean C. Williams. ” History in the Spaces Left: African American Presence and Narratives of Composition Studies .” College Composition and Communication 50 (1999): 563-84.

Thompson, James W., R. Dale Walker, and Patricia Silk-Walker. “Psychiatric Care for American Indians and Alaska Natives.” Culture, Ethnicity, and Mental Illness. Ed. Albert C. Gaw. Washington, D.C.: American Psychology P, 1993. 189-240.

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

—. “Considerations for American Freireistas.” Cross-Talk in Comp Theory: A Reader. Ed. Victor Villanueva, Jr. Urbana, IL: NCTE, 1997.

—. ” On the Rhetoric and Precedents of Racism .” College Composition and Communication 50 (1999): 645-61.

Wertsch, Mary Edwards. Military Brats: Legacies of Childhood Inside the Fortress . New York: Harmony, 1991.

Young, Art. “Surprising Myself as a Teacher in Houghton, America.” Teaching College English and English Education: Reflective Stories . Ed. H. Thomas McCracken, Richard L. Larson, and Judith Entes. Urbana, IL: NCTE, 1998. 10-20.

—. Telephone interview. 31 Mar. 1998.

Pough, Gwendolyn D. “Empowering Rhetoric: Black Students Writing Black Panthers.” CCC. 53.3 (2002): 466-486.

Abstract:

This article examines Black student responses to Black Panther Party documents and how those documents moved the students toward change. I maintain that by allowing the classroom to function as a public space in which students can discuss the issues that matter to them, teachers can help to foster and encourage student activism and ultimately their empowerment.

Keywords:

ccc53.3 BlackStudents Activist AfricanAmerican BlackPanthers Class Diversity Writing Autobiography Students Change Campus Education PublicSphere

Works Cited

Bennett, Lerone. The Shaping of Black America: The Struggles of African- Americans, 1619 to the 1990s. New York: Penguin, 1999.

Black Action Movement. “Closing the Existing Rift: BAM Explains the True Nature of Its Organization,” The Miami Student 8 Apr. 1997: 3.

The Black Public Sphere Collective, eds. The Black Public Sphere: A Public Culture Book. Chicago: U of Chicago P, 1995.

Brown, Elaine. A Taste of Power: A Black Woman’s Story . New York: Pantheon, 1992.

Courtright, John A. “Rhetoric of the Gun: An Analysis of Rhetorical Modifications of the Black Panther Party.” Journal of Black Studies 4 (1974: 249-67).

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

Ervin, Elizabeth. “Academics and the Negotiation of Local Knowledge.” College English 61 (1999): 448-70.

Foner, Philip S., ed. The Black Panthers Speak . New York: Da Capo, 1995.

Garland, James C. “Response to the Black Action Movement.” Letter. 3 Apr. 1997. Gilyard, Keith. Let’s Flip the Script: An African American Discourse on Language, Literature, and Learning . Detroit: Wayne State UP, 1996.

Hale, Christine. “Does Miami Have Diversity?” Miami University Women’s Center Newsletter. Jan./Feb. 1996: 1, 12.

Holt, Thomas Co. “Afterward: Mapping the Black Public Sphere.” The Black Public Sphere: A Public Culture Book . Ed. The Black Public Sphere Collective. Chicago: U of Chicago P, 1995. 325-28.

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

Levine, Lawrence W. Black Culture and Black Consciousness: Afro-American Folk Thought from Slavery to Freedom. Oxford: Oxford UP, 1977.

Newton, Huey P. Revolutionary Suicide . New York: Writers and Readers, 1995.

—. “The Women’s Liberation and Gay Liberation Movements: August 15, 1970.” To Die for the People. New York: Writers and Readers, 1995. 152-55.

Newton, Huey P., and Bobby Seale. “What We Want, What We Believe.” Foner 2-3. Nieberding J. Letter. The Miami Student 5 Mar. 1996: 6.

Reagon, Bernice Johnson. “Coalition Politics: Turning the Century.” Race, Class, and Gender: An Anthology. Ed. Margaret L. Anderson and Patricia Hill Collins. Boston: Wadsworth, 1995. 540-46

Seale, Bobby. “Bobby Seale Explains Panther Politics.” Foner 81-87.

—. Seize the Time: The Story of the Black Panther Party and Huey P. Newton. Baltimore: Black Classics, 1991.

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

Turner, Patricia A. Ceramic Uncles and Celluloid Mammies: Black Images and Their Influences on Culture. New York: Anchor, 1994.

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

Woods, Joanne F. Letter. The Miami Student. 1 Mar. 1996: 6.

Woodson, Carter G. The Mis-Education of the Negro . Trenton: Africa World, 1990.

Gonsalves, Lisa M. “Making Connections: Addressing the Pitfalls of White Faculty/Black Male Student Communication.” CCC. 53.3 (2002): 435-465.

Abstract:

Classroom assignments, especially papers, often serve as the catalyst for many of the interactions that take place between Black male students and white faculty. This essay identifies some of the pitfalls that contribute to the breakdown of communication between white faculty and Black male students during interactions over student writing; it points out the behaviors that both constrain and facilitate these interactions, and it offers suggestions for how faculty can improve their interactions with this population of students. The essay concludes with suggestions for improving faculty awareness of how racial dynamics impact student/faculty interactions over student writing.

Keywords:

ccc53.3 Students Faculty BlackStudents WhiteFaculty Whiteness AfricanAmerican Standards Work Classrooms Writing Race

Works Cited

Allen, Walker, Edgar Epps, and Nesha Haniff. College in Black and White: African American Students in Predominantly White and in Historically Black Public Universities . Albany: U of New York P, 1991.

Endo, Jean, and Richard Harpel. “The Effect of Student-Faculty Interaction on Students’ Educational Outcomes.” Research in Higher Education 16 (1982): 115-37.

Feldman, Robert, ed. The Social Psychology of Education: Current Research and Theory. Cambridge: Cambridge UP, 1986.

Grant-Thompson, Sheila, and Donald Atkinson. “Cross-Cultural Mentor Effectiveness and African American Male Students.” Journal of Black Psychology 23 (1997): 120-34.

Kobrak, Peter. “Black Student Retention in Predominantly White Regional Universities: The Politics of Faculty Involvement.” Journal of Negro Education 61 (1992): 509-30.

Kroll, Barry, and Roberta Vann, eds. Exploring Speaking-Writing Relationships: Connections and Contrasts . Urbana, IL: NCTE, 1981.

Nettles, Michael, ed . Toward Black Undergraduate Student Equality in American Higher Education . New York: Greenwood, 1988.

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

Pascarella, Ernest, and Patrick Terenzini. “Patterns of Student-Faculty Informal Interaction Beyond the Classroom and Voluntary Freshman Attrition.” Journal of Higher Education 48 (1977): 540-52.

Pascarella, Ernest, Patrick Terenzini, and James Hibel. “Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance.” Journal of Higher Education 49 (1978): 450-63.

Schafer, John. “The Linguistic Analysis of Spoken and Written Texts.” Exploring Speaking-Writing Relationships: Connections and Contrasts . Ed. Barry Kroll and Roberta Vann. Urbana, IL: NCTE, 1981. 1-31.

Wilson, Robert. C., et al. College Professors and Their Impact on Students. New York: Wiley, 1975.

Word, Carl, Mark Zanna, and Joel Cooper. “The Nonverbal Mediation of Self- Fulfilling Prophecies in Interracial Interaction.” Journal of Experimental Social Psychology 10 (1974): 109-20.

Powell, Malea. “Rhetorics of Survivance: How American Indians Use Writing.” CCC. 53.3 (2002): 396-434.

Abstract:

In this story I listen closely to the ways in which two late nineteenth-century American Indian intellectuals, Sarah Winnemucca Hopkins and Charles Alexander Eastman, use the discourses about Indian-ness that circulated during that time period in order to both respond to that discourse and to reimagine what it could mean to be Indian. This use, I argue, is a critical component of rhetorics of survivance.

Keywords:

ccc53.3 Rhetoric Survivance AmericanIndian NativeAmerican CEastman SHopkins EuroAmerican Civilization Peoples Stories Audience Culture AmericanRhetoric

Works Cited

Berkhofer, Robert F. The White Man’s Indian . New York: Vintage, 1979.

Canfield, Gae Whitney. Sarah Winnemucca of the Northern Paiutes . Norman: U of Oklahoma P, 1983.

Churchill, Ward. Rev. of Ohiyesa: Charles Eastman, Santee Sioux , by Raymond Wilson. Western American Literature 19 (1984): 152-54.

—. “White Studies: The Intellectual Imperialism of U.S. Higher Education .” From a Native Son: Selected Essays on Indigenism, 1985-1995 . Boston: South End, 1996. 271-93.

Clark, Gregory, and S. Michael Halloran, eds. Oratorical Culture in Nineteenth- Century America: Transformation in the Theory and Practice of Rhetoric . Carbondale, IL: SIU P, 1993.

De Certeau, Michel. The Practice of Everyday Life . Trans. Steven Rendall. Berkeley: U of California P, 1984.

Drinnon, Richard. Facing West: The Metaphysics of Indian Hating and Empire Building. 1980. New York: Schocken, 1990.

DuBois, W.E.B. The Souls of Black Folk . 1903. New York: Dover, 1994.

Eastman, Charles Alexander. From the Deep Woods to Civilization . Boston: Little, Brown, 1916.

—. Indian Boyhood. 1902. Alexandria, VA: Time-Life, 1993.

—. The Soul of the Indian. 1911. Lincoln: U of Nebraska P, 1980.

Eastman, Elaine Goodale. “Foreword.” From the Deep Woods to Civilization. Boston: Little, Brown, 1916. xvii-xviii.

Gates, Merrill E. “Land and Law as Agents in Educating Indians.” Seventeenth Annual Report of the Board of Indian Commissioners . 1885. Rpt. in Americanizing the American Indians: Writings by the “Friends of the Indian” 1880-1900 . Ed. Francis Paul Prucha. Cambridge: Harvard UP, 1973. 53-56.

Ginzberg, Lori D. Women and the Work of Benevolence: Morality, Politics, and Class in the Nineteenth Century United States. New Haven: Yale UP, 1990.

Hauptman, Laurence M. Rev. of Ohiyesa: Charles Eastman, Santee Sioux, by Raymond Wilson. Pacific Historical Review 53 (1984): 389.

Hopkins, Sarah Winnemucca. Life Among the Piutes: Their Wrongs and Claims . Boston, 1883. Bishop, CA: Chalfant P, 1969.

Hoxie, Frederick E. A Final Promise: The Campaign to Assimilate the Indians, 1880-1920 . Lincoln: U of Nebraska P, 1984.

Indian Rights Association. “Statement of Objectives.” Second Annual Report of the Executive Committee of the Indian Rights Association . 1885. Rpt. in Americanizing the American Indians: Writings by the “Friends of the Indian” 1880-1900 . Ed. Francis Paul Prucha. Cambridge: Harvard UP, 1973. 42-44.

Jaimes, M. Annette, ed. The State of Native America: Genocide, Colonization, and Resistance . Boston: South End, 1992.

Lyons, Scott Richard. “Rhetorical Sovereignty: What Do American Indians Want From Writing?” College Composition and Communication 51 (2000): 447-68.

Mathes, Valerie Sherer . Helen Hunt Jackson and Her Indian Reform Legacy . Austin: U of Texas P, 1990.

Momaday, N. Scott. “The Man Made of Words.” Literature of the American Indians: Views and Interpretations. Ed. Abraham Chapman. New York: Meridian, 1975. 96-110.

Peabody, Elizabeth Palmer. The Piutes: Second Report of the Model School of Sarah Winnemucca. Cambridge: John Wilson & Son, UP, 1887.

—. Sarah Winnemucca’s Practical Solution of the Indian Problem: A Letter to Dr. Lyman Abbot of the “Christian Union.” Cambridge: John Wilson & Son, UP, 1886.

Pearce, Roy Harvey. Savagism and Civilization: A Study of the Indian and the American Mind . Berkeley: U of California P, 1988. Rev. ed. of The Savages of America. 1953.

Powell, Malea. “Imagining a New Indian.” Paradoxa 15 (2001): 211-26.

—. “Sarah Winnemucca Hopkins: Her Wrongs and Claims.” Native American Rhetorics. Ed. Ernest Stromberg. Carbondale, IL: SIU P, forthcoming.

Prucha, Francis Paul. The Great Father: The United States Government and the American Indians. 2 vols. Lincoln: U of Nebraska P, 1984.

Quinton, Amelia Stone. “Care of the Indian.” Woman’s Work in America. New York: Holt, 1891. 373-91.

Ronda, Bruce A. Letters of Elizabeth Palmer Peabody, American Renaissance Woman . Middletown, CT: Wesleyan UP, 1984.

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

Ruoff, A. LaVonne Brown. “Three Nineteenth- Century American Indian Autobiographers.” Redefining American Literary History . Ed. A. LaVonne Brown Ruoff and Jerry W. Ward, Jr. New York: MLA, 1990. 251-69.

Silko, Leslie Marmon. Ceremony . New York: Penguin, 1977.

Slotkin, Richard. Regeneration through Violence: The Mythology of the American Frontier, 1600-1860 . Middletown, CT: Wesleyan UP, 1973.

Spurr, David. The Rhetoric of Empire: Colonial Discourse in Journalism, Travel Writing, and Imperial Administration . Durham, NC: Duke UP, 1996.

Vizenor, Gerald. Crossbloods: Bone Courts, Bingo, and Other Reports . Minneapolis: U of Minnesota P, 1976.

—. Fugitive Poses: Native American Indian Scenes of Absence and Presence . Lincoln: U of Nebraska P, 1998.

—. Manifest Manners: Postindian Warriors of Survivance . Hanover, CT: Wesleyan UP, 1994.

—. “Socioacupuncture: Mythic Reversals and the Striptease in Four Scenes.” The American Indian and the Problem of History . Ed. Calvin Martin. New York: Oxford UP, 1987. 180-91.

Warrior, Robert Allen. “The Columbus Quincentennial Is Nothing to Celebrate, But Five Hundred Years of Native People’s Resistance Is.” Without Discovery: A Native Response to Columbus . Ed. Ray Gonzalez. Seattle: Broken Moon, 1992. 15-18.

Wilson, Raymond. Ohiyesa: Charles Eastman, Santee Sioux . Urbana: U of Illinois P, 1983.

Wong, Hertha Dawn. Sending My Heart Back Across the Years: Tradition and Innovation in Native American Autobiography . New York: Oxford UP, 1992.

Zanjani, Sally. Sarah Winnemucca. Lincoln: U of Nebraska P, 2001.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v52-4

Johnson, T. R. “School Sucks.” CCC 52.4 (2001): 620-650.

Abstract:

Occasioned by the recent epidemic of violence in schools and the author’s memory of violent schoolyard rhymes, this essay explores the ways students experience contemporary writing pedagogy. To do so, the essay ranges from rhetoric’s historical discussion of the pleasures of writing to composition’s more recent interest in academic professionalism to Gilles Deleuze’s theory of masochism to the problem of teaching and learning in a consumer culture.

Keywords:

ccc52.4 Students Pleasure Experience Writing Renegade Rhetoric Gorgias Pedagogy Pain Laughter Power HCixous School

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. NY: Guilford P, 1985. 134-65.

—. “A Reply to Stephen North.” Pre/Text: A Journal of Rhetorical Theory 11 (1990): 121-30.

—. ” Writing with Teachers: A Conversation with Peter Elbow .” CCC 46 (1995): 62-71.

Bartholomae, David, and Anthony Petroskey, ed. Ways of Reading. 3rd ed. Boston: Bedford/St. Martin’s P, 1993.

Baudrillard, Jean. Symbolic Exchange and Death. Trans. Iain Hamilton Grant. Thousand Oaks, CA: Sage, 1993.

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

Bizzell, Patricia. “What Happens When Basic Writers Come to College?” CCC 37 (1986): 294-301.

Blitz, Michael, and C. Mark Hulbert. Letters for the Living: Teaching Writing in a Violent Age. Urbana: NCTE, 1998.

Boyd, Richard. “Reading Student Resistance: The Case of the Missing Other.” JAC 19 (1999): 589-605.

Brand, Alice Glarden, and Richard Graves, ed. Presence of Mind: Writing and the Domain beyond the Cognitive. Portsmouth, NH: Heinemann-Boynton/Cook, 1994.

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

Cixous, H�lène. “The Laugh of the Medusa.” Trans. Keith Cohen and Paula Cohen. The Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg. Boston: Bedford/St. Martin’s P, 1990. 1232-45.

Cixous, H�lène, and Catherine Cl�ment. The Newly Born Woman. Trans. Betsy Wing. Minneapolis: U of Minnesota P, 1986.

Couliano, Ioan. Eros and Magic in the Renaissance. Trans. Margaret Cooke. Chicago: U of Chicago P, 1987.

Covino, William A. The Art of Wondering. A Revisionist Return to the History of Rhetoric. Portsmouth, NH: Heinemann- Boynton/Cook, 1988.

—. Magic, Rhetoric and Literacy: An Eccentric History of the Composing Imagination. Albany: SUNY P, 1994.

Davis, D. Diane. Breaking Up [at] Totality: A Rhetoric of Laughter. Carbondale: Southern Illinois UP, 2000.

Deleuze, Gilles. Coldness and Cruelty. New York: Zone Books, 1991.

—. Difference and Repetition. Trans. Paul Patton. New York: Columbia UP, 1994.

Derkson, Daniel John, and Victor C. Strasburger. “Media and Television Violence: Effects on Violence, Aggression, and Antisocial Behaviors in Children.” Schools, Violence, and Society. Ed. Allan M. Hoffman. Westport, CT: Praeger, 1996. 61-78.

Dodds, E. R. The Greeks and the Irrational. Berkeley: U of California P, 1951.

Dubois, Page. Torture and Truth. London: Routledge, 1994.

Edmundson, Mark. “On the Uses of a Liberal Education.” Harper’s Magazine September 1997: 39-49.

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

Ficino, Marsilio. Three Books on Life. Trans. Carol V. Kaske and John R. Clark. Binghamton, NY: Medieval and Renaissance Texts and Studies in Conjunction with the Renaissance Society of America, 1989.

Fulkerson, Richard. ” Call Me Horatio: Negotiating between Cognition and Affect in Composition .” CCC 50 (1998): 101-15.

Gery, John. “Sense and Unsense.” Teaching Composition with Literature: 101 Writing Assignments from College Instructors. Ed. Dana Gioia and Patricia Wagner. New York: Longman, 1999. 158-60.

Gorgias. “Encomium of Helen.” Trans. Rosamond Kent Sprague. The Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg. Boston: Bedford/St. Martin’s P, 1990. 40-42.

—. “On Nature or the Non-Existent.” Ancilla to the Presocratic Philosophers: A Complete Translation of the Fragments in Diels, Fragmente der Vorsokratiker. Trans. and ed. Kathleen Freeman. Cambridge: Harvard UP, 1977.

Helmers, Marguerite H. Writing Students: Composition Testimonials and Representations of Students. Albany: SUNY P, 1994.

Horner, Bruce. ” Traditions and Professionalization: Reconceiving Work in Composition .” CCC 51 (2000): 366-98.

Horner, Bruce, and Min-Zhan Lu. “The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy.” College English 60 (1998): 257-77.

Johnson, T. R. “Discipline and Pleasure: ‘Magic’ and Sound.” JAC 19 (1999): 431-52.

Laín Entralgo, Pedro. The Therapy of the Word in Classical Antiquity. Trans. L. J. Rather and John M. Sharp. New Haven: Yale UP, 1970.

Lees, Elaine O. “Proofreading as Reading, Errors as Embarrassments.” A Sourcebook for Basic Writing Teachers. Ed. Theresa Enos. New York: Random House, 1987. 216-30.

McLeod, Susan H. Notes on the Heart: Affective Issues in the Writing Classroom. Carbondale: Southern Illinois UP, 1997.

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

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

Ong, Walter J. Orality and Literacy: The Technologizing of the Word. New York: Methuen, 1982.

—. Rhetoric, Romance, Technology: Studies in the Interaction of Expression and Culture. Ithaca: Cornell UP, 1971.

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

Rodriguez, Richard. “The Achievement of Desire.” Bartholomae and Petroskey 481-504.

Rogers, Carl R. On Becoming a Person: A Therapist’s View of Psychotherapy. Boston: Houghton-Mifflin, 1961.

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

Scarry, Elaine. The Body in Pain: The Making and Unmaking of the World. New York: Oxford UP, 1985.

Schreiner, Steven. ” A Portrait of the Student as a Young Writer: Re-evaluating Emig and the Process Movement .” College Composition and Communication 48 (1997): 86-104.

Segal, Charles P. “Gorgias and the Psychology of the Logos.”Harvard Studies in Classical Philology 66 (1962): 99-155.

Sick: The Life and Death of Bob Flanagan, Supermasochist. Dir. Kirby Dick. Perf. Bob Flanagan, Sheree Rose. 1997.

Stuckey, J. Elspeth. The Violence of Literacy. Portsmouth, NH: Heinemann- Boynton/Cook, 1991.

Taylor, Anya. Magic and English Romanticism. Athens: U of Georgia P, 1979.

Vitanza, Victor. Negation, Subjectivity, and the History of Rhetoric. Albany: SUNY P, 1997.

Vopat, James B. “Uptaught Rethought: Coming Back from the ‘Knockout’ ” College English 40 (1978): 41-45.

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

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

Worsham, Lynn. “Emotion and Pedagogic Violence.” Discourse 15 (1993): 119-48.

—. “Going Postal: Pedagogic Violence and the Schooling of Emotion.” JAC 18 (1998): 213-45.

—. “Writing against Writing: The Predicament of Écriture F�minine in Composition Studies.” Contending with Words: Composition and Rhetoric in a Postmodern Age. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 82-104.

Leonhardy, Galen. “The Way of Sweat.” CCC 52.4 (2001): 612-619.

Abstract:

This essay presents a narrative description of experiences shared by the author, his father, and a Nez Perce man named Larry Greene. Those experiences are explored in relation to institutionalized education in order to provide insight into not only subjugated ways of knowing but also alternative places of learning.

Keywords:

ccc52.4 NezPerce Experience Sweathouse Knowledge Education NativeAmerican

Works Cited

Friere, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1997.

Villanueva, Victor, Jr. “Maybe a Colony: And Still Another Critique of the Comp Community.” JAC 17 (1997): 183-90.

Walker, Deward E., Jr. “The Nez Perce Sweat Bath Complex: An Acculturational Analysis.” Southwestern Journal of Anthropology 22 (1966): 133-71.

Porter, Kevin J. “A Pedagogy of Charity: Donald Davidson and the Student-Negotiated Composition Classroom.” CCC 52.4 (2001): 574-611.

Abstract:

Drawing on classroom experiences, the author suggests that philosopher Donald Davidson’s interpretive principle of charity can help explain why communication is impoverished or even impossible in classrooms governed by traditional, authoritarian practices that form a “pedagogy of severity.” If the classroom is to be a place of dialogue, learning, and mutual transformation, teachers should promote a “pedagogy of charity,” which assumes that students are rational beings with mostly true and coherent beliefs.

Keywords:

ccc52.4 Students Essay Pedagogy Charity Writing Paper Comments Teacher Dialogue DDavidson Response Severity

Works Cited

Apel, Karl-Otto. Towards a Transformation of Philosophy. Trans. Glyn Adey and David Frisby. London: Routledge & Kegan Paul, 1980.

Applebee, Arthur N. Writing in the Secondary Schools: English and the Content Areas. NCTE Research Report No. 22. Urbana: NCTE, 1981.

Bakhtin, M. M. The Dialogic Imagination: Four Essays by M. M. Bakhtin. Ed. Michael Holquist. Trans. Caryl Emerson and Michael Holquist. Austin: U of Texas P, 1981.

—. Speech Genres and Other Late Essays. Ed. Caryl Emerson and Michael Holquist. Trans. Vern W. McGee. Austin: U of Texas P, 1986.

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. 134-65.

Berlin, James A. “Poststructuralism, Semiotics, and Social-Epistemic Rhetoric: Converging Agendas.” Enos and Brown 137-53.

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

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

—. ” The 4th of July and the 22nd of December: The Function of Cultural Archives in Persuasion, as Shown by Frederick Douglass and William Apess .” College Composition and Communication 48 (1997): 44-60.

Blakar, Rolv Mikkel. “Towards an Identification of Preconditions for Communication.” The Dialogical Alternative: Towards a Theory of Language and Mind. Ed. Astri Heen Wold. Oslo: Scandinavian UP, 1992. 235-52.

Blum-Kulka, Shoshana. “Discourse Pragmatics.” Discourse as Social Interaction. Ed. Teun A. van Dijk. London: Sage, 1997. 38-63.

Bourdieu, Pierre. Language and Symbolic Power. Ed. John B. Thompson. Trans. Mathew Adamson. Cambridge: Harvard UP, 1991.

—. The Logic of Practice. Trans. Richard Nice. Stanford: Stanford UP, 1990.

Bruner, Jerome. The Culture of Education. Cambridge: Harvard UP, 1996.

Buber, Martin. I and Thou. Trans. Walter Kaufmann. New York: Scribner’s, 1970.

Carter, Bonnie, and Craig Skates. The Rinehart Handbook for Writers. 3rd ed. New York: Harcourt Brace Jovanovich, 1993.

Carter, Michael. ” The Idea of Expertise: An Exploration of Cognitive and Social Dimensions of Writing .” CCC41 (1990): 265-86.

Cheney, Lynne V. “PC: Alive and Entrenched.” Lunsford and Ruszkiewicz 112-23.

Cintron, Ralph. Angels’ Town: Chero Ways, Gang Life, and Rhetorics of the Everyday. Boston: Beacon P, 1997.

Coburn, Leon. “Tale 28.” Comp Tales: An Introduction to College Composition through Its Stories. Ed. Richard H. Haswell and Min-Zhan Lu. New York: Longman, 2000. 40.

Daiker, Donald. “Learning to Praise.” Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana: NCTE, 1989. 103-13.

Dasenbrock, Reed Way, ed. Literary Theory after Davidson. University Park: Pennsylvania State UP, 1993.

—. “A Rhetoric of Bumper Stickers: What Analytic Philosophy Can Contribute to a New Rhetoric.” Enos and Brown 191-206.

—, ed. Redrawing the Lines: Analytic Philosophy, Deconstruction, and Literary Theory. Minneapolis: U of Minnesota P, 1989.

Davidson, Donald. “A Coherence Theory of Truth and Knowledge.” LePore 307-19.

—. Essays on Actions and Events. Oxford: Clarendon, 1980.

—. Inquiries into Truth and Interpretation. Oxford: Clarendon, 1984.

—. “A Nice Derangement of Epitaphs.” LePore 433-46.

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

Dobrin, Sidney I. “Paralogic Hermeneutic Theories, Power, and the Possibility for Liberating Pedagogies.” Kent 132-48.

Ebest, Sally Barr, et al. Writing from A to Z: The Easy-Use Reference Handbook. 2nd ed. Mountain View, CA: Mayfield, 1997.

Elbow, Peter. Embracing Contraries: Explorations in Learning and Teaching. New York: Oxford UP, 1986.

Enos, Theresa, and Stuart C. Brown, eds. Defining the New Rhetorics. Newbury Park, CA: Sage, 1993.

Ewald, Helen Rothschild. “A Tangled Web of Discourses: On Post-Process Pedagogy and Communicative Interaction.” Kent 116-31.

Finders, Margaret J. ” ‘Just Girls’: Literacy and Allegiance in Junior High School.” Written Communication 13 (1996): 93-129.

Flower, Linda. “Negotiating the Meaning of Difference.” Written Communication 13 (1996): 44-92.

Gadamer, Hans-Georg. Philosophical Hermeneutics. Trans. David E. Linge. Berkeley: U of California P, 1977.

—. Truth and Method. Trans. Joel Weinsheimer and Donald G. Marshall. 2nd rev. ed. New York: Continuum, 1997.

Grice, Paul. Studies in the Way of Words. Cambridge: Harvard UP, 1989.

Gusdorf, Georges. Speaking. Trans. P. T. Brockelman. Chicago: Northwestern UP, 1965.

Habermas, Jürgen. The Theory of Communicative Action. Vol. 1: Reason and the Rationalization of Society. Trans. Thomas McCarthy. Boston: Beacon P, 1985.

Hacker, Diana. A Writer’s Reference. 3rd ed. Boston: Bedford Books, 1995.

Harkin, Patricia. “The Postdisciplinary Politics of Lore.” Harkin and Schilb 124-38.

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

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

Hill, Jane H. “Language, Culture, and World- View.” Linguistics: The Cambridge Survey. Ed. Frederick J. Newmeyer. Vol. 4. Cambridge: Cambridge UP, 1988. 14-36.

Hull, Glynda, et al. ” Remediation as Social Construct: Perspectives from an Analysis of Classroom Discourse .” CCC42 (1991): 299-329.

Hull, Glynda, and Mike Rose. ” ‘This Wooden Shack Place’: The Logic of an Unconventional Reading .” CCC41 (1990): 287-98.

Jarratt, Susan C. “Feminism and Composition: The Case for Conflict.” Harkin and Schilb 105-23.

Kent, Thomas. “Externalism and the Production of Discourse.” JAC 12 (1992): 57-74.

—. “Interpretation and Triangulation: A Davidsonian Critique of Reader-Oriented Literary Theory.” Dasenbrock, Literary 37-58.

—. Paralogic Rhetoric: A Theory of Communicative Interaction. Lewisburg, PA: Bucknell UP, 1993.

—, ed. Post-Process Theory: Beyond the Writing-Process Paradigm. Carbondale: Southern Illinois UP, 1999.

Knoblauch, C. H., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Upper Montclair, NJ: Heinemann- Boynton/Cook, 1984.

Labov, William. The Logic of Nonstandard English. Washington, DC: Georgetown UP, 1969.

LePore, Ernest, ed. Truth and Interpretation: Perspectives on the Philosophy of Donald Davidson. Oxford: Basil Blackwell, 1986.

Lu, Min-Zhan. ” Professing Multiculturalism: The Politics of Style in the Contact Zone .” College Composition and Communication 45 (1994): 442-58.

Lunsford, Andrea A., and John J. Ruszkiewicz, eds. The Presence of Others: Voices That Call for Response. 2nd ed. New York: St. Martin’s P, 1997.

Lynch, Dennis A., Diana George, and Marilyn M. Cooper. ” Moments of Argument: Agonistic Inquiry and Confrontational Cooperation .” College Composition and Communication 48 (1997): 61-85.

Lynch, Dennis, and Stephen Jukuri. “Beyond Master and Slave: Reconciling Our Fears of Power in the Writing Classroom.” Rhetoric Review 16 (1998): 270-88.

Malpas, J. E. Donald Davidson and the Mirror of Meaning: Holism, Truth, and Interpretation. Cambridge: Cambridge UP, 1992.

Mehan, Hugh. “Oracular Reasoning in a Psychiatric Exam: The Resolution of Conflict in Language.” Conflict Talk: Sociolinguistic Investigations of Arguments in Conversations. Ed. Allen D. Grimshaw. Cambridge: Cambridge UP, 1990. 160-77.

Miller, Richard E. “Fault Lines in the Contact Zone.” College English 56 (1994): 389-408.

New London Group. “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review 66 (1996): 60-92.

Newkirk, Thomas. “Direction and Misdirection in Peer Response.” College Composition and Communication 35 (1984): 301-11.

—. “How Students Read Student Papers.” Written Communication 1 (1984): 283-305.

Porter, Kevin J. “Methods, Truths, Reasons.” College English 60 (1998): 426-40.

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

—. “Linguistic Utopias.” The Linguistics of Writing: Arguments between Language and Literature. Ed. Nigel Fabb. Manchester: Manchester UP, 1987. 48-66.

Richards, I. A. The Philosophy of Rhetoric. London: Oxford UP, 1965.

Rommetveit, Ragnar. “On Axiomatic Features of a Dialogical Approach to Language and Mind.” Asymmetries in Dialogue. Ed. Ivana Marková and Klaus Foppa. Savage, MD: Barnes & Noble, 1990. 83-104.

—. On Message Structure: A Framework for the Study of Language and Communication. New York: Wiley, 1974.

Rorty, Richard. Philosophy and the Mirror of Nature. Princeton: Princeton UP, 1979.

Rosa, Alfred, and Paul Eschholz. The Writer’s Brief Handbook. New York: Macmillan, 1994.

Rose, Mike. “The Language of Exclusion: Writing Instruction at the University.” Wiley, Gleason, and Phelps. 445-59.

—. “Lives on the Boundary.” Lunsford and Ruszkiewicz 97-111.

Schultz, Katherine. ” ‘I Want to Be Good; I Just Don’t Get It’: A Fourth Grader’s Entrance into a Literacy Community.” Written Communication 11 (1994): 381-413.

Schuster, Charles I. “Theory and Practice.” An Introduction to Composition Studies. Ed. Erika Lindemann and Gary Tate. New York: Oxford UP, 1991. 33-48.

Schutz, Alfred. The Problem of Social Reality. Collected Papers. Vol. 1. The Hague: Martinus Nijhoff, 1967.

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

Smith, Frank. Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read. New York: Holt, Rinehart & Winston, 1971.

Sosnoski, James J. “Postmodern Teachers in Their Postmodern Classrooms: Socrates Begone!” Harkin and Schilb 198-219.

Spellmeyer, Kurt. Common Ground: Dialogue, Understanding, and the Teaching of Composition. Englewood Cliffs, NJ: Prentice Hall, 1993.

Stewart, Donald C. “Collaborative Learning and Composition: Boon or Bane?” Wiley, Gleason, and Phelps 98-113.

Thomas, Lewis. “The Hazards of Science.” Lunsford and Ruszkiewicz 236-42.

van Slyck, Phyllis. “Repositioning Ourselves in the Contact Zone.” College English 59 (1997): 149-70.

Wiley, Mark, Barbara Gleason, and Louise Wetherbee Phelps, eds. Composition in Four Keys: Inquiring into the Field. Mountain View, CA: Mayfield, 1996.

Yarbrough, Stephen R. After Rhetoric: The Study of Discourse beyond Language and Culture. Carbondale: Southern Illinois UP, 1999.

Zawodniak, Christian. ” ‘I’ll Have to Help Some of You More Than I Want To’: Teacher Power, Student Pedagogy.” Lunsford and Ruszkiewicz 124-32.   

Welsh, Susan. “Resistance Theory and Illegitimate Reproduction.” CCC 52.4 (2001): 553-573.

Abstract:

In the literature of critical pedagogy, resistance theory analyzes, ranks, and judges the emancipatory value of writing behaviors, privileging nonreproductive and transformative consciousness over cultural reproduction. The ranking of consciousness and the central metaphor of “reproduction” too often are naïvely applied, suppressing the political, social, and pedagogical value of writing that develops from within contradictory consciousness.

Keywords:

ccc52.4 Resistance Students Consciousness Reproduction CriticalPedagogy Culture Family CSteedman ResistanceTheory

Works Cited

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

Bordo, Susan. “Anorexia Nervosa: Psychopathology as the Crystallization of Culture.” Feminism and Foucault: Reflections on Resistance. Ed. Irene Diamond and Lee Quinby. Boston: Northeastern UP, 1988. 87-117.

—. “Feminism, Postmodernism, and Gender-Scepticism.” Nicholson 133-56.

Brunk, Terence, et al., ed. Literacies: Reading, Writing, Interpretation. New York: W. W. Norton, 1997.

Clark, Suzanne, and Lisa Ede. “Collaboration, Resistance, and the Teaching of Writing.” The Right to Literacy. Ed. Andrea Lunsford, Helene Moglen, and James Slevin. New York: MLA, 1990. 276-85.

Chase, Geoffrey. ” Accommodation, Resistance and the Politics of Student Writing .” CCC 39 (1988): 13-22.

Douglas, Susan. “Narcissism as Liberation.” Ways of Reading: An Anthology for Writers. Ed. David Bartholomae and Anthony Petrosky. 4th ed. Boston: Bedford/St. Martin’s P, 1996. 117-33.

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

Elshtain, Jean Bethke. “The Social Relations of the Classroom: AMoral and Political Perspective.” Telos 27 (1976): 97-110.

Fiske, John. “Madonna.” Ways of Reading: An Anthology for Writers. Ed. David Bartholomae and Anthony Petrosky. 3rd ed. Boston: Bedford/St. Martin’s P, 1993. 158-73.

Fraser, Nancy. Unruly Practices: Power, Discourse and Gender in Contemporary Social Theory. Minneapolis: U of Minnesota P, 1989.

Giroux, Henry A. “Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis.” Harvard Educational Review 53 (1983): 257-93.

—. Theory and Resistance in Education: A Pedagogy for the Opposition. South Hadley, MA: Bergin & Garvey, 1983.

Hurlbert, C. Mark, and Michael Blitz, eds. Composition and Resistance. Portsmouth, NH: Heinemann-Boynton/Cook, 1991.

Jay, Gregory S. “The Subject of Pedagogy: Lessons in Psychoanalysis and Politics.” College English 49 (1987): 785-800.

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

Lather, Patti. “Post-critical Pedagogies: A Feminist Reading.” Luke and Gore 120-37.

Lu, Min-Zhan, and Bruce Horner. “The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy.” College English 60 (1998): 257-77.

Luke, Carmen. “Feminist Politics in Radical Pedagogy.” Luke and Gore 25-53.

Luke, Carmen, and Jennifer Gore, eds. Feminisms and Critical Pedagogy. New York: Routledge, 1992.

McGee, Patrick. “Truth and Resistance: Teaching as a Form of Analysis.” College English 49 (1987): 667-78.

Murphy, Ann. ” Transference and Resistance in the Basic Writing Classroom: Problematics and Praxis .” CCC40 (1989): 175-88.

Nicholson, Linda J., ed. Feminism/Postmodernism. New York: Routledge, 1990.

Probyn, Elspeth. “Travels in the Postmodern: Making Sense of the Local.” Nicholson 176-89.

Rains, Prudence Mors. Becoming an Unwed Mother: A Sociological Account. Chicago: Aldine Atherton, 1971.

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

Spellmeyer, Kurt. “‘Too Little Care’: Language, Politics, and Embodiment in the Life-World.” College English 55 (1993): 265-83.

Stanley, William B. Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era. Albany: SUNY P, 1992.

Steedman, Carolyn Kay. Landscape for a Good Woman: A Story of Two Lives. New Brunswick, NJ: Rutgers UP, 1987.

Trimbur, John. “The Politics of Radical Pedagogy: A Plea for ‘A Dose of Vulgar Marxism.’ ” College English 56 (1994): 194-206.

Weiler, Kathleen. Women Teaching for Change: Gender, Class and Power. Critical Studies in Education series. South Hadley, MA: Bergin & Garvey, 1988.

McCrary, Donald. “Womanist Theology and Its Efficacy for the Writing Classroom.” CCC 52.4 (2001): 521-552.

Abstract:

Analyzing postmodern theory, course discussion, and student texts, this article argues that womanist theology and the texts it gathers can serve as efficacious course content for other-literate students. Womanist theology offers students a scholarly discipline that expresses inter- and intracultural rhetorical awareness, bridging the gap between home and school literacy functions.

Keywords:

ccc52.4 Students Women Womanist Theology Reading Literacy Community Writing AfricanAmerican AWalker

Works Cited

Andrews, William L., ed. Sisters of the Spirit: Three Black Women’s Autobiographies of the Ninteenth Century. Bloomington: U of Indiana P, 1986.

Barrow, Rufus J., Jr. “Womanist Theology and Ethics.” Encounter 59 (1998): 157-75.

Bartholomae, David, and Anthony Petrosky. Facts, Artifacts, and Counterfacts: Theory and Method for a Reading and Writing Course. Upper Montclair, NJ: Heinemann- Boynton/Cook, 1986.

—. Ways of Reading: An Anthology for Writers. 5th ed. Boston: Bedford/St. Martin’s P, 1999.

Berthoff, Ann E. Forming Thinking Writing: The Composing Imagination. Upper Montclair, NJ: Heinemann-Boynton/Cook. 1978.

Bizzell, Patricia. ” ‘Contact Zones’ and English Studies.” College English 56 (1994): 163-69.

—. “The 4th of July and the 22nd of December.” College Composition and Communication 48 (1997): 44-60.

—. “Theories of Content.” Paper presented at Conference on College Composition and Communication, Nashville. 16-19 March 1994.

Brown, Claude. Manchild in the Promised Land. New York: Macmillan, 1965.

Cannon, Katie G. Katie’s Canon: Womanism and the Soul of the Black Community. New York: Continuum, 1995.

Chapman, Mark L. Christianity on Trial: African-American Religious Thought before and after Black Power. Maryknoll, NY: Orbis Books, 1996.

Combahee River Collective. “A Black Feminist Statement.” Words of Fire: An Anthology of African-American Feminist Thought. Ed. Beverly Guy- Sheftall. New York: New P, 1995.

Douglas, Kelly Brown. Sexuality and the Black Church: A Womanist Perspective. Maryknoll, NY: Orbis Books, 1999.

—. “When the Subjugated Come to the Center.” Journal of Religious Thought 52 (1996): 37-43.

Elaw, Zilpha. “Memoirs of the Life, Religious Experience, Ministerial Travels, and Labours of Mrs. Elaw.” Andrews 25-48.

Foote, Julia A. “A Brand Plucked from the Fire: An Autobiographical Sketch by Mrs. Julia A. Foote.” Andrews 49-160.

Gaber-Katz, Elaine. “The Use of Story in Critical Literacy Practice.” Gender and Education 8 (1996): 49-60.

Grant, Jacquelyn. “Black Theology and the Black Woman.” Black Theology: A Documentary History, 1966-1979. Ed. Gayraud S. Wellmore and James H. Cone. Maryknoll, NY: Orbis Books, 1979. 418-33.

—. White Women’s Christ and Black Women’s Jesus: Feminist Christology and Womanist Response. Atlanta: Scholars P, 1989.

Hirschmann, Nancy J. “Toward a Feminist Theory of Freedom.” Political Theory 24 (1996): 46-67.

hooks, bell. “Black and Female: Reflections on Graduate School.” Talking Back: Thinking Feminist, Thinking Black. Boston: South End P, 1989. 55-61.

—. “Feminism: A Transformational Politic.” Talking Back: Thinking Feminist, Thinking Black. Boston: South End P, 1989. 19-27.

Isasi-Diaz, Ada Maria. “Mujeristas: A Name of Our Own.” Sisters Struggling in the Spirit: A Women of Color Theological Anthology. Ed. Nantawan Boonsprasat Lewis et al. Louisville, KY: Women’s Ministries Program, Presbyterian Church (USA), 1994. 126-38.

Lee, Jarena. “The Life and Religious Experiences of Jarena Lee (1836).” Andrews 161-234.

Lee, Susan Hagood. “Witness to Christ, Witness to Pain: One Woman’s Journey through Wife Battering.” Sermons Seldom Heard: Women Proclaim Their Lives. Ed. Annie Lally Milhaven. New York: Crossroad, 1991. 11-22.

Lu, Min-Zhan. “Reading and Writing Differences: The Problematic of Experience.” Feminism and Composition Studies: In Other Words. Ed. Susan C. Jarrett and Lynn Worsham. New York: MLA, 1998. 239-51.

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

Moody, Linda A. Women Encounter God: Theology across the Boundaries of Difference. Maryknoll, NY: Orbis Books, 1996.

Paris, Peter J. “From Womanist Thought to Womanist Action.” Journal of Feminist Studies in Religion 9 (1993): 115-25.

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

Sanders, Cheryl J. “Hope and Empathy: Toward an Ethic of Black Empowerment.” Journal of Religious Thought 52/53 (1996): 1-17.

Smith, Barbara. Introduction. Homegirls: A Black Feminist Anthology. Ed. Barbara Smith. New York: Kitchen Table, Women of Color P, 1983. xxxi-xxxii.

Smith, Chandra Taylor. “Wonderfully Made: Preaching Physical Self-Affirmation.” Sermons Seldom Heard: Women Proclaim Their Lives. Ed. Annie Lally Milhaven. New York: Crossroad, 1991. 243-51.

Thomas, Linda E. “Womanist Theology, Epistemology, and a New Anthropological Paradigm.” Cross Currents 48 (1998/1999): 468-99.

Townes, Emilie M. “Ethics as an Art of Doing the Work Our Souls Must Have.” The Arts of Ministry : Feminist-Womanist Approaches. Ed. Christine Cozad Neuger. Louisville, KY: Westminster John Knox P, 1996. 143-61.

—. In a Blaze of Glory: Womanist Spirituality as Social Witness. Nashville: Abingdon P, 1995.

—. Womanist Justice, Womanist Hope. Atlanta: Scholars P, 1993.

Vološinov, V. N. Marxism and the Philosophy of Language. Trans. Ladislaw Matejka and I. R. Titunik. Cambridge: Harvard UP, 1986.

Walker, Alice. The Color Purple. New York: Washington Square P, 1982.

—. “In Search of Our Mothers’ Gardens.” In Search of Our Mothers’ Gardens. New York: Harcourt Brace Jovanovich, 1983. 232-42.

—. “Womanism.” In Search of Our Mothers’ Gardens. New York: Harcourt Brace Jovanovich, 1983. xi-xii.

Williams, Delores. Sisters in the Wilderness: The Challenge of Womanist God-Talk. Maryknoll, NY: Orbis Books, 1993.

—. “Womanist Theology: Black Women’s Voices.” Sisters Struggling in the Spirit: A Women of Color Theological Anthology. Ed. Nantawan Boonsprasat Lewis et al. Louisville, KY: Women’s Ministries Program, Presbyterian Church (USA), 1994. 5-15.

Zinn, Howard. “Growing-Up Class Conscious.” The Writer’s Presence: A Pool of Readings. 3rd ed. Ed. Donald McQuade and Robert Atwan. New York: Bedford/St.Martin’s P, 2000. 852-67.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v49-1

Crowley, Sharon. “Histories of Pedagogy, English Studies, and Composition.” Rev. of The Origins of Composition Studies in the American College, 1875-1925: A Documentary History by John C. Brereton; The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces by Thomas P. Miller; and Pedagogy: Disturbing History, 1819-1929 by Mariolina Rizzi Salvatori. CCC 49.1 (1998): 109-114.

Kahn-Egan, Seth, and Geoffrey Sirc. “Interchanges: Punk Comp and Beyond.”  CCC 49.1 (1998): 99-108.

Pickett, Nell Ann. “The Two-Year College as Democracy in Action.” CCC 49.1 (1998): 90-98.

Abstract:

Pickett’s narrative version of her 1997 CCCC Chair’s address illuminates her career as shaped by her commitment to two-year college teaching and scholarship. She expounds the civic value and service of two-year institutions nation-wide, focusing particularly on her home institution of Hind College, Mississippi, while simultaneously exposing the prejudices and unjust judgments made against two-year colleges.

Keywords:

ccc49.1 ChairsAddress CommunityColleges TwoYearColleges Students Mississippi Writing Education Publishing State

Works Cited

American Association of Community Colleg­es, Commission on Workforce and Com­munity Development. Responding to the Challenge of Workforce and Economic Develop­ment: The Role of America’s Community Colleges. Washington, DC: AACC. May 1996.

American Association of Community Colleg­es. Developing the World’s Best Workforce: An Agenda for America’s Community Colleges. Annapolis Junction, MD: Community College P, 1996.

Connors, Robert J. “Technical Writing In­struction in America” Journal of Technical Writing and Communication (1982):329-52.

Kanengiser, Andy. “Lifelong Learning Boom Crowds Campuses.” The Clarion-Ledger [Jackson, MS.] 8 Jan. 1997:Al, 5.

Lamm, Marcy. “Women’s Mid-Life Crises Often Inspire New Careers, Upgraded Self­Esteems.” The Clarion-Ledger [Jackson, MS.] 3 Nov. 1996:BII-12.

Mississippi Almanac 1997-1998. Yazoo City: Computer Search and Research, 1997.

Mississippi State Board of Community and Junior Colleges. “Mississippi Community and Junior Colleges.” Fact Sheet. Jackson, MS:n.d.

Anderson, Paul V. “Simple Gifts: Ethical Issues in the Conduct of Person-Based Composition Research.” CCC 49.1 (1998): 63-89.

Abstract:

Anderson advocates for reflection on the ethical treatment of research subjects and ethical usage of person-based research data, citing such research as constituting a substantial portion of current composition literature. He also cites the vulnerability of subjects whose unpublished words and actions scholars document: students, colleagues, family members and strangers alike. He calls for a discipline-wide discourse on research ethics and compliance with federal regulations on qualitative and quantitative human subject research.

Keywords:

ccc49.1 Research Regulation Students Composition Studies Participants Ethics Permission Consent Policy IRB Privacy NCTE

Works Cited

American Anthropological Association. Pro­fessional Ethics: Statements and Procedures of the American Anthropological Association . Washington: AAA, 1973.

American Educational Research Association. “Ethical Standards of the American Educa­tional Research Association.” Educational Researcher 21.3 (1992): 23-26.

American Psychological Association. “Ethical Principles of Psychologists and Code of Conduct.” American Psychologist 47 (1992): 1597-1611.

American Sociological Association. Code of Ethics. Washington: ASA, 1971.

Anderson, Paul V. “Ethics, Institutional Re­view Boards and the Use of Human Sub­jects in Composition Research.” Kirsch and Mortenson 260-85.

Canter, Mathilda B., Bruce B. Bennett, Stan­ley E. Jones, and Thomas F. Nagy. Ethics for Psychologists: A Commentary on the APA Ethics Code . Washington: APA, 1994.

Ellis, Gary B. “Research Activities that May Be Reviewed Through Expedited Review.” OPRR Reports 95-02. 5 May 1995.

“Federal Policy for the Protection of Human Subjects.” Federal Register 56 (1991): 28003-32.

Fluehr-Lobban, Carolyn. “Informed Consent in Anthropological Research: We are Not Exempt.” Human Organization 53 (1994): 1-10.

Franklin, Phyllis. Telephone interview. 3 July 1996 and 14 July 1997.

Harris, Joseph. “From the Editor: The Work of Others.” CCC 45 (1994): 439-41.

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

Keirn, Albert N. The CPS Story. Intercourse, PA: Good Books, 1990.

Kirsch, Gesa, and Peter Mortenson, eds. Eth­ics and Representation in Qualitative Studies of Literacy . Urbana: NCTE, 1996.

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

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

Modern Language Association. “Statement of Professional Ethics.” Profession (1992): 75-8.

National Commission for the Protection of Human Subjects of Biomedical and Behav­ioral Research. The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research . Washington: US Department of Health and Human Services, 1979.

National Council of Teachers of English. “Consent to Participate in Research Study and To Publication of Results.” Two-page form. Urbana: NCTE, no date.

—. “Consent to Publication of Results of Research Study.” One-page form. Urbana: NCTE, no date.

National Public Radio. “Informed Consent and Nuremberg.” Nan, Linda Werthheimer. All Things Considered. 9 December 1996.

Ohman, Richard. English in America. New York: Oxford, 1976.

Prior, Paul. “Tracing Authoritative and Inter­nally Persuasive Discourses: A Case Study of Response, Revision, and Disciplinary En­culturation.” RTE 29 (1995): 288-325.

Pritchard, Ruie Jane, and Jon C. Marshall. “Evaluation of a Tiered Model for Staff De­velopment in Writing.” RTE 28 (1994): 259-85.

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

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

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

Social Sciences Research Council and Hu­manities Research Council of Canada. Eth­ics: Guidelines for Research with Human Subjects. Ottawa: SSHRCC, no date.

Stotsky, Sandra. “From the Editor.” RTE 27 (1993): 132.

—. “Language Research Policies.” Ency­clopedia of English Studies and Language Arts . Ed. Alan Purves. Urbana: NCTE, 1994. 711-13.

—. Telephone interview. 21 March 1996.

United States Office for Protection from Re­search Risks. Protecting Human Research Sub­jects: Institutional Review Board Guidebook. Washington: GPO, 1993.

United States. Trials of War Criminals before the Nuremberg Tribunals under Control Council Law No.10. Vol 2. Washington: GPO, 1949. 181-82.

Welshons, Marlo. Telephone interview. 28 July 1997.

Yancey, Kathleen Blake and Michael Spooner. “A Single Good Mind: Collaboration, Cooperation, and the Writing Self.” CCC 49.1 (1998): 45-62.

Abstract:

Yancey and Spooner enact their version of collaborative writing using changes in font and text placement to distinguish authors and create multivalent, multivocal presences in their essay. They dialogically work their way through the literature on writerly collaboration and suggest that there are multiple possible enactments of collaboration existing on a continuum from culturally-influenced individual to co-creative, integrated collaborations of peers.

Keywords:

ccc49.1 Collaboration Writing Text Community Process ALunsford LEde Dialogic Self Voices CollectiveIntelligence

Works Cited

Anderson, Worth, Cynthia Best, Alycia Black, John Hurst, Brandt Miller, and Susan Miller. “Cross-Curricular Underlife.” CCC 41 (1990): 11-36.

Batson, Trent. “AAHESGlT: Deep Change and Info Tech.” Email to listserv AAHES GlT@LIST.CREN.NET. Available <fenOOkby@unccvm.uncc.edu>. 21 Sept. 1995.

Bosley, Deborah. “A National Study of the Uses of Collaborative Writing in Business Communication in Courses among Mem­bers of the ABC.” Diss. Illinois SU, 1989.

Butler, Deborah, and Philip Winne. “Feedback and Self-Regulated Learning.” Review of Edu­cational Research 65 (1995): 245-83.

Clark, Gregory. “Rescuing the Discourse of Community.” CCC 45 (1994): 61-75.

Cooper, Marilyn, Diana George, and Susan Sanders, “Collaboration for a Change: Col­laborative Learning and Social Action.” Reagan et al. 31-47.

Ede, Lisa and Andrea Lunsford. Singular Texts/ Plural Authors . Carbondale: Southern Illinois Up, 1990.

Entes, Judith. “The Right to Write a Co­Authored Manuscript.” Reagan et al. 47-61.

Flower, Linda. “Negotiating the Meaning of Difference.” Written Communication 13 (1996): 44-93.

Forman, Janis, ed. New Visions of Collaborative Writing. Portsmouth: Boynton, 1992.

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

Harris, Muriel. “Composing Behaviors of One and Multi-Draft Writers.” College English 51 (1986): 174-91.

Haswell, Richard. (1989). “Textual Research and Coherence.” College English 51 (1989): 305-19.

Himley, Margaret, Chris Madden, Al Hoffman, and Diane Penrod. “Adult Literacy and Co­Authoring.” Written Communication 13 (1996): 163-90.

Holdstein, Deborah. “The Institutional Agen­da, Collaboration, and Writing Assessment.” Reagan et al.: 77-89.

Kirsch, Gesa. “Multi-Vocal Texts and Interpre­tive Responsibility.” College English 59 (1997): 191-202.

McNenny, Geraldine, and Duane Roen. “The Case for Collaborative Scholarship in Rheto­ric and Composition.” Rhetoric Review 10 (1992): 291-310.

Miller, Susan. “New Discourse City.” Reagan et al. 283-301.

Monseau, Virginia R., Jeanne M. Gerlach and Lisa J. McClure. “The Making of a Book: A Collaboration of Writing, Responding, and Revising.” Reagan et al. 61-77.

Moran, Charles. “Computers and English: What Do We Make of Each Other?” College English 54 (1992): 193-98.

Pennisi. Linda Tomol. and Patrick Lawler. “Without a Net: Collaborative Writing.” Colors of a Different Horse: Rethinking Creative Writing Theory and Pedagogy . Ed. Wendy Bishop and Hans Ostrom. Urbana: NCTE, 1994. 225-33.

Porter, James. “Intertextuality and the Dis­course Community.” Rhetoric Review 5 (1986): 34-47.

Reagan, Sally Barr, Thomas Fox and David Bleich, eds. Writing With: New Directions in Collaborative Teaching, Learning, and Research . Albany, NY: State U of New York P, 1994.

Reither, James and Douglas Vipond. “Writing as Collaboration.” College English 51 (1989): 855-867.

Schilb, John. “The Sociological Imagination and the Ethics of Collaboration.” Forman 105-19.

Smith, John B. Collective Intelligence in Computer-based Collaboration . Hillsdale: Erlbaum, 1994.

Sperling, Melanie. “Speaking of Writing.” Reagan et al. 227-46.

Spellmeyer, Kurt. “On Conventions and Col­laboration.” Writing Theory and Critical Theory . Ed. John Clifford and John Schilb. New York: MLA. 1994. 73-96.

Spooner, Michael and Kathleen Yancey. ” Postings on a Genre of Email .” CCC 47 (1996): 158-76.

Thralls, Charlotte. “Bakhtin, Collaborative Partners, and Published Discourse.” Forman 6 3-81.

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

Trimbur, John, and Lundy A. Braun. “Laboratory Life and the Determination of Author­ship.” Forman 19-37.

Ulmer, Gregory. “Discussion.” Literacy Online: the Promise (and Peril) of Reading and Writing with Computers . Ed. Myron Tuman. Pitts­burgh: U of Pittsburgh P, 1992. 153-162.

Janangelo, Joseph. “Joseph Cornell and the Artistry of Composing Persuasive Hypertexts.” CCC 49.1 (1998): 24-44.

Abstract:

Janangelo’s narrative about student use of hypertextual arguments to fulfill traditional academic discourse assignments point to the lack of “safe and flexible environment[s]” (26) for teacher and student to collaboratively develop new, acceptable persuasive discourse forms. His intent is to highlight the rhetorical skill involved in composing a persuasive hypertext, grounding his argument in the twentieth-century collage work of artist Joseph Cornell, and to suggest ways to “support students’ prefigurative literacy activities” (28).

Keywords:

ccc49.1 JCornell Hypertext Text Students Author Collage Links Coherence Reading Art Readymade Technology Persuasion

Works Cited

Biemiller, Lawrence. “‘Purposeless Wander­ing’ Through 1. A. Neighborhoods With a Pinhole Camera.” The Chronicle of Higher Education 14 May 1995: A55.

Britt, M. Anne, Jean-Francois Rouet, and Charles A. Perfetti. “Using Hypertext to Study and Reason About Historical Evi­dence.” Rouet, Levonen, Dillon, and Spiro 43-72.

Bush, Vannevar. “As We May Think.” From Memex to Hypertext: Vannevar Bush and the Mind’s Machine . Ed. James M. Nyce and Paul Kahn. Boston: Academic, 1991. 85­-110.

Caws, Mary Ann. ed. Joseph Cornell’s Theater of the Mind: Selected Diaries, Letters, and Files. New York: Thames, 1993.

Charney, Davida. “The Effect of Hypertext on Processes of Reading and Writing.” Selfe and Hilligoss 238-63.

Curtis, Marcia and Elizabeth Klem. “The Vir­tual Context: Ethnography in the Comput­er-Equipped Writing Classroom.” Hawisher and LeBlanc 155-72.

Delaney, Paul and George P. Landow Eds. Hypermedia and Literary Studies . Cambridge: MIT, 1991.

DeLoughry, Thomas J.. “Term Papers Go High Tech: More and More Professors Assign Projects that Embrace New Elec­tronic Technologies.” The Chronicle of Higher Education 7 Dec. 1994: A23, A25.

Dryden, 1. M.. “Literature, Student-Centered Classrooms, and Hypermedia Environ­ments.” Selfe and Hilligoss 282-304.

Eco, Umberto. “The Texts to Boot.” The Observer Review 18 June 1995: A4.

Eco, Umberto. Six Walks in the Fictional Woods. Cambridge: Harvard Up, 1994.

Eldred, Janet Carey and Ron Fortune. “Ex­ploring the Implications of Metaphors for Computer Networks and Hypermedia.” Hawisher and LeBlanc 58-73.

Foltz, Peter W. “Comprehension, Coherence, and Strategies in Hypertext and Linear Text.” Rouet, Levonen, Dillon, and Spiro 109-36.

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

Gruber, Sibylle. “Re: Ways We Contribute: Students, Instructors, and Pedagogies in the Computer-Mediated Writing Class­room.” Computers and Composition 12 (1995): 61-78.

Hawisher, Gail E., Paul LeBlanc, Charles Moran, Cynthia L. Selfe Eds. Computers and the Teaching of Writing in American Higher Education, 1979-1994: A History . Norwood: Ablex, 1996.

Hawisher, Gail E., and Paul LeBlanc, eds. Re-Imagining Computers and Composition: Teaching and Research in the Virtual Age . Portsmouth: Boynton, 1992.

Hawisher, Gail E, and Cynthia L. Selfe. “Tra­dition and Change in Computer-Supported Writing Environments: A Call for Action.” Theoretical and Critical Perspectives on Teacher Change . Ed. Phyllis Kahaney, Linda A. M. Perry, and Joseph Janangelo. Norwood: Ablex, 1993.155-86.

Heba, Gary. “HyperRhetoric: Multimedia, Literacy, and the Future of Composition.” Computers and Composition 14 (1997): 19-44.

Joyce, Michael. Of 11;0 Minds: Hypertext Peda­gogy and Poetics . Ann Arbor: U of Michigan P, 1995.

King, Greg. The Mad King: The Life and Times of Ludwig II of Bavaria . Secaucus: Birch Lane, 1996.

Landow, George P. “The Rhetoric of Hyper­media: Some Rules For Authors.” Delaney and Landow 81-103.

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

Landow, George P., and Paul Delaney. “Hy­pertext, Hypermedia and Literary Studies: the State of the Art.” Delaney and Landow 1991. 3-50.

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

Mead, Margaret. Culture and Commitment: A Study of the Generation Gap . Garden City: Natural History, 1970.

Miller, Susan. “Writing Theory:: Theory Writ­ing.” Methods and Methodology in Composition Research . Ed. Gesa Kirsch and Patricia A. Sullivan. Carbondale: Southern Illinois UP, 1992. 62-83.

Miller, Susan and Kyle Knowles. New Ways of Writing: A Handbook for Writing with Comput­ers . Upper Saddle River: Blair, 1997.

Moulthrop, Stuart. “In the Zones: Hypertext and the Politics of Interpretation.” Writing on the Edge 1 (1989): 18-27.

Moulthrop, Stuart and Nancy Kaplan. “Something to Imagine: Literature, Com­position, and Interactive Fiction.” Computers and Composition 9 (1991): 7-23.

Perfetti, Charles A. “Text and Hypertext.” Rouet, Levonen, Dillon, and Spiro 157-61.

Rouet, Jean-Francois, Jarmo J. Levonen, Andrew Dillon, and Rand J. Spiro. Eds. Hypertext and Cognition. Mahwah: Erlbaum, 1996.

Selfe, Cynthia L. and Susan Hilligoss Eds. Lit­eracy and Computers: The Complications of Teaching and Learning with Technology . New York: MLA, 1994.

Selfe, Richard J. “What Are They Talking About? Computer Terms That English Teachers May Need to Know.” Hawisher and LeBlanc 207-18.

Simic, Charles. Dime Store Alchemy: The Art of Joseph Cornell . Hopewell: Ecco, 1992.

Slatin, John M.. “Reading Hypertext: Order and Coherence in a New Medium.” College English 52 (1990): 870-83.

Smith, Catherine F. “Hypertextual Thinking.” Selfe and Hilligoss 264-81.

Smock, Raymond W. “What Promise Does the Internet Hold for Scholars?” The Chronicle of Higher Education. 22 September 1995: BI-2.

Solomon, Deborah. Utopia Parkway: The Life and Work of Joseph Cornell . New York: Farrar, 1997.

Tashjian, Dickran. Joseph Cornell: Gifts of Desire. Miami Beach: Grassfield, 1992.

Tomkins, Calvin. “Duchamp and New York: What did he find here? The things that made art modern.” The New Yorker (1996): 92-101.

Waldman, Diane. Joseph Cornell. New York: Braziller, 1977.

Clark, Gregory. “Writing as Travel, or Rhetoric on the Road.” CCC 49.1 (1998): 9-23.

Abstract:

Clark’s essay moves the teaching of writing from metaphors of rhetoric as “territories” and “places” (i.e., discourse “communities”) to metaphors of “travel” in order to describe rhetoric’s transformative operations across boundaries of discourse communities. Complicating notions of “stable” discourse communities and locations, he suggests that acts of writing and reading must exist in the spaces in between the “territories,” teaching students to “travel effectively across as many boundaries as possible, forming collectives [of] interacting writers and readers in….expansive space” (12).

Keywords:

ccc49.1 Discourse Writing People Community Road Space Place Travel Boundaries Collectivity Territory Experience Home Work

Works Cited

Ackerman. John and Scott Oates. “Image, Text, and Power.” Nonacademic Writing: Social Theory and Technology. Ed. A. H. Duin and C. J. Hansen. Mahwah, NJ: Lawrence Erlbaum, 1996.81-212.

Addams, Jane. Democracy and Social Ethics. New York: Macmillan, 1907.

Belasco, Warren James. Americans on the Road: From Autocamping to Motels, 1910-1945 . Cambridge: MIT P, 1979.

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

Dewey, John. Dr. Dewey’s Lectures. Provo, Utah: Brigham Young Academy, 1901.

—. The Public and its Problems. New York: Hold, 1927.

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

Farrell, Thomas B. Norms of Rhetorical Culture. New Haven: Yale UP, 1993.

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

Fishman, Stephen M. and Lucille Parkinson McCarthy. “Teaching for Student Change: A Deweyan Alternative to Radical Pedagogy.” CCC 47 (1996): 342-66.

Fraser, Nancy. “Rethinking the Public Sphere: A Contribution to the Critique of Actually Existing Democracy.” The Phantom Public Sphere . Ed. Bruce Robbins. Minneap­olis: U of Minnesota p, 1993. 1-32.

Herzberg, Bruce. “Community Service and Critical Teaching.” CCC 45 (1994): 307-19.

Huckin, Thomas N. “Technical Writing and Community Service.” Journal of Business and Technical Communication 11 (1997): 49-59.

Kent, Thomas. “On the Very Idea of a Dis­course Community.” CCC 42 (1991): 425-45.

—. Paralogic Rhetoric: A Theory of Communicative Interaction . Lewisburg: Bucknell UP, 1993.

Kirby, Kathleen M. “Thinking Through the Boundary: The Politics of Location, Subjects, and Space.” Boundary 220 (1993):173-189.

Laib, Nevin. “Territoriality in Rhetoric.” College English 47 (1985): 579-93.

Least-Heat Moon, William. Blue Highways: A Journey into America . New York: Houghton, 1982.

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

MacCannell, Dean. Empty Meeting Grounds: The Tourist Papers . London: Routledge, 1992.

—. The Tourist: A New Theory of the Leisure Class. New York: Schocken, 1989.

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

Said, Edward W. “Identity, Authority, and Freedom: The Potentate and the Traveler.” Boundary 2 21 (1994): 1-18.

Van de Water, Frederic F. The Family Flivvers to Frisco. New York: Appleton, 1927.

Wells, Susan. “Rogue Cops and Health Care: What Do We Want from Public Writing.” CCC 47.3 (1996): 325-41.

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

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v48-4

Salvatori, Mariolina. “Review Essay: The Personal as Recitation.” Rev. of Getting Personal: Feminist Occasions and Other Autobiographical Acts by Nancy K. Miller; A Life in School: What the Teacher Learned by Jane Tompkins; Pedagogy: The Question of Impersonation by Jane Gallop. CCC 48.4 (1997): 566-583.

Cooper, Marilyn M., and Davida Charney. “Interchanges: On Objectivity in Qualitative Research.” CCC 48.4 (1997): 556-565.

Flynn, Elizabeth A. “Rescuing Postmodernism.” CCC 48.4 (1997): 540-555.

Abstract:

Flynn analyzes three examples of technical communication research within composition research to illustrate the differences between modern, antimodern, and postmodern critical traditions. She argues that defenders of modern objectivism confuse postmodern critics as subjectivists, leading to erroneous assumptions of being opposed to objectivity as researchers, writers, and teachers. She concludes that both antimodernist and postmodernist critiques are necessary, if different, antidotes for the unchecked, considerable authority of modernist science.

Keywords:

ccc48.4 Modernism Postmodernism Research Composition Work JSelzer Knowledge Objectivity Communication TechnicalCommunication

Works Cited:

Bartholomae, David. “Writing with Teachers.” CCC 46 (1995): 62-71.

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

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

Charney, Davida. “Empiricism is Not a Four Letter Word.” CCC 47(1996): 567-93.

Cooper, Charles R. and Lee Odell. Research On Composing: Points of Departure. Urbana: NCTE, 1978.

Dombrowski. Paul. “Post-Modernism as the Resurgence of Humanism in Technical Communication Studies.” Technical Communication Quarterly 4 (1995): 165-85.

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

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

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

—. Fragments of Rationality: Postmodernity and the Subject of Composition. Pittsburgh: U of Pittsburgh P. 1992.

Gross, Paul R. and Norman Levitt. Higher Superstition: The Academic Left and its Quarrels with Science. Baltimore: Johns Hopkins UP, 1994.

Harding, Sandra. Whose Science? Whose Knowledge?: Thinking from Women’s Lives. Ithaca: Cornell UP. 1991.

Hassan, Ihab. The Dismemberment of Orpheus: Toward a Postmodern Literature. 2nd ed. Madison: U of Wisconsin p. 1982.

Herndl, Carl. “Teaching Discourse and Reproducing Culture: A Critique of Research and Pedagogy in Professional and Non-Academic Writing.” CCC 44 (J 993): 349-63.

Herrington, Anne J. “Classrooms as Forums for Reasoning and Writing.” CCC 36 (1985): 404-13.

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

Holton, Gerald. Science and Anti-Science. Cambridge: Harvard UP. 1993.

Jameson, Fredric. Postmodernism, or, The Cultural Logic of Late Capitalism. Durham: Duke UP, 1991.

Kent, Thomas. Paralogic Rhetoric: A Theory of Communicative Interaction. Lewisburg: Bucknell UP. 1993.

Lears, Jackson. No Place of Grace: Antimodernism and the Transformation of American Culture, 1880-1920. New York: Pantheon, 1981.

Lethen. Helmet. “Modernism CUt in Half: The Exclusion of the Avant-Garde and the Debate on Postmodernism.” Douwe Fokkema and Hans Bertens. Eds. Approaching Postmodernism. Philadelphia, John Benjamins. 233-8.

Lodge, David. Working with Structuralism: Essays and Reviews on Nineteenth- and Twentieth century Literature. Boston: Routledge, 1981.

Lyotard, Jean-Francois. The Postmodern Condition: A Report on Knowledge. Minneapolis: U of Minnesota P, 1984.

McHale, Brian. Constructing Postmodernism. New York: Routledge, 1992.

Miller, Carolyn R. “A Humanistic Rationale for Technical Writing.” College English 40 (1979): 610-17.

Perloff, MaIjorie. “Modernist Studies.” Redrawing the Boundaries: The Transformation of English and American Literary Studies. Ed. Stephen Greenblatt and Giles Gunn. New York: MLA 1992. 154-78.

Rosenau, Pauline Marie. Post-Modernism and the Social Sciences: Insights. Inroads, and Intrusions. Princeton: Princeton UP, 1992.

Scholes, Robert. Structuralism in Literature: An Introduction. New Haven: Yale Up, 1974.

Selzer, Jack. “The Composing Processes of an Engineer.” CCC 34 (1983): 178-87.

Spellmeyer, Kurt. Common Ground: Dialogue, Understanding, and the Teaching of Composition. Englewood Cliffs: Prentice Hall, 1993.

Sullivan, Patricia A. “feminism and Methodology in Composition Studies.” Gesa Kirsch and Patricia A. Sullivan. Methods and Methodology in Composition Research. Carbondale: Southern Illinois UP, 1992.

Walzer, Arthur E. and Alan Gross. “Positivists, Postmodernists, Aristotelians, and the Challenger Disaster.” College English 56 (1994): 420-33.

Winsor, Dorothy. ” Engineering Writing/Writing Engineering .” CCC 41 (1990): 58-70.

Foster, David. “Reading(s) in the Writing Classroom.” CCC 48.4 (1997): 518-539.

Abstract:

Foster uses his expressivist writing course to study the effects of reading tasks on students’ attitudes and writing practices. His findings contradict usual modeling and structure appropriation rationales for using readings in writing curriculum, but highlight other, more provocative connections to students’ attitudes about themselves as readers and writers. Foster believes these attitudes link more to the pedagogical and instructional context of the academic writing tasks than to the pedagogical format of the readings themselves.

Keywords:

ccc48.4 Students Writing Reading Essays ADillard Readers Voice

Works Cited:

Anderson, Chris, ed. Literary Nonfiction. Carbondale: Southern Illinois UP, 1989.

Birnbaum, June Cannell. “Reflective Thought: The Connection between Reading and Writing.” Petersen 30-45.

Bowden, Darcie. “The Rise of a Metaphor: ‘Voice’ in Composition Pedagogy.” Rhetoric Review 14 (1995): 173-88.

Brady, Judy. “I Want a Wife.” The Bedford Reader. 5th ed. Ed. X. J. Kennedy et al. Boston: Bedford, 1994. 200-03.

Brandt, Deborah. Literacy as Involvement: the Acts of Writers, Readers, and Texts. Carbondale, IL: Southern Illinois UP, 1990.

Corder, Jim. “Hoping for Essays.” Anderson 301-14.

Didion, Joan. “On Keeping a Notebook.” The Winchester Reader. Ed. Donald McQuade and Robert Atwan. Boston: St. Martin’s, 1991. 5-10.

Dillard, Annie. Pilgrim at Tinker Creek. New York: Farrar, 1974.

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

Flower, Linda, et al. Reading-To- Write: Exploring a Cognitive and Social Process. New York. Oxford UP, 1990.

Flynn, Elizabeth A. “Feminist Theories/Feminist Composition.” College English 57 (1995): 201-12.

Haas, Christina and Linda Flower, ” Rhetorical Reading Strategies and the Construction of Meaning ,” CCC 39 (1988): 167-83.

Hoy, Pat C. “Image and Idea in the Essay.” Anderson 287-300.

Kirsch, Gesa and Joy S. Ritchie. ” Beyond the Personal: Theorizing a Politics of Location in Composition Research .” CCC 46 (1995): 7-29.

Murphy, Cullen. “The Longest Day.” The Atlantic Monthly (June 1987): 14-16.

Petersen, Bruce T., ed. Convergences: Transactions in Reading and Writing. Urbana: NCTE, 1986.

Quandahl, Ellen. “The Anthropological Sleep of Composition.” Journal of Advanced Composition 14 (1994): 413-29.

Ritchie, Joy S. “Resistance to Reading” Journal of Advanced Composition 12 (1992): 117-36.

Salvatori, Mariolina. “Conversations with Texts: Reading in the Teaching of Composition.” College English 58 (1996): 440-54.

Tierney, Robert J. and Margie Leys. “What is the Value of Connecting Reading and Writing?” Petersen 15-29.

Kates, Susan. “Subversive Feminism: The Politics of Correctness in Mary Augusta Jordan’s Correct Writing and Speaking (1904).” CCC 48.4 (1997): 501-517.

Abstract:

Kates analyzes Mary Augusta Jordon’s Correct Writing and Speaking for its subversively feminist stance on language, identity, and gender. Used as rhetorical instruction outside of academic settings, Jordon’s textbook challenges received conceptions of language use by focusing on alternative conventions and modes of communication, and the negotiated agreements on language use evidenced in the history and evolution of English. Kates juxtaposes Jordon’s text with texts of her early twentieth-century male contemporaries, Genung, Hill, and Wendall.

Keywords:

ccc48.4 MAJordan Women Language Rhetoric History Writing Conventions English Correctness Politics Feminism Education

Works Cited:

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

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

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

Buck, Gertrude. “Recent Tendencies in the Teaching of English Composition.” The Origins of Composition Studies in the American College, 1875-1925: A Documentary History. Ed. John C. Brereton. Pittsburgh: U of Pittsburgh P, 1995. 241-51.

Campbell. JoAnn. ” Controlling Voices: The Legacy of English A at Radcliffe College 1883-1917 .” CCC 43 (1992): 472-85.

Curry, S. S. Foundations of Expression. Boston: The Expression Company, 1907.

Dimmock. George. “Mary Augusta Jordan.” December 1979. Box 1. Folder 1. Sophia Smith Collection. Smith College Archives. Northampton, MA.

Donawerth, Jane. “Textbooks for New Audiences: Women’s Revisions of Rhetorical Theory at the Turn of the Century.” Women and the History of Rhetoric. Ed., Molly Wertheimer. Columbia: U of South Carolina P, forthcoming.

Faragher, John Mack and Florence Howe, eds. Women and Higher Education in American History. New York: Norton, 1988.

Genung, John Franklin. The Practical Elements of Rhetoric. Boston: Ginn, 1886.

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

Hill, Adams Sherman. The Principles of Rhetoric. New York: American, 1895.

Hollis, Karyn. ” Liberating Voices: Autobiographical Writing at the Bryn Mawr Summer School for Women Workers, 1921-­1938 .” CCC 45 (1994): 31-60.

Jordan, Mary Augusta. “The College for Women.” Atlantic Monthly, October 1892: 540-46.

—. Correct Writing and Speaking. New York: A. S. Barnes, 1904.

—. Higher Education. Northampton, MA: Metcalf, 1887.

—. “An Historical Sketch.” Box 3, Folder 1. Sophia Smith Collection, Smith College Archives. Northampton, MA.

Kates, Susan. “The History of Language Conventions in Mary Augusta Jordan’s Rhetoric Text, Correct Writing and Speaking (1904). Making and Unmaking the Prospects for Rhetoric. Ed. Theresa Enos, Mahwah: Erlbaum, 1997. 109-14.

Lounsbury, T. R. History of the English Language. New York: Henry Holt, 1897.

—. The Standard of Pronunciation in English. New York: Harper, 1904.

Martin, Theodora Penny. The Sound of Our Own Voices: Women’s Study Clubs 1860-1910. Boston: Beacon P, 1987.

Newcomer, Mabel. A Century of Higher Education for American Women. New York: Harper, 1959.

Rosenberg, Rosalind. “The Limits of Access: The History of Coeducation in America.” Women and Higher Education in American History. Eds. John Mack Faragher and Florence Howe. New York: Norton, 1988. 107-29.

Shoemaker, J. W. Practical Elocution for Use in Colleges and Schools and by Private Students. Philadelphia: Penn, 1913.

Wendell, Barrett. English Composition. New York: Scribner, 1891.

Coleman, Charles F. “Our Students Write with Accents. Oral Paradigms for ESD Students.” CCC 48.4 (1997): 486-500.

Abstract:

Working with phonological transfers and specific discourse features in African American and Creole-Caribbean English dialects, Coleman posits the need to broaden literacy instruction to account for the home and community-based oral practices that shape these dialectic Englishes. He concludes that error in developmental student writing is best seen through interlanguage/interdialect theories as “growth errors,” and that more research is needed to understand the differences between speech and writing transfers.

Keywords:

ccc48.4 Language Writing Students AAVE Practices Grammar Speech Orality AfricanAmerican ESD

Works Cited:

Ball, Arnetha. “A Study of the Oral and Written Descriptive Patterns of Black Adolescents in Vernacular and Academic Discourse Settings.” American Educational Research Association, New Orleans, LA, April, 1990.

—. “Cultural Preferences and the Expository Writing of African-American Adolescents.” Written Communication 9 (1992): 501-532.

Bernstein, Basil. Class, Codes and Control: Vol. 1 . London: Routledge, 1971.

Cheshire, Jenny. Variation in an English Dialect. New York: Cambridge UP, 1982.

Epes, Mary. “Tracing Errors to Their Source.” Journal of Basic Writing 4.4 (1985): 4-33.

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

Halliday, M. A. K. “Spoken and Written Modes of Meaning.” Comprehending Oral and Written Language. Eds. R. Horowitz and J. Samuels. New York: Academic P, 1987. 51-83.

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

Hill, Clifford, A Research Proposal on Sociocultural Transmission and Interaction: Variant Modes of Constructing Spatial and Temporal Fields. New York: Teachers College, Columbia University, Institute for Urban and Minority Education, 1984.

Klitz, Eleanor. “Between Students, Language and Academic Discourse: Interlanguage as a Middle Ground.” CCC 48 (December 1986): 387-96.

Labov, William. “The Logic of Non-Standard English.” The Florida FL Reporter 7 (Summer/Fall 1969): 60-74, 169.

Li, Charles and S. A. Thompson. “Subject and Topic: A New Typology of Language.” Subject and Topic. Ed. Charles Li. (457-490). New York: Academic, 1976.451-90.

McKenna, S. C. Cross-Cultural Variation in the Use of Locative Constructs: A Case Study in Metropolitan New York. Diss. Teachers College, Columbia University, 1985.

Orr, Eleanor Wilson. Twice as Less: Black English and the Performance of Black Students in Mathematics and Science. New York: Norton, 1987.

Schleppegrell, Mary L. “Subordination and Linguistic Complexity.” Discourse Processes 15 (1992): 117-31.

Selinker, Larry. “Interlanguage.” New Frontiers in Second Language Learning. Ed. Schuman and Stenson. New York: Newbury, 1974.

Smitherman, Geneva. Talkin’ and Testifyin’: The Language of Black America. Detroit: Wayne State UP, 1977.

Tan, Amy. The Joy Luck Club. New York: Putnam, 1989.

Trudgill, Peter. “Dialects in Context.” Language in Society. Oxford: Basil Blackwell, 1986. 62-78.

Yom, Haeng-II. Topic-Comment Structures: A Contrastive Study of Simultaneous Interpretation from Korean into English. Diss. Teachers College, Columbia University, 1993.

Ball, Arnetha and Ted Lardner. “Dispositions toward Language: Teacher Constructs of Knowledge and the Ann Arbor Black English Case.” CCC 48.4 (1997): 469-485.

Abstract:

Using the 1979 Ann Arbor “Black English” court case, Ball and Lardner examine the limitations and benefits of three “teacher knowledge” constructs: teacher as technician, teacher knowledge as lore, and teacher efficacy through reflective practice. They analyses these for their ability to aid or inhibit African American students’ learning, and suggest that teachers shift their predispositions toward low expectation by recognizing, utilizing and building on the strengths of their students’ African American English.

Keywords:

ccc48.4 Teachers Students Knowledge Language Classroom Lore Writing Pedagogy BlackEnglish AnnArbor AfricanAmerican

Works Cited:

Abrahams, Roger. Deep Down in the Jungle. Chicago: Aldine, 1970.

Balester, Valerie. Cultural Divide. Portsmouth: Boynton, 1993.

Ball, Arnetha. “Community-Based Learning in Urban Settings as a Model for Educational Reform.” Applied Behavioral Science Review 3 (1995): 127-46.

—. “Cultural Preference and the Expository Writing of African -American Adolescents.” Written Communication 9 (1992): 501-32.

—. “Expository Writing Patterns of African-American Students.” English Journal 85 (1996): 27-36.

Ball, Arnetha E, Kimberley C. Broussard and Delvin M. Dinkins. “Investigating Interactive Discourse Patterns of African American Females in Community-Based Organizations.” American Educational Research Association. New Orleans, 1994.

Bowie, R. and C. Bond. “Influencing Future Teachers’ Attitudes Toward Black English: Are We Making a Difference?” Journal of Teacher Education 45(1994): 112-18.

Brannon, Lil. “Toward a Theory of Composition.” Perspectives on Research and Scholarship in Composition. Ed. Ben McLelland and Timothy R. Donovan. New York: MLA, 1985. 6-25.

“Commentary.” Black Caucus Notes. Urbana: NCTE. March, 1997.

Delpit, Lisa. “Education in a Multicultural Society: Our Future’s Greatest Challenge.” Journal of Negro Education 61 (1992): 237-49.

Dyson, A. H., and S. W. Freedman. Critical Challenges for Research on Writing and Literacy: 1990-1995. Technical Report No. I-B. Berkeley, CA: Center for the Study of Writing, 1991.

Fulkerson, Richard. “Composition Theory in the Eighties: Axiological Consensus and Paradigmatic Diversity.” CCC 41 (1990): 409-29.

Foster, Michelle. “Educating for Competence in Community and Culture: Exploring the Views of Exemplary African-American Teachers.” Urban Education 27 (1993): 370-94.

—. “Effective Black Teachers: A Literature Review.” Teaching Diverse Populations Formulating a Knowledge Base. Ed. Etta Hollins, Joyce King, and W. Hayman. Albany: State U of New York P, 1994. 225-42.

Gilyard, Keith. Voices of the Self . Detroit: Wayne State UP, 1992.

Giroux, Henry. Teachers as Intellectuals Toward a Critical Pedagogy of Learning . New York: Bergin, 1988.

Harkin, Patricia. “The Postdisciplinary Politics of Lore.” Contending With Words. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 124-38.

Howard, Harry, Lee H. Hansen and Thomas Pietras. Final Evaluation: King Elementary School Vernacular Black English Inservice Program. Ann Arbor: Ann Arbor Public Schools, 1980.

Knoblauch, C. H. “Rhetorical Constructions: Dialogue and Commitment.” College English 50 (1988): 125-40.

Labov, William. “Recognizing Black English in the Classroom.” Black English Educational Equity and the Law. Ed. John W. Chambers. Ann Arbor: Karoma, 1983. 29-55.

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

McLeod, Susan H. ” Pygmalion or Golem? Teacher Affect and Efficacy .” CCC 46 (1995): 369-86.

Memorandum Opinion and Order. Martin Luther King Elementary School Children v. Ann Arbor School District Board. Civil Action No. 7-71861. 473 F. Supp. 1371 (1979).

Morgan, Marcyliena. “Indirectness and Interpretation in African American Women’s Discourse.” Pragmatics I (1991): 421-51.

North. Stephen. The Making of Knowledge in Composition. Portsmouth: Boynton, 1987.

Pang. Valerie O., and Velma Sablan. “Teacher Efficacy: Do Teachers Believe They Can Be Effective with African American Students?” American Educational Research Association. San Francisco: 1995.

Phelps, Louise Wetherbee. “Practical Wisdom and the Geography of Knowledge in Composition.” College English 47 (1992): 338-56.

Quality Education for Minorities Project. Education That Works: An Action Plan for the Education of Minorities. Cambridge: MIT P, 1990.

Richardson, Elaine. Where Did That Come From? Black Talk for Black Student Talking Texts. MA Thesis. Cleveland State U, 1993.

Schilb, John. Between the Lines Relating Composition Theory and Literary Theory. Portsmouth: Boynton, 1996.

—. “Cultural Studies, Postmodernism. and Composition.” Contending With Words. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 173-88.

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

Smitherman, Geneva. Talkin and Testifyin. Detroit: Wayne State Up, 1977.

—. “‘What Go Round Come Round’: King in Perspective.” Harvard Educational Review 51 (1981): 40-56.

Spears, A. K. “Are Black and White Vernaculars Diverging?” American Speech 62 (1987): 48-55,71-72.

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

Williams. Patricia J. The Alchemy of Race and Rights. Cambridge, MA: Harvard UP. 1991.

Zeichner. Kenneth M. “Alternative Paradigms in Teacher Education.” Journal of Teacher Education 34 (1983): 3-9.

Zeichner, Kenneth, and Daniel Liston. “Teaching Student Teachers to Reflect.” Harvard Educational Review 57 (1987): 23-48.

Zemelman, Steven. and Harvey Daniels. A Community of Writers. Portsmouth: Boynton. 1988.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v48-3

Clark, Gregory. “Refining the Social and Returning to Responsibility: Recent Contextual Studies of Writing.” Rev. of Revisioning Writer’s Talk: Gender and Culture in Acts of Composing by Mary Ann Cain; Collaboration and Conflict: A Contextual Exploration of Group Writing and Positive Emphasis by Geoffrey A. Cross; The Wired Neighborhood by Stephen Doheny-Farina; Nonacademic Writing: Social Theory and Technology by Ann Hill Duin and Craig J. Hansen; Writing With: New Directions in Collaborative Teaching, Learning, and Research by Sally Barr Reagan, Thomas Fox, and David Bleich. CCC 48.3 (1997): 418-430.

Belanoff, Pat, Gordon M. Pradl and Steven Schreiner. “Interchanges: Process Theory and Representations of the Writer.” CCC 48.3 (1997): 410-417.

Miller, Scott L., et al. “Present Perfect and Future Imperfect: Results of a National Survey of Graduate Students in Rhetoric and Composition Programs.” CCC 48.3 (1997): 392-409.

Abstract:

Miller et al. examine the disjunction between graduate student satisfaction with their program of study and their lack of knowledge about and preparation for their professional futures. They argue that professional development should be at the center of composition and rhetoric graduate programs, complete with accountability to graduate students in terms for funding, personal mentoring, and realistic conversations about post-graduate faculty appointments.

Keywords:

ccc48.3 GraduateStudents Programs GraduatePrograms Composition Field Rhetoric Faculty Survey Development JobMarket ProfessionalDevelopment

Works Cited

Brown, Stuart C., Paul R. Meyer, and Theresa Enos. “Doctoral Programs in Rhetoric and Composition: A Catalog of the Profession.” Rhetoric Review 12 (1994): 240-389.

Brueggemann, Brenda Jo, Jane A. Detweiler, and Margaret M. Strain. ”’The Profession’: Rhetoric and Composition, 1950-1992, A Selected Annotated Bibliography.” Rhetoric Society Quarterly 23 (1993): 123-54.

Carlton, Susan Brown. “Composition as a Postdisciplinary Formation.” Rhetoric Review 14 (1995): 78-87.

Huber, Bettina. “Report on Trends in Job Information List Ads.” MLA Executive Council Meeting, 23-24 February 1996.

Lauer, Janice M. “Constructing a Doctoral Program in Rhetoric and Composition.” Rhetoric Review 12 (1994): 392-97.

—. “The Feminization of Rhetoric and Composition Studies?” Rhetoric Review 13 (1995): 276-86.

Moneyhun, Clyde. “All Dressed Up and OTM: One ABD’s View of the Profession.” Rhetoric Review 12 (1994): 406-12.

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

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

Schilb, John. “Getting Disciplined?” Rhetoric Review 12 (1994): 398-405.

Sullivan, Francis J., et al. “Student Needs and Strong Composition: The Dialectics of Writing Program Reform.” CCC 48.3 (1997): 372-391.

Abstract:

Sullivan et al. raise the problem writing programs face trying to liberate student writing and value home languages, while serving as surveillance for the institutions in which they are embedded. They analyze the politics underlying their own institution’s (Temple University) recent comprehensive reform of its writing programs, focusing specifically on first-year courses. They argue for the reclamation of “requirement,” “service,” and “need” in order to use these terms tactically for reform and to rethink composition’s objectives.

Keywords:

ccc48.3 Writing Students Composition Faculty University Program Requirements Evaluation Literacy WPA Teaching

Works Cited

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

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

Bullock, Richard, and John Trimbur. Preface. The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth: Boynton, 1991.

Crowley, Sharon. “Composition’s Ethic of Service, the Universal Requirement and the Discourse of Student Need.” JAC 15 (1995): 227-39.

Fish, Stanley. Doing What Comes Naturally: Change, Rhetoric, and the Practice of Theory in Literature and Legal Studies. Durham: Duke Up, 1989.

Gramsci, Antonio. Prison Notebooks. New York: International, 1971.

Harding, Sandra. “Rethinking Standpoint Epistemology: What is ‘Strong Objectivity’?” Feminist Epistemologies. Eds. Linda Alcott and Elizabeth Potter. NY: Routledge, 1993. 49-82.

Hirsh, Elizabeth, and Gary Olson. “Starting from Marginalized Lives: A Conversation with Sandra Harding.” JAC 15 (1995) 193-225.

Hymes, Dell H. “Speech and Language: On the Origins and Foundations of Inequality Among Speakers.” Daedalus 102.3 (1973): 59-86.

Larson, Magali Sarfatti. The Rise of Professionalism: A Sociological Analysis. Berkeley: U of California P, 1977.

Lyon, Arabella, and Conway, Mary. “Who’s Sandra Harding? Where’s She Standing?” JAC15 (1995): 571-77.

Sullivan, Francis J. “Critical Theory and Systemic Linguistics: Textualizing the Contact Zone.” JAC 15 (1995): 411-34.

Bloom, Lynn Z. “Why I (Used to) Hate to Give Grades.” CCC 48.3 (1997): 360-371.

Abstract:

Bloom’s essay is part of a work-in-progress, Coming to Life: Reading, Writing, Teaching Autobiography. Documenting institutional rational for the grading process and the inhibitions that process places on good teaching, she attempts to answer the question, “How can we grade writing in which the writers have laid their life on the line?” by offering student self-evaluation as a way to open dialogue between teacher and student and ease the tensions inherent in the grade-giving process.

Keywords:

ccc48.3 Students Grades Writing Work Teacher Conference Papers Assessment

Works Cited

None.

Tweedie, Sanford. “Self-Serving Sentences: Of Visions and Those Who Inhabit Them.” CCC 48.3 (1997): 348-359.

Abstract:

Interposing quotes from institutional vision statements with scenes from a team-taught reading and writing course for under-prepared first-year students at Rowan College, Tweedie records his attempt to use race, class, and gender to frame the issues his students take up in class. In this essay, he couples this with his belief that education has to simultaneously promote conformity to and resistance of societal conventions, and explores the contradictions of this dissonance in his teaching experience.

Keywords:

ccc48.3 Students College Class Words Writing Women Communities Prison

Works Cited

Beyond 2000: The Rowan Vision. Rowan College, 1995.

Gephardt, Donald. “Provost’s Opening Re marks.” Learning Communities Working Group 23-24.

Learning Communities Working Group. Rowan College Learning Communities Working Paper: Assessing Where We Are. April 26, 1995.

McCall, Nathan. Makes Me Wanna Holler: A Young Black Man in America. New York: Vintage, 1994.

Thompson, Cooper. “A New Vision of Masculinity.” Gender Images: Readings for Composition. Ed. Melita Schaum and Connie Flanagan. Boston: Houghton, 1992. 77-83.

Eldred, Janet Carey. “The Technology of Voice.” CCC 48.3 (1997): 334-347.

Abstract:

In this essayistic narrative, Eldred draws on Bakhtin’s “Author and Hero in Aesthetic Activity” to describe her mother’s declining health from A.L.S. She weaves her mother’s various spoken and written “voices” into the narrative, moving from Eldred’s youth through her mother’s eventual death. She suggests, as does Bakhtin, that ethically and aesthetically meaningful personal narrative requires an “other,” whether that other is actually another person or one’s own ability to genuinely see oneself as other.

Keywords:

ccc48.3 Mother Voice Writing Journal Life Expression Words Phone Notebook Technology

Works Cited

Bakhtin, M. M. Art and Answerability: Early Philosophical Essays. Eds. Michael Holquist and Vadim Liapunov. Trans. Vadim Liapunov. Austin: U of Texas p. 1990.

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

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v48-2

Olson, Gary A. “Critical Pedagogy and Composition Scholarship.” Rev. of Rhetorics, Poetics, and Cultures: Refiguring College English Studies by James A. Berlin; Working Theory: Critical Composition Studies for Students and Teachers by Judith Goleman; Eloquent Dissent: The Writings of James Sledd by James Sledd and Richard D. Freed. CCC 48.2 (1997): 297-303.

France, Alan W., Donald Lazere, and Kurt Spellmeyer. “Interchanges: Theory, Populism, Teaching.” CCC 48.2 (1997): 284-296.

Bizzaro, Patrick, et al. “Interchanges: Reimagining Response.” CCC 48.2 (1997): 269-283.

Smith, Summer. The Genre of the End Comment: Conventions in Teacher Responses to Student Writing.” CCC 48.2 (1997): 249-268.

Abstract:

Identifying the “end comment genre,” Smith inquires into the features, patterns, and effectiveness of teacher end comments on student essays. Her study sample contains 208 end comments collected from ten teaching assistants at Penn State. Her analysis leads to suggestions for resisting stable conventions of commenting in order to achieve more effective communication between teacher and student about the student’s writing.

Keywords:

ccc48.2 Genre Paper Teachers Comments Students Evaluation EndComments Coaching Writing

Works Cited

Bakhtin. Mikhail. “The Problem of Speech Genres.” Speech Genres and Other Late Essays. Ed. Caryl Emerson and Michael Holquist. Trans. Vern McGee. Austin: U of Texas P, 1986.60-102.

Beason, Larry. “Feedback and Revision in Writing Across the Curriculum Classes.” RTE 27 (1993): 395-422.

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

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

—. ” Teachers’ Rhetorical Comments on Student Papers .” CCC 44 (1993): 200-23.

Huot, Brian. “The Literature of Direct Writing Assessment: Major Concerns and Prevailing Trends.” Review of Educational Research 60 (1990): 237-63.

Keh, Claudia. “Feedback in the Writing Process: A Model and Methods for Implementation.” ELT Journal 44 (1990): 294-304.

Miller, Carolyn. “Genre as Social Action.” Quarterly Journal of Speech 70 (1984): 151-67.

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

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

Zak, Frances. “Exclusively Positive Responses to Student Writing.” Journal of Basic Writing 9 (1990): 40-53.

Marshall, Margaret J. “Marking the Unmarked: Reading Student Diversity and Preparing Teachers.” CCC 48.2 (1997): 231-248.

Abstract:

Marshall challenges the center-margins metaphor as perpetuating an “unmarked center,” where class and literacy experience get overridden by assumptions about white dominant cultural values and white middle-class literacy learning. She considers these assumptions by examining the writing of two first-year writing students, pointing out that teacher training should include ways to read student writing rhetorically for the ways in which students in the “middle” are not all the same.

Keywords:

ccc48.2 Students Writing Reading Literacy Diversity Teaching Practices Society AWalker Experience

Works Cited

Antczak, Frederick. Thought and Character: The Rhetoric of Democratic Education. Ames: Iowa State UP, 1985.

Bartholomae, David. “Released into Language: Errors, Expectations, and the Legacy of Mina Shaughnessy.” The Territory of Language: Linguistics, Stylistics, and the Teaching of Composition. Ed. Donald A. McQuade. Carbondale: Southern Illinois UP, 1986.65-88.

Bazerman, Charles. “Codifying the Social Scientific Style: The APA Publication Manual as a Behavorist Rhetoric.” The Rhetoric of the Human Sciences: Language and Argument in Scholarship and Public Affairs. Ed. John Nelson, Allan Megill, and Donald McCloskey. Madison: U of Wisconsin P, 1987. 125-44.

Becker, Alton L. “Biography of a Sentence: A Burmese Proverb.” Text, Play, and Story: The Construction and Reconstruction of Self and Society. Ed. Edward M. Bruner. Washington: American Ethnological Society, 1984. 135-55.

Bruner, Jerome. Actual Minds, Possible Worlds. Cambridge: Harvard UP, 1986.

Clifford, James. The Predicament of Culture: Twentieth-Century Ethnography, Literature, and Art. Cambridge: Harvard UP, 1988.

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

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

Harris, Muriel. “Mending the Fragmented Free Modifier.” CCC32 (1981): 175-84.

Harste, Jerome, Virginia Woodward and Carolyn Burke. “Rethinking Development and Organization.” Perspectives on Literacy. Ed. Eugene R. Kintgen, Barry M. Kroll and Mike Rose. Carbondale and Edwardsville: Southern Illinois UP, 1988. 321-47.

Jaggar, Angela and M. Trika Smith-Burke, eds. Observing the Language Learner. Urbana: NCTE, 1985.

Kaestle, Carl F. “The History of Literacy and the History of Readers.” Review of Research in Education 12 (1985): 11-53.

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

Pratt, Mary Louise. “Arts of the Contact Zone.” Ways of Reading. 3rd ed. Ed. David Bartholomae and Anthony Petrosky. New York: Bedford, 1993. 440-60.

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

Salvatori, Mariolina. Pedagogy: Disturbing History, 1819-1929. Pittsburgh: U of Pittsburgh P, 1996.

Salvatori, Mariolina, and Paul Kameen. “The Teaching of Teaching: Theoretical Reflections.” Reader 33-34 (Spring/FallI995): 103-24.

Scheppele, Kim Lane. Foreword: “Telling Stories.” Michigan Law Review 87 (1989): 2073-98.

Scribner, Sylvia, and Michael Cole. The Psychology of Literacy. Cambridge: Harvard UP, 1981.

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

Spellmeyer, Kurt. Common Ground: Dialogue, Understanding, and the Teaching of Composition. Englewood Cliffs: Prentice Hall, 1993.

Walker, Alice. “In Search of Our Mothers’ Gardens.” Ways of Reading. 3rd ed. Ed. David Bartholomae and Anthony Petrosky. New York: Bedford, 1993.606-17.

Weaver, Constance. Teaching Grammar in Context. Portsmouth: Boynton, 1996.

White, Hayden. The Content of the Form: Narrative Discourse and Historical Representation. Baltimore: Johns Hopkins Up, 1987.

White, James Boyd. When Words Lose Their Meaning: Constitutions and Reconstitutions of Language, Character, and Community. Chicago: U of Chicago P, 1984.

Leonard, Elisabeth Anne. “Assignment #9. A Text Which Engages the Socially Constructed Identity of Its Writer.” CCC 48.2 (1997): 215-230.

Abstract:

Leonard’s narrative traces her development as a composition instructor coming from an M.F.A and Ph.D. in creative writing and English literature. Emphasizing the work of Elbow and Bartholomae, among other expressivist compositionists, she explores the balance between teaching critical and creative reading and writing.

Keywords:

ccc48.2 Writing Students Reading Language SocialConstruction Identity Work Discourse PElbow Composition DBartholomae AcademicDiscourse ExperimentalWriting

Works Cited

Bartholomae, David. “Response.” CCC 46 (1995): 84-87.

Bartholomae, David. “Writing with Teachers.” CCC 46 (1995): 62-71.

Bartholomae, David, and Anthony Petrosky. Ways of Reading: An Anthology for Writers. 2^nd ed. Boston: St. Martin’s, 1990. 1-19.

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

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

Bridwell-Bowles, Lillian. ” Discourse and Diversity: Experimental Writing within the Academy .” CCC 43 (1992): 349-68.

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

Clifford, John and John Schilb, eds. Writing Theory and Critical Theory. New York: MLA, 1994.

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

—. “Reflections on Academic Discourse: How it Relates to Freshmen and Colleagues.” College English 53 (1991): 135-55.

—. “Response.” CCC 46 (1995): 87-92.

Eliot, George. Adam Bede. 1859. London: Penguin, 1980.

Federman, Raymond. Critifiction: Postmodern Essays. Albany: SUNY P, 1993.

Gammon, Catherine, and Lynn Emanuel. Writing assignments for “Open to Experiment.” University of Pittsburgh, 1995.

Holland, Robert M, Jr. “Discovering the Forms of Academic Discourse.” Smith 71-79.

Keith, Philip M. “How to Write Like Gertrude Stein.” Smith 229-37.

Maso, Carol. Ava. Normal, IL: Dalkey, 1993.

Scholes, Robert. “My Life in Theory.” Clifford and Schilb 300-05.

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

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

Spellmeyer, Kurt. “On Conventions and Collaboration: The Open Road and the Iron Cage.” Clifford and Schilb 73-95.

Stein, Gertrude. The Autobiography of Alice B. Toklas. 1933. New York: Vintage, 1990.

—. How to Write. 1931. West Glover, Vt: Something Else Press, 1973.

Summerfield, Judith. “Is There a Life in This Text? Reimagining Narrative.” Clifford and Schilb 179-194.

Woolf, Virginia. To the Lighthouse. New York: Harcourt, 1927.

Anderson, Virginia. “Confrontational Teaching and Rhetorical Practice.” CCC 48.2 (1997): 197-214.

Abstract:

Anderson enters the debate about the ethics of teaching politically activism in the writing classroom (Maxine Hairston). She examines the activist teaching of Dale Bauer and James Berlin in rhetorical, rather than activist, terms. She suggests that conscious pedagogical use of stasis theory, particularly the first levels of “conjecture” and “definition,” takes the teacher out of the position of defending personal political opinions and commitments, leading students effectively into stasis theory levels of “value” and “action.”

Keywords:

ccc48.2 Students Teachers DBauer JBerlin Theory Rhetoric Activism Identification KBurke Action Teaching

Works Cited

Barber, Benjamin R. An Aristocracy of Everyone: The Politics of Education and the Future of America. New York: Ballantine, 1992.

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

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

—. Rhetorics, Poetics, and Cultures. Urbana: NCTE, 1996.

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

Bizzell, Patricia, and Bruce Herzberg. The Bedford Bibliography for Writing Teachers. Boston: Bedford. 3rd ed., 1991. 4^th ed., 1996.

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

—. “Revolutionary Symbolism in America.” American Writers’ Congress. New York, 26 April 1935. Simons and Melia 267-73.

—. A Rhetoric of Motives. 1950. Berkeley: U of California P, 1969.

“Discussion of Burke’s Speech at the [American Writers’] Congress.” New York: 27 April 1935. Simons and Melia 274-80.

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

Fitts, Karen, and Alan W. France, eds. Left Margins: Cultural Studies and Composition Pedagogy. Albany, NY: SUNY, 1995.

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

Herrnstein, Richard J., and Charles Murray. The Bell Curve: Intelligence and Class Structure in American Life. New York: Free P, 1994.

Holubec, Edythe Johnson, David W. Johnson, and Roger T. Johnson. “Dealing with Conflict: A Structured Cooperative Controversy Procedure.” Social Issues in the English Classroom. Ed. C. Mark Hurlbert and Samuel Totten. Urbana: NCTE, 1992. 76-89.

Jarratt, Susan C. “Toward a Sophistic Historiography.” Pre/Text 8.1-2 (1987): 10-26.

Katz, Adam. “In Reply to Gerald Graff.” Fitts and France 303-11.

Katzer, Jeffrey, Kenneth H. Cook, and Wayne W. Crouch. Evaluating Information: A Guide for Users of Social Science. 3rd ed. New York: McGraw, 1991.

Kimball, Roger. Tenured Radicals: How Politics Has Corrupted Our Higher Education. New York: Harper, 1990.

LaDue, Linda M. “Feminism and Power: The Pedagogical Implications of (Acknowledging) Plural Feminist Perspectives.” Pedagogy in the Age of Politics. Ed. Patricia A. Sullivan and Donna J. Qualley. Urbana: NCTE, 1994.153-65.

Lakoff, George. Moral Politics: What Conservatives Know That Liberals Don’t. Chicago and London: U of Chicago P, 1996.

Lauer, Janice M. Afterword. Rhetorics, Poetics, and Cultures. James A. Berlin. Urbana: NCTE, 1996. 181-82.

Lentricchia, Frank. “Analysis of Burke’s Speech by Frank Lentricchia.” Criticism and Social Change. Chicago: U of Chicago P, 1983. 21-38. Rpt. in Simons and Melia 281-96.

Miller, Richard E. “Fault Lines in the Contact Zone.” College English 56 (1994): 389-408.

Miller, Susan. “Composition as a Cultural Artifact: Rethinking History as Theory.” Writing Theory and Critical Theory. Ed. John Clifford and John Schilb. New York: MLA, 1994. 19-32.

Rosenthal. Rae. “Feminists in Action: How to Practice What We Teach.” Fitts and France, 139-55.

Rueckert William H. Kenneth Burke and the Drama of Human Relations. 2nd ed. Berkeley: U of California P, 1982.

Sennett Richard. The Fall of Public Man. 1974, 1976. New York: Norton, 1992.

Simons, Herbert W., and Trevor Melia, eds. The Legacy of Kenneth Burke. Madison: U of Wisconsin P, 1989.

Stotsky, Sandra. “Conceptualizing Writing as Moral and Civic Thinking.” College English 54 (1992): 794-808.

Tremonte, Colleen M. “Gravedigging: Excavating Cultural Myths.” Fitts and France 53­67.

Trimbur, John, Robert G. Wood, Ron Strickland, William H. Thelin, William J. Rouster, and Toni Mester. “Responses to Maxine Hairston, ‘Diversity, Ideology, and Teaching Writing.” CCC 44 (1993): 248-54.

Canagarajah, A. Suresh. “Safe Houses in the Contact Zone: Coping Strategies of African-American Students in the Academy.” CCC 48.2 (1997): 173-196.

Abstract:

Using Pratt’s contact zone theory as his lens, Canagarajah describes the historical and socio-cultural structures of domination and resistance underlying the negotiating strategies subordinate groups use in intercultural communications. He suggests that minority students in an academic setting employ some of the same strategies, including constructing “safe houses” to resolve some of the conflicts they face. He further suggests that identifying and understanding the literate activities of safe house spaces opens up pedagogical possibilities inside and outside those spaces.

Keywords:

ccc48.2 Students Discourse Academy ContactZone Writing Minority Classroom Community AfricanAmerican

Works Cited

Bakhtin, M. M. Speech Genres and Other Late Essays. Trans. V. W. McGee. Austin: U of Texas Press, 1986.

Berthoff, Ann. The Making of Meaning. Upper Montclair, NJ: Boynton/Cook 1983.

Bizzell, Patricia. “‘Contact Zones’ and English Studies.” College English 56 (1994): 163-69.

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

Clegg, Cyndia Susan. Critical Reading and Writing Across the Disciplines. New York: Holt, 1988.

Flower, Linda. The Construction of Negotiated Meaning: A Social Cognitive Theory of Meaning. Carbondale: Southern Illinois UP. 1994.

Foucault, Michel. “The Discourse on Language.” The Archeology of Knowledge. Trans. A. M. Sheridan Smith. New York: Pantheon, 1972.

Freire, Paulo. Pedagogy of the Oppressed. New York: Herder, 1970.

Gates, Jr., Henry Louis. “Writing ‘Race’ and the Difference It Makes.” Race, Writing, and Difference. Chicago: U of Chicago P. 1986. 1-15.

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

Giroux, Henry A. Theory and Resistance in Education: A Pedagogy for the Opposition. South Hadley: Bergin, 1983.

—. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. New York: Bergin, 1988.

—. Border Crossings: Cultural Workers and the Politics of Education. New York: Routledge, 1992.

Grossberg, Lawrence. “Introduction: Bringin’ It All Back Home-Pedagogy and Cultural Studies.” Between Borders: Pedagogy and the Politics of Cultural Studies. Ed. Henry Giroux and Peter McLaren. New York: Routledge, 1994. 1-25.

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

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

Kochman, Thomas. Black and White Styles in Conflict. Chicago: U of Illinois P, 1981.

Lu, Min-Zhan. ” Professing Multiculturalism: The Politics of Style in the Contact Zone .” CCC 45 (1994): 442-58.

Miller, Richard. “Fault Lines in the Contact Zone.” College English 56 (1994): 389-408.

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

Ogbu, John. “Class Stratification, Racial Stratification, and Schooling.” Race, Class and Schooling. Ed. L. Weis. Buffalo: Comparative Education Center, 1986. 10-25.

—. “Understanding Cultural Diversity and Learning.” Educational Researcher 21 (1992): 5-14.

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

Scott, James C. Weapons of the Weak: Everyday Forms of Peasant Resistance. New Haven: Yale UP, 1985.

Smitherman, Geneva. “Black Language as Power.” Language as Power. Ed. C. Kramrae, M. Schulz, and W. M. O’Barr. Beverly Hills: Sage 1984. 101-15.

Willis, P. Learning to Labour: How Working Class Kids Get Working Class Jobs. Manchester: Saxon, 1977.

Jeffrey A. Bacha
A conversation with Jeffrey A. Bacha, author of “The Physical Mundane as Topos: Walking/Dwelling/Using as Rhetorical Invention” (8:35).

Jeffrey A. Bacha is an assistant professor of English at the University of Alabama at Birmingham. He teaches courses in the first-year composition program and in the professional writing concentration. His work has appeared in the Journal of Technical Writing and Communication.

 

 

 

 

CCCC is proud to continue the tradition of publishing podcast episodes concerning the authors’ work in every issue of CCC.

The episodes discuss the contexts of the authors’ research and pedagogy projects that resulted in their published articles. We hope that the episodes will inspire CCC readers to implement at least some of the aspects of research, pedagogy, and writing practices that the authors discuss in the readers’ scholarship and classrooms. We hope that you’ll enjoy listening to the podcast episodes, as well as reading the full articles of the featured authors.

The podcasts were produced by the CCC editorial fellow (2019–2020), Kefaya Diab. The production includes arranging for and facilitating the recorded conversations, editing them into podcast episodes, and transcribing the audio episodes into text to facilitate readability accessibility to the journal’s audience.

Kefaya Diab holds a PhD in rhetoric and professional communication. She currently serves as a postdoctoral fellow at Indiana University (2018–2021). In her research, she engages rhetorical theory and cultural (digital) rhetorics in theorizing activist movements in the Arab world. In teaching, she adopts a critical pedagogy and labor-based learning contracts that invite students to utilize digital rhetorics and composition as tools to promote social justice. Her work has appeared in Sexual Harassment and Cultural Change in Writing Studies, Composition Studies, and Paideia-16 Textbook. She can be reached on her personal website: kefayadiab.weebly.com.

Music used in the podcast episodes is “Live the Moment” by Mikael Manvelyan.

February 2020 Issue (Volume 71, Number 3)

Transcripts of the February 2020 Podcast Episodes

Episode 1: “From Dissertation to a Journal Article”
A conversation with Antonio Byrd, author of “‘Like Coming Home’: African Americans Tinkering and Playing toward a Computer Code Bootcamp.” (10:36)

Episode 2: “Why We Need to Talk about Self-Care in Rhetoric and Composition”
A conversation with Dana Lynn Driscoll, S. Rebecca Leigh, and Nadia Francine Zamin, authors of “Self-Care as Professionalization: A Case for Ethical Doctoral Education in Composition Studies” (15:36)

Episode 3: “Design Thinking as a Process of Learning beyond Success or Failure”
A conversation with Scott Wible, author of “Using Design Thinking to Teach Creative Problem Solving in Writing Courses” (8:43)

Episode 4: “On Implementing Feminist Theory in the Writing Classroom without Naming It”
A conversation with Cassandra Woody, author of “Re-Engaging Rhetorical Education through Procedural Feminism: Designing First-Year Writing Curricula That Listen” (8:27)

 

Archive of Past CCC Podcasts

See below for links to podcasts recorded during the term of previous CCC editor Jonathan Alexander. Alexander and editorial assistants Jasmine Lee, Jens Lloyd, and Allison Dziuba talked with CCC authors about their articles. Authors discussed the origin stories for their research, connections between the articles and larger conversations in the field, and future directions for inquiry. Click on the author’s name to access the recording.

Jerry Stinnett
A conversation with Jerry Stinnett, author of “Using Objective-Motivated Knowledge Activation to Support Writing Transfer in FYC” (16:20).

Zhaozhe Wang
A conversation with Zhaozhe Wang, author of “Relive Differences through a Material Flashback” (11:59).

V. Jo Hsu
A conversation with V. Jo Hsu, author of “Reflection as Relationality: Rhetorical Alliances and Teaching Alternative Rhetorics” (15:04).

Ira J. Allen
A conversation with Ira J. Allen, author of “Composition Is the Ethical Negotiation of Fantastical Selves” (19:46).

James Rushing Daniel
A conversation with James Rushing Daniel, author of “‘A Debt Is Just the Perversion of a Promise’: Composition and the Student Loan” (12:32).

Joyce Olewski Inman and Rebecca A. Powell
A conversation with Joyce Olewski Inman and Rebecca A. Powell, authors of “In the Absence of Grades: Dissonance and Desire in Course-Contract Classrooms” (11:59).

Rachael W. Shah
A conversation with Rachael W. Shah, author of “The Courage of Community Members: Community Perspectives of Engaged Pedagogies” (13:21).

Todd Ruecker, Stefan Frazier, and Mariya Tseptsura
A conversation with Todd Ruecker, Stefan Frazier, and Mariya Tseptsura, coauthors of “‘Language Difference Can Be an Asset’: Exploring the Experiences of Nonnative English-Speaking Teachers of Writing” (15:19).

Heather Lindenman, Martin Camper, and Lindsay Dunne Jacoby
A conversation with Heather Lindenman, Martin Camper, and Lindsay Dunne Jacoby, coauthors (with Jessica Enoch) of “Revision and Reflection: A Study of (Dis)Connections between Writing Knowledge and Writing Practice” (14:01).

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

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

Hannah J. Rule
A conversation with Hannah J. Rule, author of “Writing’s Rooms” (17:21).

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

Tara Wood
A conversation with Tara Wood, author of “Cripping Time in the College Composition Classroom” (8:57).

Sarah Klotz
A conversation with Sarah Klotz, author of “Impossible Rhetorics of Survivance at the Carlisle School, 1879–1883” (10:37).

Tyler S. Branson and James Chase Sanchez
A conversation with Tyler S. Branson and James Chase Sanchez, coauthors (with Sarah Ruffing Robbins and Catherine M. Wehlburg) of “Collaborative Ecologies of Emergent Assessment: Challenges and Benefits Linked to a Writing-Based Institutional Partnership” (10:47).

Jim Webber
A conversation with Jim Webber, author of “Toward an Artful Critique of Reform: Responding to Standards, Assessment, and Machine Scoring” (12:34).

Laurie Grobman
A conversation with Laurie Grobman, author of “Disturbing Public Memory in Community Writing Partnerships” (18:47).

David M. Grant
A conversation with David M. Grant, author of “Writing Wakan: The Lakota Pipe as Rhetorical Object” (11:31).

Steven Fraiberg
A conversation with Steven Fraiberg, author of “Pretty Bullets: Tracing Transmedia/Translingual Literacies of an Israeli Soldier across Regimes of Practice” (17:15).

Heather Bastian
A conversation with Heather Bastian, author of “Student Affective Responses to ‘Bringing the Funk’ in the First-Year Writing Classroom” (13:54).

Courtney L. Werner
A conversation with Courtney L. Werner, author of “How Rhetoric and Composition Described and Defined New Media at the Start of the Twenty-First Century” (20:26)

Jeffrey Ringer
A conversation with Jeffrey Ringer, author of “Working With(in) the Logic of the Jeremiad: Responding to the Writing of Evangelical Christian Students” (11:31)

Jessica Pauszek
A conversation with Jessica Pauszek, author of “‘Biscit’ Politics: Building Working-Class Educational Spaces from the Ground Up” (11:38)

Rebecca Brittenham
A conversation with Rebecca Brittenham, author of “The Interference Narrative and the Real Value of Student Work” (15:26)

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

Eli Goldblatt
A conversation with Eli Goldblatt, author of “Don’t Call It Expressivism: Legacies of a ‘Tacit Tradition'” (16:08).

Chris M. Anson
A conversation with Chris Anson, author of “The Pop Warner Chronicles: A Case Study in Contextual Adaptation and the Transfer of Writing Ability” (18:22).

Jeffrey A. Bacha
A conversation with Jeffrey A. Bacha, author of “The Physical Mundane as Topos: Walking/Dwelling/Using as Rhetorical Invention” (8:35).

D. Alexis Hart and Roger Thompson
A conversation with D. Alexis Hart and Roger Thompson, coauthors of “Veterans in the Writing Classroom: Three Programmatic Approaches to Facilitate the Transition from the Military to Higher Education” (14:50).

Kristopher M. Lotier
A conversation with Kristopher M. Lotier, author of “Around 1986: The Externalization of Cognition and the Emergence of Postprocess Invention.” (19:10).

Nathaniel A. Rivers
A conversation with Nathaniel A. Rivers, author of “Geocomposition in Public Rhetoric and Writing Pedagogy.” (24:12)

Matthew Abraham
A conversation with Matthew Abraham, author of “Rhetoric and Composition’s Conceptual Indeterminacy as Political-Economic Work” (19:10)

Ben Kuebrich
A conversation with Ben Kuebrich, author of “‘White Guys Who Send My Uncle to Prison’: Going Public within Asymmetrical Power.” (15:15)

Jacqueline Preston
A conversation with Jacqueline Preston, author of “Project(ing) Literacy: Writing to Assemble in a Postcomposition FYW Classroom.” (8:45)

Chase Bollig
A conversation with Chase Bollig, author of “’Is College Worth It?’ Arguing for Composition’s Value with the Citizen-Worker” (11:00)