Author: ksuchor

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v57-4

Bordelon, Suzanne. “Re-Publish or Perish: A Reassessment of George Pierce Baker’s The Principles of Argumentation: Minimizing the Use of Formal Logic in Favor of Practical Approaches.” CCC 57.4 (2006): 763-788.

Abstract:

The article contends that previous scholars have misread George Pierce Baker’s efforts by focusing primarily on The Principles of Argumentation and the role of logic. Baker’s view of logic was more complex than scholars have claimed. He challenged traditional concepts of formal logic, highlighting only those aspects that would help students learn argument.

[Note: This is the revised version of an article that originally appeared in CCC 57.3. The originally published version is available here in PDF.]

Keywords:

ccc57.4 GPBaker History Argument Logic Students Persuasion Analysis Audience Text Drama Rhetoric Pedagogy

Works Cited

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Annual Reports of the President and Treasurer of Radcliffe College, 1904-05 . Harvard/Radcliffe Online Historical Reference Shelf: Harvard/Radcliffe Annual Reports. 22 Oct. 2001. 10 Feb. 2006 http://pds.harvard.edu:8080/pdx/servlet/pds?op=f&id=2573658&n=667&s=4.

Baker, George Pierce. Dramatic Technique. Boston: Houghton, 1919.

—, ed. The Forms of Public Address. New York: Holt, 1904.

—. “Intercollegiate Debating.” Educational Review 21 (1901): 244-57. Papers of George Pierce Baker (HUG 1192.15). Courtesy of the Harvard Univ. Archives, Pusey Library, Cambridge, MA.

—. “Introduction (An Open Letter to Teachers).” The Forms of Public Address . Ed. Baker. New York: Holt, 1904. ix-xxiii.

—. Preface. The Principles of Argumentation. By Baker. Boston: Ginn, 1895. v- viii.

—. Preface. Specimens of Argumentation: Modern. Comp. Baker. New York: Holt, 1893. iii-vii.

—. The Principles of Argumentation. Boston: Ginn, 1895.

—, comp. Specimens of Argumentation: Modern. New York: Holt, 1893.

Baker, George Pierce, and Henry Barrett Huntington. The Principles of Argumentation . Rev. and augmented ed. Boston: Ginn, 1905.

Blanchard, Arthur F. “’Baker’s Dozen’ at Harvard.” Christian Science Monitor 18 June 1952: n. pag. George Pierce Baker Biographical Folder (HUG 300). Courtesy of the Harvard Univ. Archives, Pusey Library, Cambridge, MA.

Buck, Gertrude. “The Present Status of Rhetorical Theory.” Modern Language Notes 15.3 (1900): 84-87.

Clark, Gregory, and S. Michael Halloran. Introduction. Oratorical Culture in Nineteenth-Century America: Transformations in the Theory and Practice of Rhetoric . Ed. Clark and Halloran. Carbondale: Southern Illinois UP, 1993. 1-26.

Cohen, Herman. The History of Speech Communication: The Emergence of a Discipline, 1914-1945 . Annandale, VA: Speech Communication Assn., 1994.

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

D’Angelo, Frank J. A Conceptual Theory of Rhetoric. Cambridge, MA: Winthrop, 1975.

Dickinson, Thomas H. The Insurgent Theatre. New York: Huebsch, 1917.

Eliot, Charles W. Letter to George Pierce Baker. 19 Apr. 1901. Papers of George Pierce Baker (HUG 1192.5). Courtesy of the Harvard Univ. Archives, Pusey Library, Cambridge, MA.

“English 47 Workshop.” Harvard Alumni Bulletin 29 Oct. 1913: n. pag. “Forty- Seven” Workshops, 1913-1930 (HUD 3403). Courtesy of the Harvard Univ. Archives, Pusey Library, Cambridge, MA.

Fitzgerald, Kathryn. “ A Rediscovered Tradition: European Pedagogy and Composition in Nineteenth-Century Midwestern Normal Schools .” CCC 53.2 (2001): 224-50.

Foster, William Trufant. Preface. Argumentation and Debating. By Foster. Boston: Houghton, 1908. v-x.

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

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

“George Pierce Baker: and: His Magic ’47.'” Radcliffe Quarterly Feb. 1961: 10- 21. “Forty-Seven” Workshops, 1913- 1930 (HUD 3403). Courtesy of the Harvard Univ. Archives, Pusey Library, Cambridge, MA.

Harvard University Quinquennial Catalogue of the Officers and Graduates 1636-1930. Cambridge, MA: Harvard UP, 1930.

Hill, Adams Sherman. The Principles of Rhetoric. Rev. ed. New York: American, 1895.

Howells, Dorothy Elia. A Century to Celebrate: Radcliffe College, 1879-1979 . Cambridge, MA: Radcliffe UP, [1978.]

Harvard/Radcliffe Online Historical Reference Shelf: Narrative Histories . 2000. 13 Feb. 2006 http://pds.harvard.edu:8080/pdx/servlet/pds?id=2573612.

Huntington, Henry B. Preface. The Principles of Argumentation. New ed. By George Pierce Baker and Huntington. Boston: Ginn, 1925. vii-ix.

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Newkirk, Thomas. “Barrett Wendell’s Theory of Discourse.” Rhetoric Review 10 (1991): 20-30.

Reports of the President and Treasurer of Harvard College, 1904-05. Harvard/ Radcliffe Online Historical Reference Shelf: Harvard/Radcliffe Annual Reports. 22 Oct. 2001. 10 Feb. 2006 http://pds.harvard.edu:8080/pdx/servlet/pds?op=f&id=2574586&n=365&s=4.

Roberts-Miller, Patricia. Deliberate Conflict: Argument, Political Theory, and Composition Classes . Carbondale: Southern Illinois UP, 2004.

Scott, Fred Newton. “Rhetoric Rediviva.” Ed. Donald C. Stewart. CCC 31 (1980): 413-19.

Sidgwick, Alfred. The Process of Argument; A Contribution to Logic. London: Black, 1893.

Simmons, Sue Carter. “ Constructing Writers: Barrett Wendell’s Pedagogy at Harvard .” CCC 46 (1995): 327-52.

Stone, Arthur P. “Novelties, Real and Fancied, in the Teaching of Argument.” Quarterly Journal of Public Speaking 4 (1918): 247-62.

Toulmin, Stephen Edelston. The Uses of Argument. 1958. Cambridge: Cambridge UP, 1974.

Tryon, Virginia Vaughn. “The 47 Workshop: Its History and Significance.” MA thesis U of Southern California, 1933.

Whitburn, Merrill D. “Rhetorical Theory in Yale’s Graduate Schools in the Late Nineteenth Century: The Example of William C. Robinson’s Forensic Oratory.” Rhetoric Society Quarterly 34 (2004): 55- 70.

Yost, Mary. “Argument from the Point-of- View of Sociology.” Quarterly Journal of Public Speaking 3 (1917): 109-24.

Dickson, Alan Chidsey, et al. “Interchanges: Responses to Richard Fulkerson, ‘Composition at the Turn of the Twenty-First Century’ (June 2005).” CCC 57.4 (2006): 730-762.

Higgins, Lorraine D. and Lisa D. Brush. “Personal Experience Narrative and Public Debate: Writing the Wrongs of Welfare.” CCC 57.4 (2006): 694-729.

Abstract:

Personal narrative embeds the expertise of subordinated groups in stories that seldom translate into public debate. The authors describe a community writing project in which welfare recipients used personal narratives to enter into the public record their tacit and frequently discounted knowledge. The research illustrates the difficulties and possibilities: rhetorical, emotional, and material: of constructing narratives that “cross publics.”

Keywords:

ccc57.4 Welfare Narrative Women Project Personal Public Community Rhetoric Ethos Deliberation Writing

Works Cited

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Brush, Lisa D. “Worthy Widows, Welfare Cheats: Proper Womanhood in Expert Needs Talk about Single Mothers in the United States, 1900 to1988.” Gender & Society 11.6 (1997): 720-46.

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Cushman, Ellen. “The Rhetorician as an Agent of Social Change.” CCC 47.1 (1996): 7-28.

—. The Struggle and the Tools: Oral and Literate Strategies in an Inner City Community . Albany: SUNY Press, 1998.

Daniell, Beth. “Composing (As) Power.” CCC 45.2 (1994): 238-46.

Flower, Linda. ” Talking across Difference: Intercultural Rhetoric and the Search for Situated Knowledge .” CCC 55.1 (2003): 38-68.

Flower, Linda, Elenore Long, and Lorraine Higgins. Learning to Rival: A Literate Practice for Intercultural Inquiry. Mahwa, NJ: Earlbaum, 2000.

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Herzberg, Bruce. “Community Service and Critical Teaching.” CCC 45.3 (1994): 307-9.

Higgins, Lorraine, and Lisa D. Brush. Getting by, Getting Ahead: Women’s Stories of Welfare and Work . Pittsburgh, PA: Higgins and Brush, 2002.

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Mink, Gwendolyn. Welfare’s End. Rev. ed. Ithaca: Cornell UP, 2002.

Mink, Gwendolyn, and Rickie Solinger. Welfare: A Documentary History of U.S. Policy and Politics. New York: New York UP, 2003.

Naples, Nancy A. “The ‘New Consensus’ on the Gendered ‘Social Contract’: The 1987-1988 U.S. Congressional Hearings on Welfare Reform.” Signs 22.4 (1997): 907-45.

Peck, Wayne Campbell, Linda Flower, and Lorraine Higgins. ” Community Literacy .” CCC 46.2 (1995): 199-222.

Roberts-Miller, Trish. ” Discursive Conflict in Communities and Classrooms .” CCC 54.4 (2003): 536-57.

Rude, Carolyn D. “Toward an Expanded Concept of Rhetorical Delivery: The Uses of Reports in Public Policy Debates.” TCQ 13.3 (2004): 271-88.

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Wells, Susan. ” Rogue Cops and Health Care: What Do We Want from Public Writing? ” CCC 47.3 (1996): 325-41.

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Coogan, David. “Service Learning and Social Change: The Case for Materialist Rhetoric.” CCC 57.4 (2006): 667-693.

Abstract:

A materialist rhetoric in service learning is needed to teach students how to discover the arguments that already exist in the communities they wish to serve; analyze the effectiveness of those arguments; collaboratively produce viable alternatives with community partners; and assess the impact of their interventions. Through a discussion of a project that attempted but failed to increase parent involvement in Chicago’s public schools, this article shows why rhetorical production needs to be supported by the kind of rhetorical analysis that reveals how institutions exercise power. Materialist rhetoric challenges students, teachers, and community partners to write for social change and define change concretely, in terms of institutional practices or policies that they wish to influence.

Keywords:

ccc57.4 School Students Parents Community Control Reform Rhetoric Power Chicago SocialChange Education ServiceLearning Materialist

Works Cited

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Cushman, Ellen. “The Rhetorician as an Agent of Social Change.” CCC 47.1 (1996): 7-28.

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

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Moore, Donald R. “The Case for Parent Involvement.” Empowering Teachers and Parents: School Restructuring Through the Eyes of Anthropologists . Ed. G. Alfred Hess, Jr. Westport, CT: Bergin & Garvey, 1992. 131-55.

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Peck, Wayne Campbell, Linda Flower, and Lorraine Higgins. ” Community Literacy .” College Composition and Communication 46.2 (1995): 199-222.

Philips, Kendall. “A Rhetoric of Controversy.” Western Journal of Communication 63.4 (1999): 488-510.

Shipps, Dorothy, Joesph Kahne, and Mark A Smylie. “The Politics of Urban School Reform: Legitimacy, City Growth, and School Improvement in Chicago.” Educational Policy 13.4 (1999): 518-45.

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Wells, Susan. ” Rogue Cops and Health Care: What Do We Want from Public Writing? ” CCC 47.3 (1996): 325-41.

Zarefsky, David. President Johnson’s War on Poverty: Rhetoric and History. Alabama: University of Alabama Press, 1986.

Elbow, Peter. “The Music of Form: Rethinking Organization in Writing.” CCC 57.4 (2006): 620-666.

Abstract:

Written words are laid out in space and exist on the page all at once, but a reader can only read a few words at a time. For readers, written words are trapped in the medium of time. So how can we best organize writing for readers? Traditional techniques of organization tend to stress the arrangement of parts in space and certain metadiscoursal techniques that compensate for the problem of time. In contrast, I’ll describe five ways to organize written language that harness or bind time. In effect, I’m exploring form as a source of energy. More broadly, I’m implying that our concept itself of “organization” is biased toward a picture of how objects are organized in space and neglects the story of how events are organized in time.

Keywords:

ccc57.4 Time Space Organization Readers Music Writing Essay Energy Experience Texts Coherence Voice Form Thinking Sentences Perplexity Rhythm

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—, “Problems into Problems: A Rhetoric of Motivation.” http://wac.colostate.edu/exchange/williams.pdf (consulted 5/05).

Witte, Stephen P., and Lester Faigley. “Coherence, Cohesion, and Writing Quality.” CCC 32.2 (May 1981): 189-204.

Canagarajah, A. Suresh. “The Place of World Englishes in Composition: Pluralization Continued.”  CCC 57.4 (2006): 586-619.

Abstract:

Contesting the monolingualist assumptions in composition, this article identifies textual and pedagogical spaces for World Englishes in academic writing. It presents code meshing as a strategy for merging local varieties with Standard Written English in a move toward gradually pluralizing academic writing and developing multilingual competence for transnational relationships.

Keywords:

ccc57.4 English WorldEnglishes Students Language Variety Codes Texts Communities Transnational Monolingual Multilingual Vernacular GSmitherman AcademicWriting AAVE CodeMeshing

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v57-2

Gilyard, Keith. “Review Essay: Language, Identity, and Citizenship.” Rev. of Black Identity: Rhetoric, Ideology and Nineteenth-Century Black Nationalism by Dexter B. Gordon; Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education by Catherine Prendergast; Latino/a Discourses: On Language, Identity and Literacy Education , Michelle Hall Kells, Valerie Balester, and Victor Villanueva, eds. CCC 57.2 (2005): 364-371.

Laurence, David and Kathleen Blake Yancey. “Interchanges: Is the English Department Disappearing?” CCC 57.2 (2005): 358-363.

Abstract:

This interchange between Laurence and Yancey centers on a claim that Yancey makes in her 2004 CCCC Chair’s Address. CCC Online is pleased to be able to provide here a PDF copy (approx. 4.7 MB) of that Address (“Made Not Only in Words: Composition in a New Key“).

Hesse, Douglas D. “Who Owns Writing?” CCC 57.2 (2005): 335-357.

Abstract:

Not available.

Video

Clicking on either of the images below will trigger the video of Douglas Hesse’s 2005 CCCC Chair’s Address. You will need a video player capable of viewing QuickTime movies in order to view it. Also, because of the length of the talk, the file size is correspondingly substantial (approx. 32 MB).

Keywords:

ccc57.2 ChairsAddress Writing Essay Students CCCC School Teachers Composition Discourse Aphasia CivicSphere

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Moskovitz, Cary and David Kellogg. “Primary Science Communication in the First-Year Writing Course.” CCC 57.2 (2005): 307-334.

Abstract:

Despite the widespread acceptance of many kinds of nonliterary texts for first-year writing courses, primary scientific communication (PSC) remains largely absent. Objections to including PSC, especially that it is not rhetorically appropriate or sufficiently rich, do not hold. We argue for including PSC and give some practical suggestions for developing courses and designing assignments using PSC.

Keywords:

ccc57.2 PSC FYC Students Texts Science Research Composition Pollen Reading Disciplines Literature

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Abstract:

This essay presents a task-based multimodal framework for composing grounded in theories of multiple media and goal formation. By examining the way two students negotiated the complex communicative tasks presented them in class, the essay underscores the benefits associated with asking students to attend to the various motives, activities, tools, and environments that occasion, support, and complicate the production of academic as well as everyday texts.

Keywords:

ccc57.2 Students Work Goals Tasks Multimodal Media Production Motives Academic Texts

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Yancey, Kathleen Blake. ” Made Not Only in Words: Composition in a New Key .” 2004 CCCC Chair’s Address. CCC 56.2 (Dec. 2004): 297-328.

Brent, Doug. “Reinventing WAC (Again): The First-Year Seminar and Academic Literacy.” CCC 57.2 (2005): 253-276.

Abstract:

Academically oriented first-year seminars can be good venues for teaching many of the concepts important to WAC programs, including extended engagement with a research topic and situated writing. A qualitative study of a first-year seminar program at the University of Calgary highlights faculty members’ and students’ responses.

Keywords:

ccc57.2 WAC Students Qualitative Research FYC Course University Faculty Pedagogy Content Disciplines AcademicLiteracy

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Monroe, Jonathan. “Local Knowledge, Local Practices: An Introduction.” Local Knowledge, Local Practices: Writing in the Disciplines at Cornell. Ed. Jonathan Monroe. Pittsburgh: U of Pittsburgh P, 2003. 3-21.

Moon, Gretchen Flesher. “First-Year Writing in First-Year Seminars: Writing Across the Curriculum from the Start.” Writing Program Administration 28 (2003): 105-18.

Murphy, Raymond O. “Freshman Year Enhancement in American Higher Education.” Journal of the Freshman Year Experience 1 (1989): 93-102.

Nelson, Jennie, and John R. Hayes. How the Writing Context Shapes College Students’ Strategies for Writing from Sources. Center for the Study of Writing Technical Rept. 16. Berkeley: University of California, 1988. ERIC, ED297374.

Petraglia, Joseph. “Introduction: General Writing Skills Instruction and Its Discontents.” Petraglia xi-xvii.

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

Runciman, Lex. “Ending Composition as We Knew It.” Language and Learning Across the Disciplines 2 (1998): 44-53.

Russell, David. “Activity Theory and Its Implications for Writing Instruction.” Petraglia 51-77.

—. “Rethinking Genre in School and Society: An Activity Theory Analysis.” Written Communication 14 (1997): 504-54.

Schwegler, Robert A., and Linda K. Shamoon. “The Aims and Processes of the Research Paper.” College English 44 (1982): 817-24.

Smith, Louise Z. “Why English Departments Should ‘House’ Writing Across the Curriculum.” College English 50 (1988): 390-95.

Swing, Randy L. What Kind of Seminar Is Best? Brevard, NC: National Policy Center on the First Year of College, 2002. 31 May 2004 http://www.brevard.edu/fyc/fyi/essays/essay4.pdf.

The 2000 National Survey of First-Year Seminar Programs: Continuing Innovations in the Collegiate Curriculum . Columbia, SC: National Resource Center for the First-Year Experience and Students in Transition, 2000.

University of Calgary. Raising Our Sights: An Academic Plan for the University of Calgary 2002-2006. 2002. 3 Dec. 2003 http://www.ucalgary.ca/UofC/events/unicomm/raising/AcademicPlan.pdf.

Walk, Kerry. “About the Writing Seminars.” Princeton Writing Program Web site. N.d. 17 Aug. 2005 http://web.princeton.edu/writing/Writing_Seminar/WSAbout.htm.

Walvoord, Barbara E. “The Future of WAC.” College English 58 (1996): 58-79.

Fishman, Jenn, et al. “Performing Writing, Performing Literacy.” CCC 57.2 (2005): 224-252.

Abstract:

This essay reports on the first two years of the Stanford Study of Writing, a five-year longitudinal study aimed at describing as accurately as possible all the kinds of writing students perform during their college years. Based on an early finding about the importance students attach to their out-of-class or self-sponsored writing and subsequent interviews with study participants, we argue that student writing is increasingly linked to theories and practices of performance. To illustrate the complex relationships between early college writing and performance, we explore the work of two study participants who are also coauthors of this essay.

Companion Videos

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Keywords:

ccc57.2 Writing Performance Students College Audience Study Composition Literacy Longitudinal BraddockAward

Works Cited

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Gere, Anne Ruggles. ” Kitchen Tables and Rented Rooms: The Extracurriculum of Composition .” CCC 45.1 (Feb. 1994): 75-92.

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Quintilian, Marcus Fabius. The Institutio Oratoria of Quintilian. Trans. H. E. Butler. Cambridge, MA: Harvard UP, 1922.

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Welch, Kathleen. The Contemporary Reception of Classical Rhetoric: Appropriations of Ancient Discourse . Hillsdale, NJ: Erlbaum, 1990.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v57-3

Swearingen, C. Jan. “Review Essay: Feminisms and Composition.” Rev. of Fractured Feminisms: Rhetoric, Context, and Contestation , Laura Gray-Rosendale and Gil Harootunian, eds.; Feminism and Composition: A Critical Sourcebook , Gesa E. Kirsch, Faye Spencer Maor, Lance Massey, Lee Nickoson-Massey, Mary P. Sheridan-Rabideau, eds.; A Way to Move: Rhetorics of Emotion and Composition Studies, Dale Jacobs and Laura R. Micciche, eds. CCC 57.3 (2006): 443-551.

Harris, Joseph. “Re-Visions: D�jà Vu All Over Again.” CCC 57.3 (2006): 534-442.

Works Cited

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

—. “Postscript: The Profession.” Writing on the Margins: Essays on Composition and Teaching. Boston: Bedford, 2005. 372-79.

Bousquet, Marc. “Composition as Management Science: Towards a University without a WPA.” JAC 22 (2002): 493-526.

Coalition on the Academic Workforce. “Who Is Teaching in U.S. College Classrooms? A Collaborative Study of Undergraduate Faculty, Fall 1999.” 22 Nov. 2000. 25 Nov. 2005 http://www.historians.org/caw/.

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

Harris, Joseph. “Thinking like a Program.” Pedagogy 4 (2004): 357-64.

—. “Undisciplined Writing.” Delivering Composition. Ed. Kathleen Blake Yancey. Logan: Utah State UP, forthcoming 2006.

Hillard, Van, and Joseph Harris. “Making Writing Visible at Duke University.” Peer Review 6.1 (Fall 2003): 15-17.

McLeod, Susan H. “‘Breaking Our Bonds and Reaffirming Our Connections,’ Twenty Years Later.” CCC 56 (2006): 524-533.

Williams, Raymond. “Structures of Feeling.” Marxism and Literature. London: Oxford UP, 1977. 128-35.

McLeod, Susan H.. “Re-Visions: Rethinking Hairston’s ‘Breaking Our Bonds.'” CCC 57.3 (2006): 523-534.

Keywords:

ccc57.3 Literature Research Composition EnglishDepartments Faculty Writing MHairston Field Discipline

Works Cited

ADE Ad Hoc Committee on the English Major Report. Profession 2004. New York: MLA, 2004. 178-217.

Anson, Chris M., and Robert L. Brown, Jr. “Subject to Interpretation: The Role of Research in Writing Programs and Its Relationship to the Politics of Administration in Higher Education.” The Writing Program Administrator as Researcher: Inquiry in Action and Reflection . Ed. Shirley K. Rose and Irwin Wiser. Portsmouth, NH: Boynton, 1999.

Bartholomae, David. “Freshman English, Composition, and CCCC.” CCC 40.1 (Feb. 1989): 38-50.

Brown, Stuart C., Rebecca Jackson, and Theresa Enos. “The Arrival of Rhetoric in the Twenty-First Century: The 1999 Survey of Doctoral Programs in Rhetoric.” Rhetoric Review 18:2 (2000): 233-373.

Goggin, Maureen Daly. Authoring a Discipline: Scholarly Journals and the Post-World War II Emergence of Rhetoric and Composition . Mahwah, NJ: Erlbaum, 2000.

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

—. “Some Speculations about the Future of Writing Programs.” WPA: Writing Program Administration 11.3 (Spring 1988): 9-16.

Haswell, Richard. “Documenting Improvement in College Writing: A Longitudinal Approach.” Written Communication 17 (July 2000): 307-52.

—. “NCTE/CCCC’s Recent War on Scholarship.” Written Communication 22.2 (Apr. 2005): 198-223.

Holbrook, Sue Ellen. “Women’s Work: The Feminizing of Composition.” Rhetoric Review 9.2 (Spring 1991): 201-29.

Little, Sherry Burgus, and Shirley K. Rose. “A Home of Our Own: Establishing a Department of Rhetoric and Writing Studies at San Diego State University.” WPA: Writing Program Administration 18 (Fall/Winter 1994): 16-27.

McLeod, Susan H. “Celebrating Diversity (in Methodology).” Composition Studies in the New Millennium: Rereading the Past, Rewriting the Future. Ed. Lynn Z. Bloom, Donald A. Daiker, and Edward M. White. Carbondale: Southern Illinois UP, 2003. 151-54.

Modern Language Association. “Trends in Employment Placements of New English PhDs: Ten MLA Surveys of PhD Placement, 1976-1996.” 22 Nov. 2005 http://www.mla.org/ade/images/PHDtrends.jpg.

National Association for Music Education. “A Research Agenda for Music Education.” 22 Nov. 2005 http://www.menc.org/information/research/agenda.html.

Parker, William Riley. “Where Do English Departments Come From?” College English 28 (Feb. 1967): 339-51.

Rose, Phyllis. “The Coming of the French: My Life as an English Professor.” American Scholar (Winter 2005): 59-68.

Syfer, Judy. “I Want a Wife.” Ms. preview issue. New York Magazine 20-21 Dec. 1971: 56.

Tingle, Nicholas, and Judy Kirscht. “A Place to Stand: The Role of a Union in the Development of a Writing Program.” Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education . Ed. Eileen E. Schell and Patricia Lambert Stock. Urbana, IL: NCTE, 2001. 218-32.

U.S. Department of Education. National Center for Educational Statistics. “Bachelor’s Degrees Granted in English, 1950-1997.” 22 Nov. 2005 http://www.mla.org/ade/images/BAtrends.gif.

Yancey, Kathleen Blake. ” Made Not Only in Words: Composition in a New Key .” CCC 56 (December 2004): 297-328.

Witte, Stephen P. Rev. of Research on Written Communication, by George Hillocks, Jr. CCC 38 (1987): 202-07.

Marzluf, Phillip P. “Diversity Writing: Natural Languages, Authentic Voices.” CCC 57.3 (2006): 503-522.

Abstract:

Though diversity serves as a valuable source for rhetorical inquiry, expressivist instructors who privilege diversity writing may also overemphasize the essential authenticity of their students’ vernaculars. This romantic and salvationist impulse reveals the troubling implications of eighteenth-century Natural Language Theory and may, consequently, lead to exoticizing and stereotyping students’ linguistic performances.

Keywords:

ccc57.3 Language Students Writing Diversity Voice Discourse PElbow Theory Linguistic Natural Authentic

Works Cited

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Applebee, Arthur N. Tradition and Reform in the Teaching of English: A History . Urbana, IL: NCTE, 1974.

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

Bizzell, Patricia. “The Intellectual Work of ‘Mixed’ Forms of Academic Discourse.” Alt Dis: Alternative Discourses and the Academy . Ed. Christopher L. Schroeder, Helen Fox, and Patricia Bizzell. Portsmouth, NH: Boynton, 2002. 1-10.

Blair, Hugh. Lectures on Rhetoric and Belles Lettres . Delmar, NY: Scholars’ Facsimiles and Reprints, 1993.

Campbell, Kermit E. “‘Real Niggaz’s Don’t Die’: African American Students Speaking Themselves into Their Writing.” Writing in Multicultural Settings. Ed. Carol Severino, Juan C. Guerra, and Johnnella E. Butler. New York: MLA, 1997. 67-78.

Clegg, Roger. “Why I’m Sick of the Praise for Diversity on Campuses.” Chronicle of Higher Education 14 July 2000: B8.

Comas, James. “Ethics, Ethos, Habitation.” Ethical Issues in College Writing. Ed. Fredric G. Gale, Phillip Sipiora, and James L. Kinneavy. New York: Lang, 1999. 75-89.

Elbow, Peter. Everyone Can Write: Essays toward a Hopeful Theory of Writing and Teaching Writing . New York: Oxford UP, 2000.

—. “Vernacular Englishes in the Writing Classroom?” Alt Dis: Alternative Discourses and the Academy. Ed. Christopher Schroeder, Helen Fox, and Patricia Bizzell. Portsmouth, NH: Boynton, 2002. 126-38.

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

—. Writing without Teachers. 2nd ed. New York: Oxford UP, 1998.

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Hashimoto, I. “Voice as Juice.” CCC 38.1 (1987): 70-79.

Hillocks, George, Jr. Teaching Writing as Reflective Practice . New York: Teachers College P, 1995.

Hobbs, Catherine. Rhetoric on the Margins of Modernity: Vico, Condillac, Monboddo . Carbondale: Southern Illinois UP, 2002.

Holmes, David G. Revisiting Racialized Voice: African American Ethos in Language and Literature . Carbondale: Southern Illinois UP, 2004.

hooks, bell. “‘When I Was a Young Soldier for the Revolution’: Coming to Voice.” Landmark Essays on Voice and Writing . Ed. Peter Elbow. Davis, CA: Hermagoras, 1994. 51-58.

Kennedy, George A. Comparative Rhetoric: An Historical and Cross-Cultural Introduction . New York: Oxford UP, 1998.

Lindquist, Julie. “Class Affects, Classroom Affectations: Working through the Paradoxes of Strategic Empathy.” College English 67.2 (2004): 187-209.

Logan, Shirley Wilson. “‘When and Where I Enter’: Race, Gender, and Composition Studies.” Feminism and Composition Studies: In Other Words . Ed. Susan C. Jarratt and Lynn Worsham. New York: MLA, 1998. 45-57.

Marshall, Ian, and Wendy Ryden. “Interrogating the Monologue: Making Whiteness Visible.” CCC 52.2 (2000): 240-59.

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

Mio, Jeffery Scott, and Gene I. Awakuni. Resistance to Multiculturalism: Issues and Interventions. Philadelphia: Brunner, 2000.

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Paley, Karen. I-Writing: The Politics and Practice of Teaching First-Person Writing . Carbondale: Southern Illinois UP, 2001.

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Rodriguez, Amardo. Diversity as Liberation (II): Introducing a New Understanding of Diversity . Cresskill, NJ: Hampton, 2003.

Smitherman, Geneva. “The Historical Struggle for Language Rights in CCCC.” Language Diversity in the Classroom: From Intervention to Practice . Ed. Geneva Smitherman and Victor Villanueva. Carbondale: Southern Illinois UP, 2003. 7-39.

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

Young, Vershawn Ashanti. ” Your Average Nigga .” CCC 55.4 (2004): 693-715.

Kates, Susan. “Literacy, Voting Rights, and the Citizenship Schools in the South, 1957-70.” CCC 57.3 (2006): 479-502.

Abstract:

This essay examines the history of a massive literacy campaign called the Citizenship School Program that began as a response to the racist literacy tests that disenfranchised countless African American voters throughout the Southern United States between 1945 and 1965. The Citizenship Schools prepared thousands of African Americans to pass the literacy test by using materials that critiqued white supremacism and emphasized the twentieth-century struggle for civil rights.

Keywords:

ccc57.3 Literacy Citizenship School CitizenshipSchool AfricanAmerican CivilRights Voting Highlander Campaigns Education VoterRegistration

Works Cited

Arnove, Robert F., and Harvey J. Graff. Introduction. National Literacy Campaigns: Historical and Comparative Perspectives. Ed. Arnove and Graff. New York: Perseus, 1987. 1-28. Rpt. in Literacy: A Critical Sourcebook. Ed. Ellen Cushman, Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Boston: Bedford, 2001. 591-615.

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Freire, Paulo. Pedagogy of the Oppressed . Trans. Myra Bergman Ramos. New York: Seabury, 1973.

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

Glen, John M. Highlander: No Ordinary School 1932-1962 . Lexington: UP of Kentucky, 1988.

Horton, Myles, with Judith Kohl and Herbert Kohl. The Long Haul: An Autobiography. New York: Teachers College P, 1998.

Levine, David Paul. “Citizenship Schools.” Diss. U of Wisconsin-Madison, 2000.

Lincoln, C. Eric, and Lawrence H. Mamiya. The Black Church in the African American Experience. Durham, NC: Duke UP, 1990.

Oldendorf, Sandra Brenneman. “Highlander Folk School and the South Carolina Sea Island Citizenship Schools: Implications for the Social Studies.” Diss. U of Kentucky, 1987.

Patterson, James T. Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy . New York: Oxford UP, 2001.

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Robinson, Bernice, and Septima Clark. Citizenship School Workbook. Southern Christian Leadership Conference. 1961. Box 1 Folder 10. Highlander Folk School Archives, New Market, TN.

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

Schutz, Aaron, and Anne Ruggles Gere. “Service Learning and English Studies: Rethinking �’Public’ Service.” College English 60.2 (1998): 129-49.

Scribner, Sylvia. “Literacy in Three Metaphors.” In Perspectives on Literacy. Ed. Eugene R. Kitgen, Barry M. Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 71-81.

Stuckey, J. Elspeth. The Violence of Literacy . Portsmouth: Boynton, 1991.

Whisnant, David E. All That Is Native and Fine: The Politics of Culture in an American Region . Chapel Hill: U of North Carolina P, 1983.

Wible, Scott. “Pedagogies of the “Students’ Right” Era: The Language Curriculum Research Group’s Project for Linguistic Diversity.” CCC 57.3 (2006): 442-478.

Abstract:

This essay examines a Brooklyn College-based research collective that placed African American languages and cultures at the center of the composition curriculum. Recovering such pedagogies challenges the perception of the CCCC’s 1974 “Students’ Right to Their Own Language” resolution as a progressive theory divorced from the everyday practices and politics of the composition classroom.

Keywords:

ccc57.3 Students SROL History Langauge Teachers BEV Textbook LCRG Composition Writing Linguistics Research Dialect Pedagogy

Works Cited

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Baum, Joan. “An Exhortation for Teachers of English in Open-Admissions Programs.” CCC 25 (1974): 292-97.

Baxter, Milton. “Educating Teachers about Educating the Oppressed.” College English 37 (1976): 677-81.

—. Letter to Marjorie Martus. 6 Oct. 1976. PA70-444. Ford Foundation Archives.

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Brodinsky, Ben. “Back to the Basics: The Movement and Its Meaning.” Phi Delta Kappan 58 (1977): 522-26.

Bruch, Patrick, and Richard Marback. “Critical Hope, ‘Students’ Right,’ and the Work of Composition Studies.” Introduction. Bruch and Marback vii-xvii.

—, eds. The Hope and the Legacy: The Past, Present, and Future of “Students’ Right to Their Own Language.” Cresskill, NJ: Hampton, 2005.

Bruffee, Kenneth A. Letter to Carol Reed. 2 June 1972. PA70-444. Ford Foundation Archives.

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

Lacey, Richard A. Letter to the Language Curriculum Research Group. 18 July 1974. PA70-444. Ford Foundation Archives.

—. Memorandum to Marjorie Martus. 12 July 1974. PA70-444. Ford Foundation Archives.

—. Memorandum to Marjorie Martus. 29 July 1974. PA70-444. Ford Foundation Archives.

Language Curriculum Research Group. “Final Report to Ford Foundation.” 15 July 1975. PA70-444. Ford Foundation Archives.

—. “Students’ Manual for Teaching Standard English Writing to Speakers Showing Black English Influences in Their Writing.” Ms. 1972. PA70-444. Ford Foundation Archives.

—. “Teachers’ Manual for Teaching Standard English Writing to Speakers Showing Black English Influences in Their Writing.” Ms. 1973. PA70-444. Ford Foundation Archives.

“LCRG-CUNY Teacher-Training Workshop Sign-up Sheet.” N.d. Appendix. Language Curriculum Research Group. “Final Report to Ford Foundation.” 15 July 1975. PA70-444. Ford Foundation Archives.

Lu, Min-Zhan. “Composing Postcolonial Studies.” Crossing Borderlands: Composition and Postcolonial Studies . Ed. Andrea A. Lunsford and Lahoucine Ouzgane. Pittsburgh: U of Pittsburgh P, 2004. 9-32.

Moore, Samuel A. Letter to Marjorie Martus. 28 Mar. 1972. PA70-444. Ford Foundation Archives.

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

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—. Telephone interview. 9 Nov. 2003.

—. Telephone interview. 7 Dec. 2003.

—. “Why Black English in the College Curriculum?” Afro-American Institute of Brooklyn College Lecture Series. Brooklyn. 10 Nov. 1971.

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Richardson, Elaine. African American Literacies . London: Routledge, 2003.

Rickford, John Russell, and Russell John Rickford. Spoken Soul: The Story of Black English. New York: Wiley, 2000.

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

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Simpkins, G., G. Holt, and C. Simpkins. Bridge: A Cross-Cultural Reading Program. Boston: Houghton Mifflin, 1977.

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Smitherman, Geneva. ” CCCC’s Role in the Struggle for Language Rights .” A Usable Past: CCC at 50, Part 1 . Spec. issue of CCC 50 (1999): 349-76.

—. Personal interview. 26 Mar. 2004.

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

—. Talkin that Talk: Language, Culture, and Education in African America . London: Routledge, 1999.

Smitherman, Geneva, and Victor Villanueva. Introduction. Language Diversity in the Classroom: From Intention to Practice . Ed. Smitherman and Villanueva. Carbondale: Southern Illinois UP, 2003. 1-6.

Soliday, Mary. The Politics of Remediation: Institutional and Student Needs in Higher Education . Pittsburgh: U of Pittsburgh P, 2002.

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Bordelon, Suzanne. “George Pierce Baker’s Principles of Argumentation: ‘Completely Logical’?” CCC 57.3 (2006): 416-441.

Abstract:

In preparing Suzanne Bordelon’s article for the February issue of CCC (57.3), the editorially unthinkable happened: An earlier version of her fine article replaced the final, well-revised version as it went to the printer. In addition to my profuse apologies to Professor Bordelon, I have decided to publish the correct version of the article, delaying until September my publication of Janet Eldred’s review essay of several books on technology. The silver lining, in this instance, is a teachable moment, a rare glimpse for readers of CCC into an accountable but ultimately human (and I hope humane) editorial process: Bordelon’s article, quite good to begin with, was judged an “accept with revisions,” and she revised the article extensively and well, passing muster with a final read by one of the first reviewers and me. Comparing the two versions, the article erroneously sent to the printer in February and the most current version, in this issue should in itself demonstrate the complexities and hard work of the editing, reviewing, and authoring processes. Most significantly, I hope they also demonstrate that human beings, for better or worse, are behind even the most careful, accountable, and efficient editorial work. I am indebted to Professor Bordelon for her graciousness in light of this error, and I’m pleased to be able to make things right.

Deborah H. Holdstein

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v57-1

Miller, Richard E. “Interchanges: On Asking Impertinent Questions.” With responses from Irv Peckham and Shirley Rose. CCC 57.1 (2005) 142-168.

Bernard-Donals, Michael. “Review Essay: Literacy, Affect, and Ethics.” CCC 57.1 (2005): 169-180.

Works Cited

Brandt, Deborah. Literacy as Involvement: The Acts of Writers, Readers, and Texts . Carbondale: Southern Illinois UP, 1990.

Scribner, Sylvia, and Michael Cole. The Psychology of Literacy . Cambridge, MA: Harvard UP, 1986.

Thelin, William. “Understanding Problems in Critical Classrooms.” CCC 57.1 (2005): 114-41.

Abstract

Some scholarship suggests that critical pedagogy should be abandoned for more pragmatic goals. While the democratic and political sensibilities of critical pedagogy require more from the instructor, classrooms that on the surface do not appear to work in teaching students should not be seen as signs that the pedagogy is not worth the extra effort. The classroom experience recounted in this piece suggests that blundered implementation can function as an opportunity to advance knowledge and to understand the ongoing project of critical pedagogy, strengthening it even as we realize that critical pedagogy cannot look and feel like status quo teaching and still enact progressive goals.

Keywords:

ccc57.1 Students Classrooms Pedagogy CriticalPedagogy Composition Essays Contracts Goals Problems

Works Cited

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

—. When Students Have Power: Negotiating Authority in a Critical Pedagogy. Chicago: U of Chicago P, 1996.

Singh, Frances B. “C-Words: Classroom, Contact, Conflict, Collaboration, Consolidation, Colonizing, Colonialism.” Tassoni and Thelin 99-114.

Tassoni, John Paul, and William H. Thelin, eds. Blundering for a Change: Errors and Expectations in Critical Pedagogy. Portsmouth, NH: Boynton, 2000.

Thelin, William H., and John Paul Tassoni. “Blundering the Hero Narrative: The Critical Teacher in Classroom Representations.” Tassoni and Thelin 1-7.

Tobin, Lad. Reading Student Writing: Confessions, Meditations, and Rants. Portsmouth, NH: Boynton, 2004.

Wallace, David, and Helen Rothschild Ewald. Mutuality in the Rhetoric and Composition Classroom. Carbondale: Southern Illinois UP, 2000.

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Kinloch, Valerie Felita. “Revisiting the Promise of Students’ Right to Their Own Language: Pedagogical Strategies..” CCC 57.1 (2005): 83-113.

Abstract

The implications of the Students’ Right to Their Own Language resolution on classroom teaching and practices point to a continual need to reevaluate how communicative actions: linguistic diversities: of students are central aspects of the work within composition courses. This article revisits the historical significance and pedagogical value of the resolution in its critique of student-teacher exchanges, in its advancement of strategies that invite language variations into composition courses, and in its proposal to support the expressive rights of students.

Keywords:

ccc57.1 Language Students SROL Resolution Class History Pedagogy Literacy Diversity Writing JJordan

Works Cited

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Conference on College Composition and Communication. Students’ Right to Their Own Language. Spec. issue of CCC 25.3 (Fall 1974): 1-32.

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Scott, Jerrie Cobb, and Valerie Kinloch. Rev. of Class Politics: The Movement for the Students’ Right to Their Own Language, by Stephen Parks. JAC 21.3 (Summer 2001): 705-10.

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

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

—. Talkin that Talk: Language, Culture and Education in African America. New York: Routledge, 2000.

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—. “Maybe a Colony: And Still Another Critique of the Comp Community.” JAC 17.2 (1997): 183-90.

Alexander, Jonathan. “Transgender Rhetorics: (Re)Composing Narratives of the Gendered Body.” CCC 57.1 (2005): 45-82.

Abstract

This essay attempts to demonstrate how transgender theories can inspire pedagogical methods that complement feminist compositionist pedagogical approaches to understanding the narration of gender as a social construct. By examining sample student writing generated by a prompt inspired by transgender theories, the author’s analysis suggests how trans theories might usefully expand and extend: for both instructors and students: our analysis of the stories we tell personally, socially, and politically about gender. Ultimately, the author argues that trans theories and pedagogical activities built on them can enhance our understanding of gender performance by prompting us to consider gender as a material and embodied reality.

Keywords:

ccc57.1 Gender Students Writing Body Stories Transgender Pedagogy Feminism Composition Identity Narratives Performance

Works Cited

Alexander, Jonathan. “Out of the Closet and Into the Network: Sexual Orientation and the Computerized Classroom.” Computers and Composition 14.2 (1997): 229-44.

Alexander, Jonathan, and Michelle Gibson. “Queer Composition(s): Queer Theory in the Writing Classroom.” JAC: A Journal of Composition Theory 24.1 (2004): 1-21.

Alexander, Jonathan, and Karen Yescavage, eds. Bisexuality and Transgenderism: InterSEXions of the Others. Binghamton, NY: Harrington Park, 2004.

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Bleich, David. “Genders of Writing.” Journal of Advanced Composition 9 (1989): 10-25.

Bornstein, Kate. Gender Outlaw: On Men, Women, and the Rest of Us. New York: Routledge, 1994.

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Braidotti, Rosi. “Feminism by Any Other Name [An Interview with Judith Butler].” Feminism Meets Queer Theory. Ed. Elizabeth Weed and Naomi Schor. Bloomington: Indiana UP, 1997. 31-67.

Butler, Judith. “Against Proper Objects.” Feminism Meets Queer Theory. Ed. Elizabeth Weed and Naomi Schor. Bloomington: Indiana UP, 1997. 1-30.

—. Bodies That Matter: On the Discursive Limits of “Sex.” New York: Routledge, 1993.

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

Califia, Pat. Sex Changes: The Politics of Transgenderism. San Francisco: Cleis, 1997.

Califia, Patrick. “Trannyfags Unzipped.” Speaking Sex to Power: The Politics of Queer Sex. San Francisco: Cleis, 2002. 131-36.

Califia-Rice, Patrick. “Family Values: Two Dads with a Difference: Neither of Us Was Born Male.” Village Voice 21-27 June 2000. 8 June 2005 http:// www.villagevoice.com/issues/0025/ califia-rice.php.

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Feinberg, Leslie. Trans Liberation: Beyond Pink or Blue. Boston: Beacon, 1998.

Flynn, Elizabeth A. “Composing as a Woman.” Kirsch, Maor, Massey, Nickoson-Massey, and Sheridan-Rabideau 243-55.

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Gauntlett, David. “Judith Butler.” Theory.org. 8 June 2005 http:// www.theory.org.uk/ctr-butl.htm.

Gibson, Michelle, Martha Marinara, and Deborah Meem. “Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality.” Kirsch, Maor, Massey, Nickoson-Massey, and Sheridan-Rabideau 466-87.

Hawisher, Gail. “Forwarding a Feminist Agenda in Writing Studies.” Kirsch, Maor, Massey, Nickoson-Massey, and Sheridan-Rabideau xv-xx.

Hesford, Wendy. Framing Identities: Autobiography and the Politics of Pedagogy. Minneapolis: U of Minnesota P, 1999.

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Kirsch, Gesa E., Faye Spencer Maor, Lance Massey, Lee Nickoson-Massey, and Mary P. Sheridan-Rabideau. Feminism and Composition: A Critical Sourcebook. Boston: Bedford, 2003.

Larkin, Lindsey, and Marshall Kitchens. “The Transgendered and Transgressive Student: Rhetoric and Identity in TransQueer Ethnography.” Rhodes n. pag. 8 June 2005 http://www.bgsu.edu/ cconline/kitchenslarkin/index.html.

LeCourt, Donna. “Writing (without) the Body: Gender and Power in Networked Discussion Groups.” Feminist Cyberspaces: Mapping Gendered Academic Spaces. Ed. Kristine Blair and Pamela Takayoshi. Stamford, CT: Ablex, 1999. 153-76.

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

Meyerowitz, Joanne. How Sex Changed: A History of Transsexuality in the United States. Cambridge, MA: Harvard UP, 2002.

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Ritchie, Joy S., and Kathleen Boardman. “Feminism in Composition: Inclusion, Metonymy, and Disruption.” Kirsch, Maor, Massey, Nickoson-Massey, and Sheridan-Rabideau 7-26.

Romano, Susan. “On Becoming a Woman: Pedagogies of the Self.” Kirsch, Maor, Massey, Nickoson-Massey, and Sheridan-Rabideau 447-65.

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DeVoss, Dànielle Nicole, Ellen Cushman, and Jeffrey T. Grabill. “Infrastructure and Composing: The When of New-Media Writing.” CCC 57.1 (2005): 14-44.

Abstract

New-media writing exerts pressure in ways that writing instruction typically has not. In this article, we map the infrastructural dynamics that support: or disrupt: newmedia writing instruction, drawing from a multimedia writing course taught at our institution. An infrastructural framework provides a robust tool for writing teachers to navigate and negotiate the institutional complexities that shape new-media writing and offers composers a path through which to navigate the systems within and across which they work. Further, an infrastructural framework focused on the when of newmedia composing creates space for reflection and change within institutional structures and networks.

Keywords:

ccc57.1 Students Writing Infrastructure NewMedia Software Technology Standards Work Spaces Pedagogy Networks Multimedia

Works Cited

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—. “The Shape of Text to Come: The Texture of Print on Screens.” CCC 44.2 (1993): 151-75.

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Bolter, Jay David, and Richard Grusin. Remediation: Understanding New Media. Cambridge: MIT P, 2000.

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Johnson-Eilola, Johndan. “Living on the Surface: Learning in the Age of Global Communication Networks.” Snyder 185- 210.

—. “Negative Spaces: From Production to Connection in Composition.” Literacy Theory in the Age of the Internet. Ed. Todd Taylor and Irene Ward. New York: Columbia UP, 1998. 17-33.

Joyce, Michael. “New Stories for New Readers: Contour, Coherence, and Constructive Hypertext.” Snyder 163-83.

Kalmbach, James Robert. The Computer and the Page : The Theory, History and Pedagogy of Publishing, Technology and the Classroom. Norwood, NJ: Ablex, 1997.

Kent-Drury, Roxanne. “Finding a Place to Stand: Negotiating the Spatial Configuration of the Networked Computer Classroom.” Computers and Composition 15.3 (1998): 387-407.

Kinkead, Joyce. “Computer Conversations: E-Mail and Writing Instruction.” CCC 38.3 (1987): 335-41.

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

Kress, Gunther. “‘English’ at the Crossroads: Rethinking Curricula of Communication in the Context of the Turn to the Visual.” Hawisher and Selfe 66-88.

—. “Visual and Verbal Modes of Representation in Electronically Mediated Communication: The Potentials of New Forms of Text.” Snyder 53-79. Lang, Susan, Janice R. Walker, and Keith Dorwick, eds. Tenure 2000. Spec. issue of Computers and Composition 17.1 (2000).

Lave, Jean, and Etienne Wenger. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge UP, 1991.

LeBlanc, Paul. Writing Teachers Writing Software: Creating Our Place in the Electronic Age. Urbana, IL: NCTE, 1993.

LeCourt, Donna. “Writing (without) the Body: Gender and Power in Networked Discussion Groups.” Feminist Cyberscapes: Mapping Gendered Academic Spaces. Ed. Kristine Blair and Pamela Takayoshi. Stamford, CT: Ablex, 1999. 153-76.

Markel, Mike. “What Students See: Word Processing and the Perception of Visual Design.” Computers and Composition 15.3 (1998): 373-86.

McGee, Tim, and Patricia Ericsson. “The Politics of the Program: MS Word as the Invisible Grammarian.” Computers and Composition 19.4 (2002): 453-70.

McKee, Heidi. “‘YOUR VIEWS SHOWED TRUE IGNORANCE!!!’: (Mis)Communication in an Online Interracial Discussion Forum.” Computers and Composition 19.4 (2002): 411-34.

Monteiro, Eric, and Ole Hanseth. “Social Shaping of Information Infrastructure: On Being Specific about the Technology.” Information Technology and Organizational Work. Ed. W. J. Orlikowski, G. Walsham, M. R. Jones, and J. I. DeGross. London: Chapman, 1996.

Moran, Charles. “Access: The A-Word in Technology Studies.” Hawisher and Selfe 205-20.

—. “From a High-Tech to a Low-Tech Writing Classroom: ‘You Can’t Go Home Again.'” Computers and Composition 15.1 (1998): 1-10.

Moran, Charles, and Gail E. Hawisher. “The Rhetorics and Languages of Electronic Mail.” Snyder 80-101.

Pagnucci, Gian S., and Nicholas Mauriello. “The Masquerade: Gender, Identity, and Writing for the Web.” Computers and Composition 16.1 (1999): 141-51.

Palmquist, Michael E. “Network-Supported Interaction in Two Writing Classrooms.” Computers and Composition 10.4 (1993): 25-58.

Palmquist, Mike, Kate Kiefer, James Hartvigsen, and Barbara Godlew. Transitions: Teaching Writing in Computer-Supported and Traditional Classrooms. Stamford, CT: Ablex, 1998.

Porter, James E. “Liberal Individualism and Internet Policy: A Communitarian Critique.” Hawisher and Selfe 231-48.

—. Rhetorical Ethics and Internetworked Writing. Greenwich, CT: Ablex, 1998.

Porter, James E., Patricia Sullivan, Stuart Blythe, Jeffrey T. Grabill, and Libby Miles. “Institutional Critique: A Rhetorical Methodology for Change.” CCC 51.4 (2000): 610-42.

Redd, Teresa M. “‘Tryin to Make a Dolla outa Fifteen Cent’: Teaching Composition with the Internet at an HBCU.” Computers and Composition 20.4 (2003): 359-73.

Regan, Alison E., and John D. Zuern. “Community-Service Learning and Computer-Mediated Advanced Composition: The Going to Class, Getting Online, and Giving Back Project.” Computers and Composition 17.2 (2000): 177-95.

Richardson, Elaine B. “African American Women Instructors: In a Net.” Computers and Composition 14.2 (1997): 279-87.

Rickly, Rebecca. “The Gender Gap in Computers and Composition Research: Must Boys Be Boys?” Computers and Composition 16.1 (1999): 121-40.

Rouzie, Albert. “Conversation and Carrying-On: Play, Conflict, and SerioLudic Discourse in Synchronous Computer Conferencing.” CCC 53.2 (2001): 251-99.

Ruszkiewicz, John. “Word and Image: The Next Revolution.” Computers and Composition 5.3 (1988): 9-16.

Sanchez, Raul. “Our Bodies? Our Selves? Questions about Teaching in the MUD.” Literacy Theory in the Age of the Internet. Ed. Todd Taylor and Irene Ward. New York: Columbia UP, 1998. 93- 108.

Selfe, Cynthia L. Creating a Computer-Supported Writing Facility: A Blueprint for Action. Advances in Computers and Composition Studies. Houghton, MI: Computers and Composition P, 1989.

—. “Creating a Computer-Supported Writing Lab: Sharing Stories and Creating Vision.” Computers and Composition 4.2 (1987): 44-65.

—. “Technology and Literacy: A Story about the Perils of Not Paying Attention.” CCC 50.3 (1998): 411-36.

Selfe, Cynthia L., and Richard J. Selfe, Jr. “The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones.” CCC 45.4 (1994): 480-504.

Sirc, Geoffrey. “‘What is Composition. . . ?’ After Duchamp (Notes toward a General Teleintertext).” Hawisher and Selfe 178- 204.

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

Spooner, Michael, and Kathleen Yancey. “Postings on a Genre of Email.” CCC 47.2 (1996): 252-78.

Star, Susan Leigh, and Karen Ruhleder. “Steps toward an Ecology Infrastructure: Design and Access for Large Information Spaces.” Information Systems Research 7.1 (1996): 111-34.

Sullivan, Laura L. “Wired Women Writing: Towards a Feminist Theorization of Hypertext.” Computers and Composition 16.1 (1999): 25-54.

Sullivan, Patricia. “Desktop Publishing: A Powerful Tool for Advanced Composition Courses.” CCC 39.3 (1988): 344-47.

Takayoshi, Pamela. “Building New Networks from the Old: Women’s Experiences with Electronic Communications.” Computers and Composition 11.1 (1994): 21-35.

—. “Complicated Women: Examining Methodologies for Understanding the Uses of Technology.” Computers and Composition 17.2 (2000): 123-38.

Takayoshi, Pamela, Emily Huot, and Meghan Huot. “No Boys Allowed: The World Wide Web as a Clubhouse for Girls.” Computers and Composition 16.1 (1999): 89-106.

Taylor, Todd. “The Persistence of Difference in Networked Classrooms: Nonnegotiable Difference and the African American Student Body.” Computers and Composition 14.2 (1997): 169-78.

Thompson, Diane. “Electronic Bulletin Boards: A Timeless Place for Collaborative Writing Projects.” Computers and Composition 7.2 (1990): 43-53.

Tuman, Myron C., ed. Literacy Online: The Promise (and Peril) of Reading and Writing with Computers. Pittsburgh: U Pittsburgh P, 1992.

Ulmer, Gregory L. Heuretics: The Logic of Invention. Baltimore: Johns Hopkins UP, 1994.

Vernon, Alex. “Computerized Grammar Checkers 2000: Capabilities, Limitations, and Pedagogical Possibilities.” Computers and Composition 17.3 (2000): 329-49.

Webb, Patricia. “Technologies of Difference: Reading the Virtual Age through Sexual (In)Difference.” Computers and Composition 20.2 (2003): 151-67.

Webb Peterson, Patricia, and Wilhelmina Savenye. Distance Education. Spec. issue of Computers and Composition 18.4 (2001).

Wolfe, Joanna L. “Why Do Women Feel Ignored? Gender Differences in Computer-Mediated Classroom Interactions.” Computers and Composition 16.1 (1999): 153-66.

Wysocki, Anne F. “Impossibly Distinct: On Form/Content and Word/Image in Two Pieces of Computer-Based Interactive Multimedia.” Computers and Composition 18.2 (2001): 137-62.

—. “Monitoring Order: Visual Desire, the Organization of Web Pages, and Teaching the Rules of Design.” Kairos 3.2 (1998). 14 June 2005 http:// english.ttu.edu/kairos/3.2.

Wysocki, Anne F., and Johndan Johnson-Eilola. “Blinded by the Letter: Why Are We Using Literacy as a Metaphor for Everything Else?” Hawisher and Selfe 349-68.

Wysocki, Anne F., and Julia I. Jasken. “What Should Be an Unforgettable Face . . .” Computers and Composition 21.1 (2004): 29-48.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v45-1

Trimbur, John. “Review Essay: Taking the Social Turn: Teaching Writing Post-Process.” Rev. of Academic Discourse and Critical Consciousness by Patricia Bizzell; Critical Teaching and the Idea of Literacy by C. H. Knoblauch and Lil Brannon; Common Ground: Dialogue, Understanding, and the Teaching of Composition by Kurt Spellmeyer. CCC 45.1 (1994): 108-118.

Carr, Jean Ferguson , Shirley Brice Heath, and Susan Miller. “Interchanges: Responses to Anne Ruggles Gere, ‘The Extracurriculum of Composition.'” CCC 45.1 (1994): 93-107.

Gere, Anne Ruggles. “Kitchen Tables and Rented Rooms: The Extracurriculum of Composition.” CCC 45.1 (1994): 75-92.

Abstract:

Gere sees composition scholars as having neglected to recount the history of composition in contexts outside the school classroom. She briefly reviews contemporary community-based writer’s groups that encourage participants to hone their craft. She then examines historical popular magazines and women’s clubs that encouraged literacy practices outside academia. In urging an examination of the relationship between domestic and academic scenes, Gere does not claim we should move away from current professionalism but rather that we consider “our own roles as agents within the culture that encompasses the communities on both sides of the classroom wall.”

Keywords:

ccc45.1 Composition Writing Women Writers Curriculum Extracurriculum Workshop Work Classroom Groups Walls Tenderloin

Works Cited

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Heller, Carol Elizabeth. “Writers of the Tenderloin.” Unpublished essay. U of California, Berkeley, 1987.

—. “The Multiple Functions of the Tenderloin Women’s Writing Workshop: Community in the Making.” Diss. U of California, Berkeley, 1992.

—. The Tenderloin Women’s Writing Workshop: Until We Are All Strong Together. New York: Teacher College Press, forthcoming.

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Perrin, Porter Gale. “The Teaching of Rhetoric in the American Colleges before 1750.” Diss. U of Chicago, 1936.

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Wagner, Jay P. “Alamakee Farmers Cultivate Writing Habits.” Des Moines Register 12 March 1991.

—. “Writers in Overalls.” The Washington Post. 2 January 1993.

Wolf, Robert. Free River Press Newsletter I. (January, 1993): l.

—, ed. Voices from the Land. Lansing, Iowa: Free River Press, 1992.

Clark, Gregory. “Rescuing the Discourse of Community.” CCC 45.1 (1994): 61-74.

Abstract:

Beginning with the premise that most contemporary rhetorics of discourse community assume political equality and obviate against difference, Clark seeks to redefine the concept. Maintaining that such a collectivity should remain democratic, he cites the work of ethicists Nel Noddings and Edith Wyschogrod to guide the participation of discourse that “directs people to value their differences because that is what enables their cooperation as equals.”

Keywords:

ccc45.1 Community Discourse People Practices Collectivity Difference Concept Cooperation Agreement Ethics Expertise AMacintyre Wyschogrod

Works Cited

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Clark, Gregory and S. Michael Halloran. “Transformations of Public Discourse in Nineteenth-Century America.” Oratorical Culture in Nineteenth-Century America: Transformations in the Theory and Practice of Public Discourse, ed. G. Clark and S.M. Halloran. Carbondale: Southern Illinois University Press, 1993 (in press).

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

Kastely, James L. “In Defense of Plato’s Gorgias.” PMLA 106, (1991): 96-109.

Kent, Thomas. “On the Very Idea of a Discourse Community.” CCC 42 (1991): 425-45.

MacIntyre, Alasdair. After Virtue: A Study in Moral Theory, 2nd ed. Notre Dame: Notre Dame UP. 1984.

—. Whose Justice? Which Rationality? London: Duckworth, 1988.

Miller, Carolyn R. “What’s Practical about Technical Writing.” Technical Writing: Theory and Practice. Ed. B. E. Fearing and W. K. Sparrow. New York: MLA, 1989. 14-24.

Myers, Greg. “Reality, Consensus, and Reform in the Rhetoric of Composition Teaching.” College English 48 (1986): 154-7 J.

Noddings, Nel. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: U of California P. 1984.

—. Women and Evil. Berkeley: U of California P. 1989.

Rooney, Ellen. Seductive Reasoning: Pluralism as the Problematic of Contemporary Literary Theory. Ithaca: Cornell UP. 1989.

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

Wyschogrod, Edith. Saints and Postmodernism: Revisioning Moral Philosophy. Chicago: U of Chicago P. 1990.

Young, Iris Marion. “The Ideal of Community and the Politics of Difference,” Feminism/Postmodernism. Ed. Linda J. Nicholson New York: Routledge, 1990. 300-23.

Hollis, Karyn. “Liberating Voices: Autobiographical Writing at the Bryn Mawr Summer School for Women Workers, 1921-1938.” CCC 45.1 (1994): 31-60.

Abstract:

Hollis examines the pedagogy and student texts associated with the Bryn Mawr Summer School for Women Workers, the first of four resident colleges for women established in the 1920s and 30s in America. She claims such pedagogy and autobiographical writing provide valuable examples for composition teachers to better understand current feminist and progressive pedagogies such as non-hierarchical teaching, student-centered pedagogy, interdisciplinary approaches, and student writing across of a wide range of genres. Recovering such history shows “one of the few instances” of a “successful cross-class alliance among upper,-, middle-, and working-class women from a variety of ethnic, religious, and geographic backgrounds.”

Keywords:

ccc45.1 Women School Workers Students BrynMawr Autobiography Faculty Narrative Education SummerSchool History Assignments

Works Cited

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Fickland, Eloise. “Looking Back.” Shop and School (1933): 32.

Flynn, Elizabeth A. “Composing As a Woman.” CCC 39 (1988): 423-435.

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Parrish, Beulah. “Those Mill Villages.” Shop and School (1930): 6.

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Rowbotham, Sheila. Woman’s Consciousness, Man’s World. London: Penguin, 1973.

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Rury, John L. Education and Women’s Work: Female Schooling and the Division of Labor in Urban America, 1870-1930. Albany: SUNY Press, 1991.

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

Smith, Emma. A Cornish Waif’s Story: An Autobiography. London: Odhams, 1954.

Smith, Hilda Worthington. “The Student and Teacher in Workers’ Education.” Workers’ Education in the United States. Ed. Theodore Brameld. New York: Harper, 1941. 181-202.

—. Women Workers at the Bryn Mawr Summer School. New York: Affiliated Summer Schools for Women Workers in Industry and American Association for Adult Education, 1929.

Smith, Sidonie. A Poetics of Women’s Autobiography: Marginality and the Fictions of Self-Presentation. Bloomington: Indiana UP, 1987.

—. “Resisting the Gaze of Embodiment: Women’s Autobiography in the Nineteenth Century.” American Women’s Autobiography: Fea(s)ts of Memory. Ed. Margo Culley. Madison: U of Wisconsin P, 1992. 75-110.

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Zandy, Janet, ed. Calling Home: Working-Class Women’s Writings, An Anthology. New Brunswick: Rutgers UP, 1990.

Schultz, Lucille M. “Elaborating Our History: A Look at Mid-19th Century First Books of Composition.” CCC 45.1 (1994): 10-30.

Abstract:

Schultz notes that composition historians have reexamined 19th-century composition pedagogy and subsequently found more differentiated practices than previously thought. Schultz adds to these new findings with her examination of lesser-known composition textbooks written between 1838 and 1855.

Keywords:

ccc45.1 Composition Writing Students Books RFrost Teaching Rules 19thCentury FirstBooks Texts Topics Themes Grammar

Works Cited

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Brookfield, Charles. First Book in Composition. New York: A.S. Barnes, 1855.

Burrell, Edward William. “Authors of English Textbooks Published in the United States, 1845-1855.” Diss. Harvard U, 1964.

Campbell, JoAnn. “Controlling Voices: The Legacy of English A at Radcliffe College, 1883-1917.” CCC 43 (1992): 472-485.

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—. “The Relation of Thought and Language Implicit in Some Early American Rhetoric and Composition Texts.” The Web of Meaning. Ed. Dixie Goswami and Maureen Butler. Upper Montclair, NJ: Boynton/Cook, 1983. 3-43.

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—, ed. The School Master, and Advocate of Education. Assisted by W. R. Johnson, J. M. Keagy, W. Russell, and J. B. Walker. Philadelphia: W. Marshall. 1836.

—, ed. The Young People’s Book. Philadelphia: Morton M’Michael. 1842.

Giroux, Henry. Border Crossings. New York: Routledge, 1992.

Green, J. A., ed. Pestalozzi’s Educational Writings. London: Edward Arnold, 1916.

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

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“Hints and Methods for the use of Teachers.” Connecticut Common School Journal 4 (1842):53-60.

Illustrated Composition Book, The. New York: A. R. Phippen, 1854.

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Kitzhaber, Albert. Rhetoric in American Colleges, 1850–1900. Dallas: SMU Press, 1990.

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Schultz, Lucille M., Chester Laine, and Mary Savage. ” Interaction Among School and College Writing Teachers: Toward Recognizing and Remaking Old Patterns .” CCC 39 (1988):139-53.

Simmons, Sue Carter. “Critiquing the Myth of Current Traditional Rhetoric: Invention in Writing Instruction at Harvard.” Penn State Conference on Rhetoric and Composition. University Park, July 1 991.

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v44-4

Brooke, Robert. Rev. of An Unquiet Pedagogy: Transforming Practice in the English Classroom by Eleanor Kutz and Hephzibah Roskelly; Social Issues in the English Classroom by C. Mark Hurlbert and Samuel Totten; Empowering Education: Critical Teaching for Social Change by Ira Shor. CCC 44.4 (1993): 590-594.

Crusius, Timothy W. Rev. of Sophistication: Rhetoric and the Rise of Self-Consciousness by Mark Backman; The Context of Human Discourse: A Configurational Criticism of Rhetoric by Eugene E. White. CCC 44.4 (1993): 594-596.

Gary Heba. Rev of Sociomedia: Multimedia, Hypermedia, and the Social Construction of Knowledge by Edward Barrett. CCC 44.4 (1993): 596-598.

Elbow, Peter. “Response to Glynda Hull, Mike Rose, Kay Losey Fraser, and Marisa Castellano, ‘Remediation as Social Construct.'” CCC 44.4 (1993): 587-588.

Hull, Glynda, et al. “Reply by Glynda Hull, Mike Rose, Kay M. Losey, and Marisa Castellano.” CCC 44.4 (1993): 588-589.

Devitt, Amy J. “Generalizing about Genre: New Conceptions of an Old Concept.” CCC 44.4 (1993): 573-586.

Abstract:

Keywords:

ccc44.4 Genre Form Context Discourse Goals Content MBakhtin MAKHalliday

Works Cited

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Christie, Frances. “Genres as Choice.” Reid 22-34.

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Devitt, Amy J. “Genre as Textual Variable: Some Historical Evidence from Scots and American English.” American Speech 64 (Winter 1989): 291-303.

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

Freadman, Anne. “Anyone for Tennis?” Reid 91-124.

Freedman, Aviva. “Learning to Write Again: Discipline-Specific Writing at University.” Carleton Papers in Applied Language Studies 4 (1987): 95-115.

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Halliday, M. A. K, and Ruqaiya Hasan. Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective. 2nd ed. Oxford: Oxford UP, 1989.

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

Kress, Gunther. “Genre in a Social Theory of Language: A Reply to John Dixon.” Reid 35-45.

Langer, Judith A. “Children’s Sense of Genre: A Study of Performance on Parallel Reading and Writing Tasks.” Written Communication 2 (Apr. 1985): 157-87.

Malinowski, B. “The Problem of Meaning in Primitive Languages.” Supplement 1. The Meaning of Meaning: A Study of the Influence of Language upon Thought and of the Science of Symbolism. C. K Ogden and I. A. Richards. 10th ed. New York: Harcourt and London: Routledge, 1952. 296-336.

Miller, Carolyn R. “Genre As Social Action.” Quarterly Journal of Speech 70 (May 1984): 151-67.

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Ongstad, Sigmund. “The Definition of Genre and the Didactics of Genre.” Rethinking Genre Colloquium. Ottawa, April 1992.

Prince, Michael B. “Literacy and Genre: Toward a Pedagogy of Mediation.” College English 51 (Nov. 1989): 730-49.

Reid, Ian, ed. The Place of Genre in Learning: Current Debates. Deakin University: Centre for Studies in Literary Education, 1987.

Reither, James A. “Writing and Knowing: Toward Redefining the Writing Process.” College English 47 (Oct. 1985): 620-28. Rpt. in The Writing Teachers’ Sourcebook. Ed. Gaty Tate and Edward P. J. Corbett. 2nd ed. New York: Oxford UP, 1988. 140-48.

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

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Titunik, 1. R. “The Formal Method and the Sociological Method (M. M. Baxtin, P. N. Medvedev, V. N. Volosinov) in Russian Theory and Study of Literature.” Volosinov [Bakhtin] 175-200.

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Mortensen, Peter and Gesa E. Kirsch. “On Authority in the Study of Writing.” CCC 44.4 (1993): 556-572.

Abstract:

Keywords:

ccc44.4 BraddockAward Authority Discourse Care Students Power Community Autonomy Theory Dialogic Feminism Scholars Composition Knowledge Models Ethics MBakhtin PBizzell

Works Cited

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

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

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

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

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—. “The Trouble with Authority.” Differences 3 (Spring 1991): 104-27.

Kent, Thomas. “On the Very Idea of a Discourse Community.” CCC 42 (Dec. 1991): 425-45.

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Schiappa, Edward. Response to Thomas Kent. CCC 43 (Dec. 1992): 522-23.

Schriver, Karen A. “Connecting Cognition and Context in Composition.” Methods and Methodology in Composition Research. Ed. Gesa Kirsch and Patricia A. Sullivan. Carbondale: Southern Illinois UP, 1992. 190-216.

Schweickart, Patrocinio P. “Reading, Teaching, and the Ethic of Care.” Gender in the Class room: Power and Pedagogy. Ed. Susan L. Gabriel and Isaiah Smithson. Urbana: U of Illinois P, 1990. 78-95.

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Sirc, Geoffrey, and Tom Reynolds. “The Face of Collaboration in the Networked Writing Classroom.” Papers from the Fifth Computers and Writing Conference. Spec. issue of Computers and Composition 7 (Apr. 1990): 53-70.

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

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

Wall, Susan, and Nicholas Coles. “Reading Basic Writing: Alternatives to a Pedagogy of Accommodation.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth, NH: Boynton/Cook, 1991. 227-46.

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

Holt, Mara. Knowledge, Social Relations, and Authority in Collaborative Practices of the 1930s and the 1950s.” CCC 44.4 (1993): 538-555.

Abstract:

Keywords:

ccc44.4 Collaboration Students Groups Teachers CLaird Pedagogy History Knowledge Education Authority English GroupWork ProgressiveEducation SocialRelations Classrooms JDewey

Works Cited

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Smith, Dora V. “American Youth and English.” English Journal 26 (Feb. 1937): 99-112.

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Stewart, Donald. “Collaborative Learning and Composition: Boon or Bane?” Rhetoric Review 7 (Fall 1988): 58-83.

Stolper, B. J. R. “The Group Poem: An Experiment in a New Sort of Verse.” English Journal 27 (Apr. 1938): 311-22.

Trimbur, John. “Consensus and Difference in Collaborative Learning.” College English 51 (Oct. 1989): 602-17.

—. “Cultural Studies and Teaching Writing.” Focuses 1 (Fall 1988): 58-83.

Ward, Frank Earl. “Modern World Culture: An Experiment in Correlation with History.” English Journal 20 (Sep. 1931): 580-88.

—. “Social Ideals in Freshman English.” English Journal 19 (Apr. 1930): 297-307.

“Workshop: Using Group Dynamics in Teaching Composition/Communication.” CCC 8 (Oct. 1957): 150-51.

Wykoff, George S. “Current Solutions for Teaching Maximum Numbers with Limited Faculty.” CCC 9 (May 1958): 76-80.

Harris, Muriel and Tony Silva. “Tutoring ESL Students: Issues and Options.” CCC 44.4 (1993): 525-537.

Abstract:

Keywords:

ccc44.4 ESL Tutors Writing Students Language Problems Errors Differences Proficiency Research WritingCenter Grammar NativeSpeakers

Works Cited

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Grabe, William, and Robert B. Kaplan. “Writing in a Second Language: Contrastive Rhetoric.” Richness in Writing: Empowering ESL Students. Ed. Donna Johnson and Duane Roen. New York: Longman, 1989.263-83.

Hall, Edward. The Silent Language. New York: Doubleday, 1959.

Johnson, Donna M., and Duane H. Roen, eds. Richness in Writing: Empowering ESL Students. New York: Longman, 1989.

Kilborn, Judith. “Tutoring ESL Students: Addressing Differences in Cultural Schemata and Rhetorical Patterns in Reading and Writing.” MinneTESOL Conference. St. Paul, 2 May 1992.

Kroll, Barbara. “The Rhetoric and Syntax Split: Designing a Curriculum for ESL Students.” Journal of Basic Writing 9 (Spring 1990): 40-45.

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

Leki, Ilona. “Twenty-Five Years of Contrastive Rhetoric: Text Analysis and Writing Pedagogies.” TESOL Quarterly 25 (Spring 1991): 123-43.

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

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Raimes, Ann. Grammar Troublespots: An Editing Guide for Students. 2nd ed. New York: St. Martin’s, 1992.

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

Silva, Tony. “Differences in ESL and Native Speaker Writing.” Writing in Multicultural Settings. Ed. Johnnella Buder, Juan Guerra, and Carol Severino. New York: MLA, forthcoming.

Clark, Irene L. “Portfolio Evaluation, Collaboration, and Writing Centers.” CCC 44.4 (1993): 515-524.

Abstract:

Keywords:

ccc44.4 Writing Students WritingCenter Portfolio Program Collaboration Grade Exam Texts Process Revision Evaluation Consultants Assistance

Works Cited

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Burnham, Christopher. “Portfolio Evaluation: Room to Breathe and Grow.” Training the New Teacher of College Composition. Ed. Charles Bridges. Urbana: NCTE, 1986. 125-38.

Clark, Irene Lurkis. “Collaboration and Ethics in Writing Center Pedagogy.” Writing Center Journal 9.1 (Fall/Winter 1988): 3-13.

—. “Maintaining Chaos in the Writing Center: A Critical Perspective on Writing Center Dogma.” Writing Center journal 11 (Fall/Winter 1990): 81-95.

Clifford, John. “Toward an Ethical Community of Writers.” New Visions of Collaborative Writing. Ed. Janis Forman. Portsmouth: Boynton/Cook, 1992. 170-76.

Ede, Lisa. “Writing as a Social Process: A Theoretical Foundation for Writing Centers.” Writing Center journal 9.2 (Spring 1989): 3-15.

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

Ford, James E., and Gregory Larkin. “The Portfolio System: An End to Backsliding Writing Standards.” College English 39 (Apr. 1978): 950-55. Hansen, Barbara. “Rewriting Is a Waste of Time.” College English 39 (Apr. 1978): 956-60.

Knoblauch, C.H., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Portsmouth: Boynton/Cook, 1984.

Lunsford, Andrea. “Collaboration, Control, and the Idea of a Writing Center.” Writing Center journal 12 (Fall 1991): 3-11.

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

Phelps, Louise Wetherbee. “Practical Wisdom and the Geography of Knowledge in Composition.” College English 53 (Dee. 1991): 863-85.

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

Schilb, John. “The Sociological Imagination and the Ethics of Collaboration.” New Visions of Collaborative Writing. Ed. Janis Forman. Portsmouth: Boynton/Cook, 1992. 105-19.

Smit, David W. “Evaluating a Portfolio System.” Writing Program Administration 14 (Fall/Winter 1990): 51-62.

Whitaker, Elaine E. “A Pedagogy to Address Plagiarism.” CCC 44.4 (1993): 509-514.

Abstract:

Keywords:

ccc44.4 Students Plagiarism Article Author Class AcademicIntegrity Writing Information Paraphrase Discussion Sources Quotation Citation

Works Cited

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Brownlee, Bonnie J. “Coping with Plagiarism Requires Several Strategies.” Journalism Educator 41.4 (Winter 1987): 25-29.

Dant, Doris R. “Plagiarism in High School: A Survey.” English Journal 75.2 (Feb. 1986): 81-84.

Drum, Alice. “Responding to Plagiarism.” CCC 37 (May 1986): 241-43.

Hawley, Christopher S. “The Thieves of Academe: Plagiarism in the University System.” Improving College and University Teaching 32.1 (Winter 1984): 35-39.

Karlins, Marvin, Charles Michaels, and Susan Podlogar. “An Empirical Investigation of Actual Cheating in a Large Sample of Undergraduates.” Research in Higher Education 29.4 (Dec. 1988): 359-64.

Kroll, Barry M. “How College Freshmen View Plagiarism.” Written Communication 5.2 (Apr. 1988): 203-21.

Lindey, Alexander. Plagiarism and Originality. New York: Harper, 1952. McCormick, Frank. “The Plagiario and the Professor in Our Peculiar Institution.” Journal of Teaching Writing 8.2 (Fall/Winter 1989): 133-45.

Nienhuis, Terry. “Curing Plagiarism with a Note-Taking Exercise.” College Teaching 37.3 (Summer 1989): 100.

O’Neill, Michael T. “Plagiarism: (I) Writing Responsibly.” The ABCA Bulletin 43.2 (Jun. 1980): 34-36.

Peterson, Lorna. “Teaching Academic Integrity: Opportunities in Bibliographic Instruction.” Research Strategies 6.1 (Fall 1988): 168-76.

Shaw, Peter. “Plagiary.” The American Scholar 51 (Summer 1982): 325-37.

Stein, Mark J. Teaching Plagiarism. ERIC, 1986. ED 298 482.

Voss, Ralph E, and Michael L. Keene. The Heath Guide to College Writing. Lexington: Heath, 1992.

White, Harold Ogden. Plagiarism and Imitation during the English Renaissance: A Study in Critical Distinctions. New York: Octagon, 1965.

Glenn, Cheryl. “Medieval Literacy outside the Academy: Popular Practice and Individual Technique.” CCC 44.4 (1993): 497-508.

Abstract:

Keywords:

ccc44.4 Literacy MKempe Practices PopularLiteracy Texts Books Medieval Memory Writing Literate God Story Scribe Academy Audience Autobiography

Works Cited

Atkinson, Clarissa W. Mystic and Pilgrim: The Book and the World of Margery Kempe. Ithaca: Cornell UP, 1983.

Biiuml, Franz H. “Medieval Literacy and Illiteracy: An Essay toward the Construction of a Model.” Germanic Studies in Honor of Otto Springer. Ed. Stephen J. Kaplowitt. Pittsburgh: K & S, 1978.41-54.

Carruthers, Mary. The Book of Memory: A Study of Memory in Medieval Culture. Cambridge: Cambridge UP, 1990.

Chaytor, H. J. From Script to Print. Cambridge: Cambridge UP, 1945.

Clanchy, M. T. From Memory to Written Record: England 1066-1307. Cambridge: Harvard UP, 1979.

Crosby, Ruth. “Oral Delivery in the Middle Ages.” Speculum 11 (1936): 88-110.

Glenn,Cheryl. ”Author, Audience, and Autobiography: Rhetorical Technique in The Book of Margery Kempe.” College English 53 (Sep. 1992): 35-48.

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

—. “Reflections on the History of Literacy: Overview, Critique, and Proposals.” Humanities in Society 4 (Fall 1981): 303-33.

Havelock, Eric. The Literate Revolution in Greece and Its Cultural Consequences. Princeton: Princeton UP, 1982.

Heath, Shirley Brice. ways with Words. Cambridge: Cambridge UP, 1983.

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

Meech, Sanford Brown, and Hope Emily Allen, eds. The Book of Margery Kempe. EETS, 212. London: Oxford UP, 1940.

Ong, Walter, S. J. Orality and Literacy. London: Methuen, 1982. Patterson, Lee, ed. Literary Practice and Social Change in Britain, 1380-1530. Berkeley: U of California P, 1990.

Pattison, Robert. On Literacy: The Politics of the Word from Homer to the Age of Rock. New York: Oxford UP, 1982.

Scribner, Sylvia, and Michael Cole. The Psychology of Literacy. Cambridge: Harvard UP, 1981.

Stock, Brian. The Implications of Literacy. Princeton: Princeton UP, 1983.

—. Listening for the Text: On the Uses of the Past. Baltimore: Johns Hopkins UP, 1990.

Troll, Denise. “The Illiterate Mode of Written Communication: The Work of the Medieval Scribe.” Oral and Written Communication: Historical Approaches. Ed. Richard Leo Enos. Newbury Park: Sage, 1990. 96-125.

Courage, Richard. “The Interaction of Public and Private Literacies.” CCC 44.4 (1993): 484-496.

Abstract:

Keywords:

ccc44.4 Literacy Writing Students AcademicLiteracy Public Private Women Men College Essay Culture School Church Community Audience DBartholomae

Works Cited

Bartholomae, David. “Inventing the University.” Journal of Basic Writing 5:1 (Spring 1986): 4-23.

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

Bizzell, Patricia. “Arguing about Literacy.” College English 50 (Feb. 1988): 141-53.

—. “College Composition: Initiation into the Academic Discourse Community.” Curriculum Inquiry 12 (1982): 191-207.

Bruffee, Kenneth A. “On Not Listening in Order to Hear: Collaborative Learning and the Rewards of Classroom Research.” Journal of Basic Writing7:1 (Spring 1988): 3-12.

Colomb, Gregory G., and Joseph M. Williams. “Perceiving Structure in Professional Prose: A Multiply Determined Experience.” Writing in Nonacademic Settings. Ed. Lee Odell and Dixie Goswami. New York: Guilford, 1985. 87-128.

Courage, Richard. Nontraditional Students and the Basic Writing Course: A Case Study of Classroom Interactions. Diss. Columbia University, 1990. Ann Arbor, University Microfilms, 9118547.

Elbow, Peter. “Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues.” College English 53 (Feb. 1991): 135-55.

—. Writing without Teachers. London: Oxford UP, 1973.

Giroux, Henry. Theory and Resistance in Education: A Pedagogy for the Opposition. South Hadley: Bergin and Garvey, 1983.

Graff, Harvey. The Literacy Myth: Literacy and Social Structure in the Nineteenth-Century City. New York: Academic, 1979.

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

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

Hull, Glynda, and Mike Rose. ” ‘This Wooden Shack Place’: The Logic of an Unconventional Reading.” CCC 41 (1990): 287-98.

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

Kaestle, Carl E, Helen Damon-Moore, Lawrence C. Stedman, Katherine Tinsley, and Wil liam Vance Trollinger, Jr. Literacy in the United States: Readers and Reading since 1880. New Haven: Yale UP, 1991.

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

Macrorie, Ken. Uptaught. Rochelle Park: Hayden, 1970.

Pratt, Mary Louise. “Linguistic Utopias.” The Linguistics of Writing: Arguments between Language and Literature. Ed. Nigel Fabb, Derek Attridge, Alan Durant, and Colin MacCabe. New York: Methuen, 1987.49-66.

Rockhill, Kathleen. “Literacy as Threat/Desire: Longing to be SOMEBODY.” Women ‘and Education: A Canadian Perspective. Ed. Jane S. Gaskell and Arlene Tigar McLaren. Calgary: Detselig, 1987. 315-31.

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

Rouse, John. “The Politics of Composition.” College English 41 (Sep. 1979): 1-12.

Scribner, Sylvia, and Michael Cole. The Psychology of Literacy. Cambridge: Harvard UP, 1981.

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

Sledd, James. “In Defense of the Students’ Right.” College English 45 (Nov. 1983): 667-75.

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

Street, Brian V. “Cross-Cultural Literacy.” Teachers College Conference on Intergenerational Literacy. New York City, Mar. 1991.

—. Literacy in Theory and Practice. Cambridge: Cambridge Up, 1984.

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

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

Wall, Susan, and Nicholas Coles. “Reading Basic Writing: Alternatives to a Pedagogy of Accommodation.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth: Heinemann, 1991. 227-46.

Raymond, James C. “I-Dropping and Androgyny: The Authorial I in Scholarly Writing.” CCC 44.4 (1993): 478-483.

Abstract:

Keywords:

ccc44.4 Authority Writing CollegeEnglish CCC Publication Gender Punctuation Author GLipschultz JTompkins AcademicWriting

Works Cited

Brueggemann, Brenda Jo. “They’ve Got Power-They’re Hearing.” Valuing Diversity: Race, Class, and Gender Issues in Composition. Ed. Emily Jessup and Kathleen Geisler. Portsmouth NH: Heinemann, forthcoming.

Clark, Beverly Lyon, and Sonja Wiedenhaupt. ” On Blocking and Unblocking Sonja .” CCC 43 (Feb. 1992): 55-74.

Fleckenstein, Kristi S. “An Appetite for Coherence: Arousing and Fulfilling Desires.” CCC 43 (Feb. 1992): 81-87.

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

Gebhardt, Richard C. “Diversity in a Mainline Journal.” CCC 43 (Feb. 1992): 7-10.

Geisler, Cheryl. “Exploring Academic Literacy: An Experiment in Composing.” CCC 43 (Feb. 1992): 39-54

Hilbert, Betsy. “It Was a Dark and Nasty Night It Was a Dark and You Would Not Believe How Dark It Was a Hard Beginning.” CCC 43 (Feb. 1992): 75-80.

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

Lipschultz, Geri. “Fishing in Holy Waters.” College English 48 (Jan. 1986): 34-39.

Lu, Min-zhan. “From Silence to Words: Writing as Struggle.” College English 49 (Apr. 1987): 437-47.

McQuade, Donald. “Living In–and On–The Margins.” CCC 43 (Feb. 1992): 11-22.

North, Stephen. The Making of Knowledge in Composition. Upper Montclair, NJ: Boynton, 1987.

Remnick, David. “Letter From Moscow.” New Yorker 23 Mar. 1992: 65-76, 83-87.

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

Sommers, Nancy. “Between the Drafts.” CCC 43 (Feb. 1992): 23-31.

Tompkins, Jane. “Pedagogy of the Distressed.” College English 52 (Oct. 1990): 653-60.

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

Zawacki, Terry Myers. ” Recomposing as a Woman-An Essay in Different Voices .” CCC 43 (Feb. 1992): 32-38.

Alred, Gerald J. and Erik A. Thelen. “Are Textbooks Contributions to Scholarship?” CCC 44.4 (1993): 466-477.

Abstract:

Keywords:

ccc44.4 Textbooks Scholarship Writing Composition Authors Theory Students Knowledge Classrooms Research Publishers Discipline TKuhn

Works Cited

Alred, Gerald J., Diana C. Reep, and Mohan R. Limaye. Business and Technical Writing: An Annotated Bibliography of Books, 1880-1980. Metuchen, NJ: Scarecrow, 1981.

Anderson, Paul V. Technical Writing: A Reader-Centered Approach. San Diego: Harcourt, 1987.

Beakley, George C. “Publishing a Textbook?” Engineering Education 78 (Feb. 1988): 299-302.

Blum, Debra E. “Authors, Publishers Seek to Raise Quality and Status of the College Textbook, Long an Academic Stepchild.” Chronicle of Higher Education 31 July, 1991: A11-A12

Cable, Carol. Cartoon. Chronicle of Higher Education 15 August 1990: B7.

Conference on College Composition and Communication. Scholarship in Composition: Guidelines for Faculty, Deans, and Department Chairs. Urbana: NCTE, n.d.

Connors, Robert J. “Textbooks and the Evolution of the Discipline.” CCC 37 (May 1986): 178-94.

Earle, Samuel C. Theory and Practice of Technical Writing. New York: Macmillan, 1911.

Flower, Linda. Problem-Solving Strategies for Writing. New York: Harcourt, 1981.

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

Mathes, J. c., and Dwight W. Stevenson. Designing Technical Reports: Writing for Audiences in Organizations. Indianapolis: Bobbs-Mertill, 1976.

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

Mills, Gordon H., and John A. Walter. Technical Writing. 1954. 3rd ed. New York: Holt, 1970.

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

Perrin, Robert. “Textbook Writers and Textbook Publishers: One Writer’s View of the Teaching Canon.” Journal of Teaching Writing 7.1 (Spring/Summer 1988): 67-74.

Rose, Mike. “Sophisticated, Ineffective Books-The Dismantling of Process in Composition Texts.” CCC 32 (Feb. 1981): 65-74.

—. Speculations on Process Knowledge and the Textbook’s Static Page.” CCC 34.2 (May 1983): 208-13.

Selzer, Jack. “The Composing Processes of an Engineer.” CCC 34 (May 1983): 178-87.

Stewart, Donald C. “Composition Textbooks and the Assault on Tradition.” CCC 29 (May 1978): 171-76.

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

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

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

Phillips, Donna Burns, Ruth Greenberg, and Sharon Gibson. ” College Composition and Communication : Chronicling a Discipline’s Genesis.” CCC 44.4 (1993): 443-465.

Abstract:

Keywords:

ccc44.4 Composition Articles Teaching CCC Students CCCC Journal Authors Citation Publication Writing Disciplinarity Discipline Publication Rhetoric Editors

Works Cited

“Administration of the Composition Course.” Report of Workshop No. 13. CCC 1 (May 1950): 216-17.

Berthoff, Ann E. “Counterstatement.” CCC 26 (May 1975): 216-17.

Bowman, Francis. “CCCC Bulletin Board.” CCC 10 (Dec. 1959): 270-72.

Braddock, Richard. “Secretary’s Report.” No. 41. CCC 14 (Oct. 1963): 176-79.

Burke, Virginia M. “The Composition-Rhetoric Pyramid.” CCC 16 (Feb. 1965): 3-7.

Corbett, Edward P. J. Telephone interview. 17 Jan. 1992.

Diederich, Paul B. “Letters.” CCC 14 (Dec. 1963): 234-36.

Drake, Francis E. “Developmental Writing.” CCC 1 (Dec. 1950): 3-6.

Elbow, Peter. Writing without Teachers. New York: Oxford UP, 1975.

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

Emig, Janet. The Composing Processes of Twelfth Graders. NCTE Research Report No. 13. Urbana: NCTE, 1971.

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

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

“From a Student’s Reading to His Writing and Speaking.” Report of Workshop No.2. CCC 3 (Dec. 1952): 5-7.

Gebhardt, Richard C. “Editor’s Column: Diversity in a Mainline Journal.” CCC 43 (Feb. 1992): 7-10.

—. “Editor’s Note.” CCC 42 (Feb. 1991): 9-10.

—. “Information for Authors.” CCC 43 (Feb. 1992): 118-20.

—. Telephone interview. 13 May 1992.

Gerber, John C. “The Conference on College Composition and Communication.” CCC 1 (March 1950): 12.

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

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

Hynes, Lawrence J. “Morale in Remedial English.” CCC 6 (May 1955): 100-03.

Irmscher, William. Telephone interview. 13 Sept. 1991.

Johnson, Falk S. “Secretary’s Report.” No. 26. CCC 10 (May 1959): 128-29.

Knickerbocker, Kenneth L. “The Freshman Is King; Or Who Teaches Who?” CCC 1 (Dec. 1950): 11-15.

Larson, Richard M. “Editor’s Note.” CCC 31 (Feb. 1980): 19.

—. “Editor’s Note.” CCC 37 (Dec. 1986): 394.

—. Telephone interview. 16 April 1992.

Lloyd, Donald J. “Darkness Is King: A Reply to Professor Knickerbocker.” CCC 2 (Feb. 1951): 10-12.

—. “Linguistics and Professional Publications on Language: A Reply to Professor Steinman [sic].” CCC 2 (Oct. 1951): 7-10.

Lloyd-Jones, Richard. Response to “The First Forty Years of CCC. CCCC Convention, Boston, 21 Mar. 1991.

—. “Who We Were, Who We Should Become.” CCC 43 (Dec. 1992): 486-96.

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

—. “What We Know-and Don’t Know-about Remedial Writing.” CCC 29 (Feb. 1978): 47-52.

Lunsford, Andrea, and Lisa Ede. “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy.” CCC 36 (May 1984): 155-71.

Macrorie, Kenneth. “Miscellany.” CCC 13 (May 1962): 55-58.

—. “Miscellany.” CCC 13 (Oct. 1962): 43-44.

—. “Miscellany.” CCC 14 (May 1963): 117.

—. Telephone interview. 20 Sept. 1991.

Mason, James Hocker. “Motivation in Liberal Arts Composition and/or Communications Courses.” CCC 3 (Feb. 1952): 7-10. “Materials, Devices, Attitudes in the Composition Course.” Report of Workshop No.3 and No.3A. CCC 2 (Dec. 1951): 3 and 5.

Murray, Donald M. “Internal Revision: A Process of Discovery.” Research on Composing: Points of Departure. Ed. Charles Cooper and Lee Odell. Urbana: NCTE, 1978. 85-103.

“Objectives and Organization of the Composition Course.” Report of Workshop No.3. CCC 1 (May 1950): 9-11.

“Organization and Administration of the Freshman Composition Course.” Report of Workshop No.4. CCC 3 (Dec. 1952): 11-14.

“Reading and Grading Themes.” Report of Workshop No.7. CCC 1 (May 1950): 24-26.

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

Roberts, Charles W. “Editorial Comment.” CCC 1 (Mar. 1950): 13.

—. “Editorial Comment.” CCC 1 (Oct. 1950): 22.

—. “Editorial Comment.” CCC 2 (May 1952): 19.

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

Rothgery, David. ” ‘So What Do We Do Now?’: Necessary Directionality as the Writing Teacher’s Response to Racist, Sexist, Homophobic Papers .” CCC 44 (May 1993): 241-47.

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

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

Sommers, Nancy 1. “Revision Strategies of Student Writers and Experienced Adult Writers.” CCC 31 (Dee. 1980): 378-88.

“Sub-Freshman Composition-The Poorly Equipped Student.” Report of Workshop No.6. CCC 5 (Oct. 1954): 104-05.

—. CCC 6 (Oct. 1955): 135-36.

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

“Teacher Training for Composition or Communication.” Report of Workshop No. 16. CCC 2 (Dee. 1951): 31-32.

Voss, Ralph F. “Response to Richard Gebhardt.” CCC 44 (May 93): 256-57.

Gebhardt, Richard C. “Editor’s Column: Scholarship, Promotion, and Tenure in Composition Studies.” CCC 44.4 (1993): 439-442.

Abstract:

Keywords:

ccc44.4 Research Composition Scholarship Tenure Promotion Publication Departments Faculty Field

No works cited.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v44-3

Trimbur, John . Rev. of English in America: A Radical View of the Profession by Richard Ohmann; The Politics of Letters by Richard Ohmann. CCC 44.3 (1993): 389-392.

Townsend, Martha A. Rev. of Writing in the Academic Disciplines, 1870-1990: A Curricular History by David R. Russell. CCC 44.3 (1993): 392-394.

Forman, Janis. Rev. of How Writers Teach Writing by Nancy Kline. CCC 44.3 (1993): 394-395.

Haas, Christina. Rev. of Reading as Rhetorical Action: Knowledge, Persuasion, and the Teaching of Research-Based Writing by Doug Brent. CCC 44.3 (1993): 395-397.

Hamp-Lyons, Liz. Rev. of Understanding ESL Writers by Ilona Leki. CCC 44.3 (1993): 397-399.

Leki,Ilona. Rev. of Assessing Second Language Writing in Academic Contexts by Liz Hamp-Lyons. CCC 44.3 (1993): 399-401.

Madigan, Dan. Rev. of Multidisciplinary Perspectives on Literacy Research by Richard Beach, Judith L. Green, Michael L. Kamil, and Timothy Shanahan. CCC 44.3 (1993): 401-404.

Neuwirth, Christine M. Rev. of Literacy Online: The Promise (And Peril) of Reading and Writing with Computers by Myron C. Tuman. CCC 44.3 (1993): 404-406.

Cooper, Jennie C. “Writing for Real People: A Client-Centered Approach.” CCC 44.3 (1993): 386-388.

Abstract:

Keywords:

ccc44.3 Students Clients Paper Research Semester Citizens Business Topic CKuralt RealWorld

No works cited.

Peritz, Janice Haney. “Making a Place for the Poetic in Academic Writing.” CCC 44.3 (1993): 380-385.

Abstract:

Keywords:

ccc44.3 Students Epigraphs Reading Writing Poetic CGeertz Discourse JDerrida AcademicWriting

Works Cited

Bartholomae, David, and Anthony Petrosky. Ways of Reading: An Anthology for Writers. New York: St. Martin’s, 1987.

Crowley, Sharon. A Teacher’s Introduction to Deconstruction. Urbana: NCTE, 1989.

Geertz, Clifford. “Deep Play: Notes on the Balinese Cockfight.” Ways of Reading: An Anthology for Writers. Ed. David Bartholomae and Anthony Petrosky. New York: St. Martin’s, 1987. 299-335.

Howe, Irving. “On the Limits of Ethnicity.” New Republic 25 Jun. 1977: 17-19.

Bowden, Darsie. “The Limits of Containment: Text-as-Container in Composition Studies.” CCC 44.3 (1993): 364-379.

Abstract:

Keywords:

ccc44.3 Texts Paper Writing Reader Container Elements Metaphors Process Containment LEde Writers Students

Works Cited

Bizzell, Patricia. “Cognition, Convention, and Certainty.” Pre/Text 3.3 (1982): 213-43.

Covino, William A. The Art of Wondering: A Revisionist Return to the History of Rhetoric. Portsmouth: Boynton, 1988.

Dawkins, Richard. The Extended Phenotype. Oxford: Oxford UP, 1982.

Ede, Lisa. Instructors Manual to Accompany Work in Progress, 2nd ed. New York: St. Martin’s 1992.

—. Work in Progress: A Guide to Writing and Revising. 2nd ed. New York: St. Martin’s, 1992.

Elbow, Peter. “Shifting Relationships between Speech and Writing.” CCC 36 (Oct. 1985): 283-303.

Freire, Paulo. Education for Critical Consciousness. New York: Continuum, 1990.

Hacker, Diana. The Bedford Handbook for Writers. Boston: St. Martin’s Press, 1991.

Hairston, Maxine, and John J. Ruszkiewicz. The Scott Foresman Handbook for Writers. 2nd ed. Glenview: HarperCollins, 1991.

Johnson, Mark. The Body in the Mind: The Bodily Basis of Meaning, Imagination and Reason. Chicago: U of Chicago P, 1987.

Kaufer, David, and Gary Waller. “To Write Is to Read Is to Write, Right?” Writing and Reading Differently: Deconstruction and the Teaching of Composition and Literature. Ed. G. Douglas Atkins, and Michael L. Johnson. U of Kansas P, 1985. 66-92.

Lakoff, George. 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.

Lemon, Lee T., and Marion J. Reis. Russian Formalist Criticism: Four Essays. Lincoln: U of Nebraska P, 1965.

Lester, James D. A Writers Handbook: Style and Grammar. New York: Harcourt, 1991.

Lunsford, Andrea, and Robert Connors. The St. Martin’s Handbook. New York: St. Martin’s, 1989.

Matejka, Ladislav, and Krystyna Pomorska, eds. Readings in Russian Poetics. Ann Arbor: Michigan Slavic Publications, 1978.

Murray, Donald. Write to Learn. 3rd ed. Fort Worth: Holt, 1990.

—. Write to Learn. 4th ed. Fort Worth: Harcourt, 1993.

Strenski, Ellen. “Disciplines and Communities, ‘Armies’ and ‘Monasteries,’ and the Teaching of Composition.” Rhetoric Review 8.1 (Fall, 1989): 137-45.

Tobin, Lad. “Bridging Gaps: Analyzing Our Students’ Metaphors for Composing.” CCC 40 (Dec. 1989): 444-58.

Tompkins, Jane, ed. Reader Response Criticism: From Formalism to Post-Structuralism. Baltimore: Johns Hopkins UP, 1980.

Tomlinson, Barbara. “Tuning, Tying, and Training Texts: Metaphor for Revision.” Written Communication 5.1 (Jan. 1988): 58-81.

Troyka, Lynn Quitman. Simon and Schuster: Handbook for Writers. Annotated Instructor’s Edition. Englewood Cliffs: Prentice, 1990.

Herndl, Carl G. “Teaching Discourse and Reproducing Culture: A Critique of Research and Pedagogy in Professional and Non-Academic Writing.” CCC 44.3 (1993): 349-363.

Abstract:

Keywords:

ccc44.3 Discourse Research Writing Students Pedagogy Resistance Model Knowledge Power Theory RadicalPedagogy ProfessionalWriting LMcCarthy AGiddens DSM-III

Works Cited

Bazerman, Charles. “How Natural Philosophers Can Cooperate: The Literary Technology of Coordinated Investigation in Joseph Priestley’s History and Present State of Electricity.” Bazerman and Paradis 13-44.

— . “Modern Evolution of the Experimental Report in Physics: Spectroscopic Articles in Physical Review 1893-1980.” Social Studies of Science 14 (May 1984): 163-96.

—. “Physicists Reading Physics: Schema-Laden Purposes and Purpose-Laden Schema.” Written Communication 2 (Jan. 1985): 3-23.

Bazerman, Charles, and James Paradis, eds. Textual Dynamics of the Professions: Historical and Contemporary Studies of Writing in Professional Communities. Madison: U of Wisconsin P, 1991.

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

— . “Social Context and Socially Constructed Texts: The Initiation of a Graduate Student into a Writing Research Community.” Bazerman and Paradis 191-216.

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

Bizzell, Patricia. “Context, Convention and Canon: Some Uses of the Concept of ‘Discourse Community.’ ” Penn State Conference on Rhetoric and Composition. State College, Jul. 1987.

— . Rev. of The Social Construction of Written Communication, by Bennet A. Rafoth and Donald L. Rubin. CCC 40 (Dec. 1989): 483-86.

Bourdieu, Pierre, and Jean Claude Passeron. Reproduction in Education, Society and Culture. Berkeley: Sage, 1977.

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

Clifford, John. “Discerning Theory and Politics.” College English 51 (Sep. 1989): 517-32.

Cooper, Marilyn M., and Cynthia L. Selfe. “Computer Conferences and Learning: Authority, Resistance, and Internally Persuasive Discourse.” College English 52 (Dee. 1990): 847-69.

Doheny-Farina, Stephen. “Creating a Text/Creating a Company.” Bazerman and Paradis 306-35.

—. “Writing in an Emerging Organization: An Ethnographic Study.” Written Communication 3 (Apr. 1986): 158-85.

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

Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1989.

Giddens, Anthony. Central Problems in Social Theory: Action, Structure and Contradiction in Social Analysis. Berkeley: U of California P, 1979.

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

Harrison, Teresa. “Frameworks for the Study of Writing in Organizational Contexts.” Written Communication 9 (Jan. 1987): 3-23.

Herndl, Carl G., Barbara A. Fennell, and Carolyn R. Miller. “Understanding Failures in Organizational Discourse: The Accident at Three Mile Island and the Shuttle Challenger Disaster.” Bazerman and Paradis 279-305.

Leff, Michael C. “In Search of Ariadne’s Thread: A Review of Recent literature on Rhetorical Theory.” Central States Speech Journal 29 (Summer 1978): 73-91.

McCarthy, Lucille p. “A Psychiatrist Using DSM-III: The Influence of a Charter Document in Psychiatry.” Bazerman and Paradis 358-78.

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

Miller, Carolyn R., and Jack Selzer. “Special Topics of Argument in Engineering Reports.” Odell and Goswami 309-41.

Myers, Greg. “Reality, Consensus and Reform in the Rhetoric of Composition Teaching.” College English 48 (Feb. 1986): 154-73.

—. “The Social Construction of Two Biology Proposals.” Written Communication 2 (Jul. 1985): 219-45.

—. “Texts as Knowledge Claims: The Social Construction of Two Biology Articles.” Social Studies of Science 15 (Nov. 1985): 593-630.

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

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

Paradis, James, David Dobrin, and Richard Miller. “Writing at Exxon ITD: Notes on the Writing Environment of an R & D Organization.” Odell and Goswami 281-307.

Scott, Robert L. “On Viewing Rhetoric as Epistemic.” Central States Speech Journal 18 (Feb. 1967): 9-16.

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Simon, Roger I. “Signposts for a Critical Pedagogy: A Review of Henry Giroux’s Theory and Resistance in Education.” Educational Theory 34 (Fall 1984): 379-88.

Spellmeyer, Kurt. “Foucault and the Freshman Writer: Considering the Self in Discourse.” College English 51 (Nov. 1989): 715-29.

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

Wells, Susan. “Habermas, Communicative Competence, and the Teaching of Technical Discourse.” Theory in the Classroom. Ed. Cary Nelson. Urbana: U of Illinois P, 1986. 245-69.

Williams, Raymond. Marxism and Literature. New York: Oxford UP, 1977.

Ewald, Helen Rothschild. “Waiting for Answerability: Bakhtin and Composition Studies.” CCC 44.3 (1993): 331-348.

Abstract:

Keywords:

ccc44.3 MBakhtin Answerability Discourse Composition Language Classrooms Writing Dialogic Carnival Hero Author Concept Act Word Sense

Works Cited

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

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

—. “On the Very Idea of Discourse Community.” CCC 42 (Dec. 1991): 425-445.

Knoper, Randall. “Deconstruction, Process, Writing.” Donahue and Quandahl 128-43.

Laib, Nevin. “Conciseness and Amplification.” CCC 41 (Dec. 1990): 443-59.

Lamb, Catherine. “Beyond Argument in Feminist Composition.” CCC 42 (Feb. 1991): 11-24.

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

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

Morson, Gary Saul. “Who Speaks for Bakhtin?” Bakhtin: Essays and Dialogues on His Work. Ed. Gary Saul Morson. Chicago: U of Chicago P, 1981. 1-19.

Morson, Gary Saul and Caryl Emerson. Mikhail Bakhtin: Creation of a Prosaics. Stanford: Stanford UP, 1990.

Recchio, Thomas E. ”A Bakhtinian Reading of Student Writing.” CCC 42 (Dec. 1991): 446-454.

Ritchie, Joy S. “Beginning Writers: Diverse Voices and Individual Identity.” CCC 40 (May 1989): 152-74.

Schuster, Charles 1. “Mikhail Bakhtin as Rhetorical Theorist.” College English 47 (Oct. 1985): 594-607.

Spellmeyer, Kurt. ”A Common Ground: The Essay in the Academy.” College English 51 (March 1989): 262-76.

—. “Kurt Spellmeyer Responds.” College English 52 (March 1990): 334-38.

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

Winsor, Dorothy A. “The Construction of Knowledge in Organizations: Asking the Right Questions about the Challenger.” Journal of Business and Technical Communication 4 (September 1990): 8-20.

Fishman, Stephen M. “Explicating Our Tacit Tradition: John Dewey and Composition Studies.” CCC 44.3 (1993): 315-330.

Abstract:

Keywords:

ccc44.3 JDewey Writing Students Community Composition Experience Work Education Theory Texts Perception Nature Transaction LRosenblatt

Works Cited

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

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Kent, Thomas. “On the Very Idea of a Discourse Community.” CCC 42 (Dec. 1991): 425-45.

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

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Sommers, Nancy. “Between the Drafts.” CCC 43 (Feb. 1992): 23-31.

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

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Williams, Raymond. Keywords: A Vocabulary of Culture and Society. New York: Oxford UP, 1976.

Parker, Frank and Kim Sydow Campbell. “Linguistics and Writing: A Reassessment.” CCC 44.3 (1993): 295-314.

Abstract:

Keywords:

ccc44.3 Linguistics Theory Composition Writing Practice SCrowley Application Speech Information Field Grammar Disciplines Indirectness SpeechActs

Works Cited

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

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Vande Kopple, William J. Clear and Coherent Prose: A Functional Approach. Glenview: Scott, Foresman, 1989.

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Walzer, Arthur E. “The Ethics of False Implicature in Technical and Professional Writing Courses.” Journal of Technical Writing and Communication 19.2 (1989): 149-60.

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v44-2

Gillam, Alice M. Rev. of New Visions of Collaborative Writing by Janis Forman. CCC 44.2 (1993): 258-259.

Durst, Russel K. Rev. of Methods and Methodology in Composition Research by Gesa Kirsch and Patricia A. Sullivan. CCC 44.2 (1993): 260-262.

Brooke, Robert. Rev. of Gaining Ground in College Writing: Tales of Development and Interpretation by Richard Haswell. CCC 44.2 (1993): 262-264.

Coe, Richard M. Rev. of Beyond Outlining: New Approaches to Rhetorical Form by Betty Cain. CCC 44.2 (1993): 264-266.

Greenberg, Karen L. Rev. of Portfolios in the Writing Classroom: An Introduction by Kathleen Blake Yancey. CCC 44.2 (1993): 266-268.

Londow, David Z. Rev. of Reading and Writing Essays: The Imaginative Tasks by Pat C. Hoy II. CCC 44.2 (1993): 268-270.

Kendig, Diane. Rev. of To Make a Poem by Alberta Turner; Working Words: The Process of Creative Writing by Wendy Bishop. CCC 44.2 (1993): 270-272.

Capra, Lucille. Rev. of Teaching Hearts and Minds: College Students Reflect on the Vietnam War in Literature by Barry Kroll; Illumination rounds: Teaching the Literature of the Vietnam War by Larry R. Johannessen; Vietnam, We’ve All Been There by Eric James Schroeder. CCC 44.2 (1993): 272-275.

Trimbur, John et al. “Responses to Maxine Hairston, ‘Diversity, Ideology, and Teaching Writing’ and Reply.” CCC 44.2 (1993): 248-256.

Voss, Ralph F. and Laurence Behrens. “Responses to Richard Gebhardt, ‘Theme Issue Feedback and Fallout’ and Reply.” CCC 44.2 (1993): 256-257.

Rothgery, David. “‘So What Do We Do Now?’ Necessary Directionality as the Writing Teacher’s Response to Racist, Sexist, Homophobic Papers.” CCC 44.2 (1993): 241-247.

Abstract:

Keywords:

ccc44.2 Truth Students Paper Classrooms Teacher Situatedness Transcendence Cruelty Directionality Racism Sexism Homophobia SFish AntiFoundationalism Theory

Works Cited

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

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

Clarke, Arthur C. 2001: A Space Odyssey. New York: Signet, 1968.

Fish, Stanley. Doing What Comes Naturally: Change, Rhetoric, and the Practice of Theory in Literary and Legal Studies. Durham: Duke UP, 1989.

Foucault, Michel. The Archaeology of Knowledge. Trans. A. M. Sheridan Smith. New York: Pantheon, 1972.

—. “Truth and Power.” Power/Knowledge: Selected Interviews and Other Writings, 1972-77. Trans. Colin Gordon, Leo Marshall, John Mepham, and Kate Soper. Ed. Colin Gordon. New York: Pantheon, 1980. 109-33.

Lent, Robin. “‘I Can Relate to That…’: Reading and Responding in the Writing Classroom.” CCC 44.2 (1993): 232-240.

Abstract:

Keywords:

ccc44.2 Response Essay Reading Poverty Students Writing Paper JKozol ResponsePapers

Works Cited

Bartholomae, David, and Anthony Petrosky. Facts, Artifacts, and Counterfacts. Upper Montclair: Boynton/Cook, 1986.

Gans, Herbert. “The Uses of Poverty: The Poor Pay All.” Kennedy, Kennedy, and Smith 321-29.

Gibbons, Kaye. Ellen Foster. New York: Vintage, 1988.

Harrington, Michael. “A Definition of Poverty.” Kennedy, Kennedy, and Smith 300-03.

Kennedy, Mary Lynch, William J. Kennedy, and Hadley M. Smith, eds. Writing in the Disciplines: A Reader for Writers. Englewood Cliffs: Prentice, 1987.

Kozol, Jonathan. Rachel and Her Children: Homeless Families in America. New York: Fawcett Columbine, 1988.

Marin, Peter. “Helping and Hating the Homeless.” Muscatine and Griffith 695-704. Muscatine, Charles, and Marlene Griffith. The Borzoi College Reader. 6th ed. New York: Knopf, 1988.

Newkirk, Thomas. “Looking for Trouble: A Way to Unmask Our Readings.” To Com pose: Teaching Writing in High School and College. Ed. Thomas Newkirk. 2nd ed. Portsmouth: Heinemann, 1990. 209-21.

Parker, Jo Goodwin. “What is Poverty?” Muscatine and Griffith 692-95.

Ryan, William. “Learning to Be Poor: The Culture of Poverty Cheesecake.” Kennedy, Kennedy, and Smith 304-21.

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

Schumacher, E.F. “A Culture of Poverty.” Kennedy, Kennedy, and Smith 329-35.

Weimer, Linda. “Hoping to Make A Difference.” Boston Globe 18 Aug. 1989: 24.

—. “Stripping Down to Bare Happiness.” The Contemporary Reader from Little, Brown. Ed. Gary Goshgarian. 2d. ed. Boston: Little, Brown and Co., 1987.41-44.

Hesse, Douglas. “Teachers as Students, Reflecting Resistance.” CCC 44.2 (1993): 224-231.

Abstract:

Keywords:

ccc44.2 Students Writing GraduateStudents Texts Theory Knowledge Teaching Teachers Composition Pedagogy Community Authority DBartholomae

Works Cited

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Bartholomae, David. “Writing on the Margins: The Concept of Literacy in Higher Education.” A Sourcebook for Basic Writing Teachers. Ed. Theresa Enos. New York: Random House, 1987. 66-83.

Bleich, David. “Reconceiving Literacy: Language Use and Social Relations.” Response to Writing: Theory, Practice, and Research. Ed. Chris Anson. Urbana: NCTE, 1989. 15-36.

Gebhardt, Richard C. “Unifying Diversity in the Training of Writing Teachers.” Training the New Teacher of College Composition. Ed. Charles W. Bridges. Urbana: NCTE, 1986. 1-12.

Greene, Bob. “Bar Wars.” Esquire 106.5 (Nov. 1986): 61-62. Rpt. in Our Times. Ed. Robert Atwan. New York: St. Martin’s, 1989. 230-34.

Hairston, Maxine. “Comment.” College English 52 (Oct. 1990): 694-96.

Harwood, William R. “Gods, Goddesses, and Bibles: The Canonization of Misogyny.” Humanist May/June 1985: 23-25, ff. Rpt. in Our Times. Ed. Robert Arwan. New York: St. Martin’s, 1989.403-08.

Hirsch, E. D. “Cultural Literacy.” The American Scholar 52.2 (Spring 1983): 159-69.

Lunsford, Andrea. “Cognitive Studies and Teaching Writing.” Perspectives on Research and Scholarship in Composition. Ed. Ben W. McClelland and Timothy R. Donovan. New York: MLA, 1985. 145-61.

Polanyi, Michael. Knowing and Being. Ed. Marjorie Grene. Chicago: U of Chicago P, 1969.

Spellmeyer, Kurt. “Foucault and the Freshman Writer: Considering the Self in Discourse.” College English 51 (Nov. 1989): 715-29.

Connors, Robert J. and Andrea A. Lunsford. “Teachers’ Rhetorical Comments on Student Papers.” CCC 44.2 (1993): 200-223.

Abstract:

Keywords:

ccc44.2 Comments Teachers Papers Students Writing Readers Commentary Issues GlobalComments Grades Error Response Rating Scale Process

Works Cited

Anson, Chris M., ed. Writing and Response: Theory, Practice, and Research. Urbana: NCTE, 1989.

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

Barnes, Walter. “The Reign of Red Ink.” English Journal 2 (Mar. 1913): 158-65.

Bowman, James C. “The Marking of English Themes.” English Journal 9 (May 1920): 245-54.

Brannon, Lil. “Response.” Conference on College Composition and Communication. Cincinnati, 20 Mar. 1992.

Brown, Marion D., and M. E. Hagerty. “The Measurement of Improvement in English Composition.” English Journal 6 (Oct. 1917): 515-27.

Collins, Harold R. “Conversing in the Margins.” College English 15 (May 1954): 465-66.

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

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

Corbett, Edward P. J. Selected Essays of Edward P. J Corbett. Ed. Robert J. Connors. Dallas: Southern Methodist UP, 1989.

Daiker, Donald A. “Learning to Praise.” Anson 103-13.

Eble, Kenneth E. “Everyman’s Handbook of Final Comments on Freshman Themes.” College English 19 (Dec. 1957): 126-27.

Fleece, Jeffrey. “Teacher as Audience.” College English 13 (Feb. 1952): 272-75.

Gilbert, Allan H. “What Shall We Do with Freshman Themes?” English Journal 11 (Sep. 1922): 392-403.

Griffin, C.W “Theory of Responding to Student Writing: The State of the Art.” CCC 33 (Oct. 1982): 296-301.

Griswold, Louise. “Getting Results from Theme-Correction.” English Journal 18 (Mar. 1929): 245-47.

Hewitt, Charles C. “Criticism-Getting It Over.” English Journal 10 (Feb. 1921): 85-88.

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

Holley, Hilda. “Correcting and Grading Themes.” English Journal 13 (Jan. 1924): 29-34.

Hudelson, Earl. “The Development and Comparative Values of Composition Scales.” English Journal 12 (Mar. 1923): 163-68.

James, H. W. “A National Survey of the Grading of College Freshman Composition.” English Journal 12 (Oct. 1926): 579-87.

Kitzhaber, Albert R. Themes, Theories, and Therapy: The Teaching of Writing in College. New York: McGraw-Hill, 1963.

Knoblauch, C. H., and Lil Brannon. “Teacher Commentary on Student Writing: The State of the Art.” Freshman English News 10 (Fall 1981): 1-4.

Leonard, Sterling A. “Building a Scale of Purely Composition Quality.” English Journal 14 (Dec. 1925): 760-75.

Phelps, Louise W. “Images of Student Writing: The Deep StructUre of Teacher Response.” Anson 37-67.

Rodabaugh, Delmer. “Assigning and Commenting on Themes.” College English 16 (Oct. 1954): 33-37.

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

Schwegler, Robert. “The Politics of Reading Student Papers.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth: Boynton/Cook, 1991. 203-26.

Simmons, Sue Carter. “A Critique of the Stereotypes of Current-Traditional Rhetoric: Invention and Writing Instruction at Harvard, 1875-1900.” Diss. U of Texas at Austin, 1991.

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

Scott, Fred Newton. “Our Problems.” English Journal 2 (Jan. 1913): 1-10.

Appleman, Deborah and Douglas E. Green. “Mapping the Elusive Boundary between High School and College Writing.” CCC 44.2 (1993): 191-199.

Abstract:

Keywords:

ccc44.2 Writing College HighSchool Students Process Papers Program Revision Requirement School

Works Cited

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Freedman, Sarah Warshauer, with Cynthia Greenleaf and Melanie Sperling. Response to Student Writing. Urbana: NCTE, 1987.

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

Hamp-Lyons, Liz and William Condon. “Questioning Assumptions about Portfolio-Based Assessment.” CCC 44.2 (1993): 176-190.

Abstract:

Keywords:

ccc44.2 Portfolios Readers Assessment Writing Reading Process Criteria Faculty Genre Assumptions Students Evidence Values Data Consensus

Works Cited

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Belanoff, Pat, and Peter Elbow. “Using Portfolios to Increase Collaboration and Community in a Writing Program.” Journal of Writing Program Administration 9 (Spring 1986): 27-39.

Condon, William, and Liz Hamp-Lyons. “Introducing a Portfolio-Based Writing Assessment: Progress through Problems.” Portfolios: Process and Product. Ed. Pat Belanoff and Marcia Dickson. Portsmouth: Boynton/Cook, 1991. 231-47.

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

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Larsen, Richard L. “Using Portfolios in the Assessment of Writing in the Academic Disciplines.” Portfolios: Process and Product. Ed. Pat Belanoff and Marcia Dickson. Portsmouth: Boynton/Cook, 1991. 137-150.

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

Smit, David, Patricia Kolonosky, and Kathryn Seltzer. “Implementing a Portfolio System.” Portfolios: Process and Product. Ed. Pat Belanoff and Marcia Dickson. Portsmouth: Boynton/Cook, 1991. 46-56.

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Wauters, Joan K. “Evaluation for Empowerment: A Portfolio Proposal for Alaska.” Portfolios: Process and Product. Ed. Pat Belanoff and Marcia Dickson. Portsmouth: Boynton/Cook, 1991. 57-68.

Bernhardt, Stephen A. “The Shape of Text to Come: The Texture of Print on Screens.” CCC 44.2 (1993): 151-175.

Abstract:

Keywords:

ccc44.2 Texts Readers Screens Information Paper Print Books Cues Language Space Interaction Strategies Design Computers Technology

Works Cited

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Herrstrom, David S., and David G. Massey. “Hypertext in Context.” Barrett 45-58.

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Rubens, Philip M., and Robert Krull. “Application of Research on Document Design to Online Displays.” Technical Communication (4th Quarter 1985): 29-34.

Slatin, John M. “Reading Hypertext: Order and Coherence in a New Medium.” College English 52 (Dec. 1990): 870-83.

Sticht, Thomas. “Understanding Readers and Their Uses of Text.” Designing Usable Texts. Ed. Thomas M. Duffy and Robert M. Waller. Orlando: Academic Press, 1985. 315-40.

Tufte, Edward R. Envisioning Information. Cheshire, CT: Graphics Press, 1990. Visible Language. Special issue on adaptation to new display technologies. 18.1 (Winter 1984).

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v41-1

Tuman, Myron C. Rev. of The Culture and Politics of Literacy by W. Ross Winterowd. CCC 41.1 (1990):. 92-94.

Neel, Jasper. Rev. of Composition as a Human Science by Louise Wetherbee Phelps. CCC 41.1 (1990): 94-96.

White, Edward M. Rev. of A Teacher’s Introduction to Deconstruction by Sharon Crowley. CCC 41.1 (1990):. 96-97.

Klein, Thomas D. Rev. of Strengthening Programs for Writing across the Curriculum by Susan H. McLeod. CCC 41.1 (1990): 97-98.

Fulkerson, Richard. Rev. of Preparing to Teach Writing by James Williams. CCC 41.1 (1990): 98-100.

Fearing, Bertie E. Rev. of Writing in the Business Professions by Myra Kogen. CCC 41.1 (1990): 100-102.

Nolte, Edward. Rev. of Code of Fair Testing Practices in Education by Joint Committee on Testing Practices. CCC 41.1 (1990): 102-103.

Flynn, Elizabeth A. “Composing ‘Composing as a Woman’: A Perspective on Research.” CCC 41.1 (1990): 83-89.

McKendy, Thomas F. “Legitimizing Peer Response: A Recycling Project for Placement Essays.” CCC 41.1 (1990): 89-91.

Lunsford, Andrea A. “Composing Ourselves: Politics, Commitment, and the Teaching of Writing.” CCC 41.1 (1990): 71-82.

Abstract:

In this, her 1989 CCCC Chair’s Address, Lunsford argues that the field of rhetoric and composition must compose itself both historically and subjectively. Scholars, working in tandem with colleagues in anthropology, classics, history, and psychology, can broaden the history of the development of writing by looking for ways to “tell it slant.” Also, the field should study not just writing and writers, but also the teachers of writing, probing for those stories throughout history that reflect a teacher’s political and value-driven decision to teach writing to others in the hopes of changing the existing reality. Both inside and outside the academy, people are trying to compose the field in negative light, and so Lunsford argues that it is vital for composition and rhetoric scholars to compose themselves, asserting the merit of the field: its interdisciplinary, collaborative, postmodern, dynamic and democratic nature.

Keywords:

ccc41.1 ChairsAddress Writing History Teachers Students Rhetoric Stories Address CCCC Talk Technology Women Narratives Politics

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Winsor, Dorothy A. “Engineering Writing/Writing Engineering.” CCC 41.1 (1990): 58-70.

Abstract:

The author, using both a file of engineering documents and interviews with a engineer with his PhD in mechanical engineering, seeks to discredit the notion held among engineers that language is only a way to transmit knowledge, not to discover it. She claims that engineers need writing in order to analyze their physical data and convert it into knowledge that can be shared with others and used in conjunction with other information in later experiments. Engineers also use language to “write themselves as engineers”: their reports transform their often creative, non-linear decisions in an experiment to an ostensibly logical progression of choices, since engineering values facts and data, not tacit knowledge.

Keywords:

ccc41.1 Knowledge Writing Documents Papers Engineering Research DataSheets Computers Graphs Handouts Scientists Data Reports

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—. “Scientific Writing as a Social Act: A Review of the Literature.” New Essays in Technical and Scientific Communication. Ed. Paul Anderson, R. John Brockmann, and Carolyn Miller. Farmingdale: Baywood, 1983. 156-84.

—. Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Madison: U of Wisconsin P, 1988.

Broadhead, Glenn J, and Richard C. Freed. The Variables of Composition: Process and Product in a Business Setting. Carbondale: Southern Illinois UP, 1986.

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

Dobrin, David N. “Is Technical Writing Particularly Objective?” College English 47 (March 1985): 237-51.

Geertz, Clifford. The Interpretation of Cultures. New York: Basic Books, 1973.

Houp, Kenneth W., and Thomas E. Pearsall. Reporting Technical Information. 6th ed. New York: Macmillan, 1988.

Knorr, Karin D. “Tinkering Toward Success: Prelude to a Theory of Scientific Practice.” Theory and Society 8 (April 1979): 347-76.

Lannon, John M. Technical Writing. 3rd ed. Boston: Little, 1985.

Latour, Bruno. “Is It Possible to Reconstruct the Research Process?” The Social Process of Scientific Investigation. Ed. Karin D. Knorr, Roger Krohn, and Richard Whitley. Dordrecht, Holland: D. Reidel, 1981. 53-73.

—. Science in Action: How to Follow Scientists and Engineers Through Society. Cambridge: Harvard UP, 1987.

Latour, Bruno, and Steve Woolgar. Laboratory Life. Beverly Hills: Sage, 1979.

Law, John, and R. J. Williams. “Putting Facts Together: A Study of Scientific Persuasion.” Social Studies of Science 12 (Fall 1982): 535-58.

Lefevre, Karen B. Invention as a Social Act. Studies in Writing and Rhetoric. Carbondale: Southern Illinois UP, 1987.

Mathes, J. c., and Dwight W. Stevenson. Designing Technical Reports: Writing for Audiences in Organizations. Indianapolis: Bobbs-Merrill, 1976.

Miller, Carolyn R. “The Ethos of Science and the Ethos of Technology.” CCCC Convention. Washington, Mar. 1980.

—. “Genre as Social Action.” Quarterly Journal of Speech 70 (May 1984); 151-67.

Miller, Carolyn R., and Jack Selzer. “Special Topics of Argument in Engineering Reports.” Writing in Nonacademic Settings. Ed. Lee Odell and Dixie Goswami. New York: Guilford, 1985. 309-4l.

Nelson, John S., Allan Megill, and Donald N. McCloskey. The Rhetoric of the Human Sciences. Madison: U of Wisconsin P, 1987.

Paradis, James, David Dobrin, and Richard Miller. “Writing at Exxon ITD: Notes on the Writing Environment of an R&D Organization.” Writing in Nonacademic Settings. Ed. Lee Odell and Dixie Goswami. New York: Guilford, 1985.281-307.

Selzer, Jack. “The Composing Processes of an Engineer.” CCC 34 (May 1983): 178-87.

Toulmin, Stephen. Human Understanding: The Collective Use and Evolution of Concepts. Princeton: Princeton UP, 1972.

Stotsky, Sandra. “On Planning and Writing Plans. Or Beware of Borrowed Theories!” CCC 41.1 (1990): 37-57.

Abstract:

This article illustrates the current research and pedagogical problem caused by the lack of a cohesive definition of planning and writing plans, gives reasons why the problem is occurring, and offers a new definition of writing plans. Stotsky argues that the absence of a precise definition has stunted research in planning, because without a clear conceptual definition, theories cannot be produced, tested, refined or shared. She claims that composition’s borrowing of other disciplines’ theoretical frameworks have caused the ambiguity surrounding writing plans. Cognitive psychology’s theory that thinking precedes writing created a binary between product and process, a binary that is challenged in writing plans because of the difficulty of separating mental planning from physical writing action. She proposes that researchers adopt a Vygotskian view of language and offers a new theory of planning as the composing (not writing) process, which she defines as “the activity of creating ideas and connecting them coherently, internally, and visibly.”

Keywords:

ccc41.1 Writing Process Research Plans Thinking Goals MentalConstructs LFlower JHayes Purpose Study Planning

Works Cited

Axelrod, Rise B., and Charles R. Cooper. The St. Martin’s Guide to Writing. 2nd ed. New

York: St. Martin’s, 1988.

Bronowski, Jacob. Insight. New York: Harper, 1964.

Cooper, Marilyn, and Michael Holzman. “Talking about Protocols.” CCC 34 (October 1983): 284-93.

Emig, Janet. The Composing Processes of Twelfth Graders. Research Report No. 13. Urbana: National Council of Teachers of English, 1971.

Flower, Linda. The Role of Task Representation in Reading to Write. Technical Report No.6. Berkeley: Center for the Study of Writing at U of California, Berkeley and Carnegie Mellon U, 1987.

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

—. “The Dynamics of Composing: Making Plans and Juggling Constraints.” Cognitive Processes in Writing. Ed. Lee Gregg and Erwin Steinberg. Hillsdale: Lawrence Erlbaum, 1980. 31-50.

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

—. “Plans that Guide the Composing Process.” Writing: The Nature, Development, and Teaching of Written Communication, Volume 2. Ed. Carl H. Frederiksen and Joseph Dominic. Hillsdale: Lawrence Erlbaum, 1981. 39-58.

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Harris, Muriel. Practice for a Purpose. Boston: Houghton, 1984.

Hashimoto, Irwin, Barry Kroll, and John Schafer. Strategies for Academic Writing, Ann Arbor: U of Michigan P, 1982.

Haswell, Richard. “Critique: Length of Text and the Measurement of Cohesion.” Research in the Teaching of English 22 (December 1988): 428-33.

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

Hennings, Dorothy G. “A Writing Approach to Reading Comprehension-Schema Theory in Action.” Composing and Comprehending. Ed. Julie Jensen. Urbana: National Conference on Research on English, 1984. 191-200.

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—. “Longitudinal Case Studies of the Information Search Process of Users in Libraries.” Library Information Science Research (Fall 1988): 257-304.

Larson, Richard L. “Toward a Linear Rhetoric of the Essay.” CCC 22 (May 1971): 140-46.

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Sommers, Nancy, and Donald McQuade. Student Writers at Work: The Bedford Prizes. New York: St. Martin’s, 1984.

Spivey, Nancy, and James King. “Readers as Writers: Composing from Sources.” Reading Research Quarterly 24.1 (Winter 1989): 7-26.

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Stotsky, Sandra. Making Connections Between Civic Education and Language Education. New York: Teachers College, forthcoming.

—. “On Learning to Write About Ideas.” CCC 37 (October 1986): 276-93.

—. Rev. of A New Perspective on Cohesion in Expository Paragraphs, by Robin Bell Markels. CCC 37 (December 1986): 489-90.

Trimmer, Joseph, and James McCrimmon. Writing with a Purpose. 9th ed. Boston: Houghton, 1988.

Tuinman, Jaap. Rev. of Reading Comprehension Assessment: A Cognitive Basis, by Paul Johnston. Journal of Reading Behavior 16 (1984): 159-64.

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Witte, Stephen. “Pre-Text and Composing.” CCC 38 (December 1987): 397-425.

Worth, Anderson, et al. “Cross-Curricular Underlife: A Collaborative Report on Ways with Academic Words.” CCC 41.1 (1990): 11-36.

Abstract:

The six authors (five students and one professor) conducted a study of the reading and writing practices in the University of Utah’s required writing course and in other lower-division courses at the institution. Each of the five student-authors reflected individually on how learning was (or wasn’t) happening in their second-quarter courses: the literacy practices used, their motivation for taking certain classes, and the effect of the teacher’s and other students’ attitudes on the class. They found that what defines “academic literacy” varies by the discourse community that the student is in. The student-authors conclude that a narrowly defined first-year course that does not consider the varying ways students will be writing does not adequately prepare students to use language efficiently in other courses. Susan Miller agrees and points out that first-year composition’s view of academic literacy is “simultaneously too uniformed and idealistic about, and too alienated from, the multicultural, multileveled settings in which that literacy has purchase,” and that students must learn in first-year writing how to analyze and understand the ethoi that informs each rhetorical situation they encounter.

Keywords:

ccc41.1 Students Classrooms Writing Courses Teachers Language Notes Learning Observations AcademicLiteracy DBrandt Underlife Values

Works Cited

Bazerman, Charles. The Informed Writer. 2nd ed. Boston: Houghton, 1988.

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

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

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

Lindemann, Erika. “Grading Rubrics for Class Evaluations of Writing Assignments.” Ms. distributed to class.

Miller, Susan. “The Subject of Composition.” Ch. 3 of Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois UP, forthcoming 1990.

Works Consulted

Bartholomae, David. “Inventing the University.” When A Writer Can’t Write. Ed. Mike Rose. New York: Guilford, 1985. 134-65.

Bizzell, Patricia. “Foundationalism and Anti-Foundationalism in Composition Studies.” Pre/Text 7.1-2 (Spring/Summer 1986): 37-56.

Freed, Richard C., and Glenn J. Broadhead. “Discourse Communities, Sacred Texts, and Institutional Norms.” CCC 38 (May 1987): 154-65.

Harris, Joseph. ” The Idea of Community in the Study of Writing .” CCC40 (February 1989): 11-22.

Heath, Shirley Brice. Ways With Words. New York: Cambridge UP, 1983.

Kadar-Fulop, Judit. “Culture, Writing, and Curriculum.” Purves 25-50.

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

Murphy, Ann. ” Transference and Resistance in the Basic Writing Classroom: Problematics and Praxis .” CCC 40 (May 1989): 175-87.

Purves, Alan C., ed. Introduction. Writing Across Languages and Cultures: Issues in Contrastive Rhetoric. Written Communication Annual 2. Newbury Park: Sage, 1988. 9-21.

Warnock, John, and Tilly Eggers [Warnock]. “The Freshman Writing Program at the University of Wyoming.” Options for the Teaching of English: Freshman Composition. Ed. Jasper P. Neel. New York: MLA, 1978. 1-9.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v40-4

Bizzell, Patricia. Rev. of The Social Construction of Written Communication by Bennett A. Rafoth and Donald L. Rubin. CCC 40.4 (1989): 483-486.

Arrington, Phillip, and Frank Farmer. Rev. of Three Steps to Revising Your Writing for Style, Grammar, Punctuation, and Spelling by Barbara E. Walvoord; Style: Ten Lessons in Clarity and Grace by Joseph M. Williams; Clear and Coherent Prose: A Functional Approach by William Vande Kopple. CCC 40.4 (1989): 486-489.

Ney, James W. Rev. of The Complete Plain Words by Ernest Gowers, Sidney Greenbaum, and Janet Whitcut. CCC 40.4 (1989): 489-490.

Raimes, Ann. Rev. of Writing across Languages and Cultures: Issues in Contrastive Rhetoric by Alan C. Purves. CCC 40.4 (1989): 491-492.

Ray, Ruth, and Ellen Barton. “Response to Christina Haas and Linda Flower, “Rhetorical Reading Strategies and the Construction of Meaning.” CCC 40.4 (1989): 480-481.

Haas, Christina, and Linda Flower. “Reply by Christina Haas and Linda Flower.” CCC 40.4 (1989): 482.

Shen, Fan. “The Classroom and the Wider Culture: Identity as a Key to Learning English Composition.” CCC 40.4 (1989): 459-466.

Murphy, Richard J., Jr. “On Stories and Scholarship.” CCC 40.4 (1989): 466-472.

Schriner, Delores K. and William C. Rice. “Computer Conferencing and Collaborative Learning: A Discourse Community at Work.” CCC 40.4 (1989): 472-478.

Tobin, Lad. “Bridging Gaps: Analyzing Our Students’ Metaphors for Composing.” CCC 40.4 (1989): 444-458.

Abstract:

In this article, the author argues that teachers of writing should consider more closely their students’ metaphors for writing, both those that express frustration and confusion and those that communicate excitement and enjoyment. The author, citing metaphor as a powerful learning and teaching tool, suggests that teachers activity elicit their students’ metaphors for writing to as a starting point to discuss with their students issues of classroom power dynamics, instructor authority, and attitude towards writing.

Keywords:

ccc40.4 Writing Metaphor Students Writers Process Relationship Teachers Frustration Topic Concept

Works Cited

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

Berthoff, Ann E. Forming/Thinking/Writing: The Composing Imagination. Montclair: Boynton/Cook, 1982.

Booth, Wayne C. “Metaphor as Rhetoric: The Problem of Evaluation.” On Metaphor. Ed. Sheldon Sacks. Chicago: U of Chicago P, 1978.47-70.

DeFrees, Madeline. “The Radical Activity of Writing Poems.” Spectrum. San Diego: Harcourt, 1987. 411-24.

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

Emig, Janet. The Web of Meaning: Essays on Writing, Teaching, Learning, and Thinking. Ed. Dixie Goswami and Maureen Butler. Montclair: Boynton/Cook, 1983.

Flower, Linda, and John R. Hayes. “The Cognition of Discovery: Defining a Rhetorical Problem.” The Writing Teacher’s Sourcebook. 2nd ed. Ed. Gary Tate and Edward P.J. Corbett. New York: Oxford UP, 1988. 92-102.

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

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

Murray, Donald M. “How the Text Instructs: Writing Teaches Writing.” Unpublished Paper Presented at the Miami University Conference on Writing Teacher as Researcher. Oxford, Ohio, Oct. 1988.

—. “Internal Revision: A Process of Discovery.” Learning By Teaching 72-87.

—. Learning By Teaching: Selected Articles on Writing and Teaching. Montclair: Boynton/Cook, 1982.

Percy, Walker. “Metaphor as Mistake.” Reclaiming the Imagination: Philosophical Perspectives for Writers and Teachers of Writers. Ed. Ann E. Berthoff. Montclair: Boynton/Cook, 1984. 132-44.

Perelman, Chaim. “The New Rhetoric: A Theory of Practical Reasoning.” The Rhetoric of Western Thought. 3rd ed. Ed. James L. Golden, Goodwin F. Berquist, and William E. Coleman. Dubuque: Kendall/Hunt, 1983. 403-23.

Peterson, Linda. “Repetition and Metaphor in the Early Stages of Composing.” CCC 36 (December 1985): 429-43.

Richards, I. A. The Philosophy of Rhetoric. Oxford: Oxford UP, 1936.

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

Rubin, Lois. “Uneven Performance: What Students Do and Don’t Know About Their Own Writing.” Writing Instructor 4 (Summer 1985): 157-68.

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

Smith, Louise. “Enigma Variations: Reading and Writing Through Metaphor.” Only Connect: Uniting Reading and Writing. Ed. Thomas Newkirk. Montclair: Boynton/Cook, 1986. 158-73.

Tomlinson, Barbara. “Characters Are Coauthors: Segmenting the Self, Integrating the Composing Process.” Written Communication 3 (October 1986): 421-48.

—. “Talking About Composing: The Limitations of Retrospective Accounts.” Written Communication 1 (October 1984): 429-45.

—. “Tuning, Tying, and Training Texts: Metaphors for Revision.” Written Communication 5 (January 1988): 58-80.

Tracy, David. “Metaphor and Religion: The Test Case of Christian Texts.” On Metaphor. Ed. Sheldon Sacks. Chicago: U of Chicago P, 1978. 89-104.

Weaver, Richard M. The Ethics of Rhetoric. Davis: Hermagoras, 1985.

Schilb, John. “Composition and Poststructuralism: A Tale of Two Conferences.” CCC 40.4 (1989): 422-443.

Abstract:

This article explores what the place of poststructural theories should be in the field of composition by comparing the histories of composition and poststructuralism through looking at two different conferences that took place in the 1960s: the 1963 CCCC meeting and a 1966 conference at Johns Hopkins entitled “The Languages of Criticism and the Sciences of Man.” The author pairs participants from each conference and imagines they might say if they were brought together, noting in particular how each person defined rhetoric, which enlightens the current debate between composition and poststructuralist scholars over the term. In his conclusion, the author proposes that English departments embrace the conflicting variety of definitions of rhetoric in order to become a richer community of scholars.

Keywords:

ccc40.4 Rhetoric Composition Poststructuralism JDerrida WBooth ECorbett Writing RBarthes JLacan Language LiteraryTheory JohnsHopkins History CCCC Discourse Theory Scholarship Linguistics Conferences

Works Cited

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Barthes, Roland. “The Old Rhetoric: an aide-memoire.” The Semiotic Challenge. Trans. Richard Howard. New York: Hill and Wang, 1988. 11-94.

—. S/Z. Trans. Richard Miller. New York: Hill and Wang, 1974.

—. “To Write: An Intransitive Verb?” Macksey and Donato 134-45.

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

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

Berthoff, Ann E. “How Philosophy Can Help Us.” Pre/Text 9 (Spring/Summer 1988): 61-66.

Booth, Wayne. Critical Undemanding: The Powers and Limits of Pluralism. Chicago: U of Chicago P, 1979.

—. “The Rhetorical Stance.” CCC 14 (October 1963): 139-45.

Brereton, John, ed. Traditions of Inquiry. New York: Oxford UP, 1985.

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

—. “Lacan, Transference, and Writing Instruction.” College English 49 (October 1987): 679-91.

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

Christensen, Francis. “A Generative Rhetoric of the Sentence.” CCC 14 (October 1963): 155-61.

Clifford, John, and John Schilb. “A Perspective on Eagleton’s Revival of Rhetoric.” Rhetoric Review 6 (Fall 1987): 22-31.

Comley, Nancy R. “A Release from Weak Specifications: Liberating the Student Reader.” Atkins and Johnson 129-38.

Connors, Robert, Lisa S. Ede, and Andrea Lunsford. “The Revival of Rhetoric in America.” Essays on Classical Rhetoric and Modern Discourse. Ed. Connors, Ede, and Lunsford. Carbondale: Southern Illinois UP, 1984. 1-15.

Corbett, Edward P. J. “Literature and Composition: Allies or Rivals in the Classroom?” Horner 168-84.

—. “The Usefulness of Classical Rhetoric.” CCC 14 (October 1963): 162-64.

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

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—. “writing and Writing.” Atkins and Johnson 93-100.

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Eagleton, Terry. Literary Theory: An Introduction. Minneapolis: U of Minnesota P, 1983.

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

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Felman, Shoshana. Jacques Lacan and the Adventure of Insight: Psychoanalysis in Contemporary Culture. Cambridge: Harvard UP, 1987.

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

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

Harned, Jon. “Post-Structuralism and the Teaching of Composition.” Freshman English News 15.2 (Fall 1986): 10-16.

Harris, Joseph. “The Plural Text/The Plural Self: Roland Barthes and William Coles.” College English 49 (February 1987): 158-70.

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

—. “Of Structure as an Inmixing of an Otherness Prerequisite to Any Subject Whatever.” Macksey and Donato 186-95.

Lentricchia, Frank. After the New Criticism. Chicago: U of Chicago P, 1980.

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Miller, J. Hillis. “The Two Rhetorics: George Eliot’s Bestiary.” Atkins and Johnson 101-14.

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

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

Petersen, Bruce T., ed. Convergences: Transactions in Reading and Writing. Urbana: NCTE, 1986.

Phelps, Louise Wetherbee. Composition as a Human Science: Contributions to the Self-Understanding of a Discipline. New York: Oxford UP, 1988.

Rorty, Richard. Consequences of Pragmatism. Minneapolis: U of Minnesota P, 1982.

Schilb, John. “Deconstructing Didion: Poststructuralist Rhetorical Theory in the Composition Classroom.” Literary Nonfiction: Theory, Criticism, Pedagogy. Ed. Chris Anderson. Urbana: Southern Illinois UP, 1989. 262-86.

—. “The History of Rhetoric and the Rhetoric of History.” Pre/Text 7 (Spring/Summer 1986): 11-34.

—. “Ideology and Composition Scholarship.” Journal of Advanced Composition 8 (1988): 22-29.

Snyder, Carol. “Analyzing Classifications: Foucault for Advanced Writers.” CCC 35 (May 1984): 209-16.

Spivak, Gayatri Chakravorty. In Other Worlds: Essays in Cultural Politics. New York: Methuen, 1987.

Swearingen, C. Jan. “Bloomsday for Literacy: How Reactionaries and Relativists Alike Undermine Literacy While Seeming to Promote It.” Freshman English News 17.1 (Fall 1988): 2-5.

Vitanza, Victor J. “Rhetoric’s Past and Future: A Conversation with Edward P.J. Corbett.” Pre/Text 8 (Fall/Winter 1987): 247-64.

Weber, Samuel. Institution and Interpretation. Minneapolis: U of Minnesota P, 1987.

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

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

Winterowd, W. Ross. “The Purification of Literature and Rhetoric.” College English 49 (March 1987): 257-73.

Zavarzadeh, Mas’ud, and Donald Morton. “Theory Pedagogy Politics: The Crisis of ‘The Subject’ in the Humanities.” Boundary 2 15 (Fall 1986/Winter 1987): 1-22.

Hoetker, James, and Gordon Brossell. “The Effects of Systematic Variations in Essay Topics on the Writing Performance of College Freshmen.” CCC 40.4 (1989): 414-421.

Abstract:

The authors conducted a study of Florida’s College-Level Academic Skills Test to see whether or not lower-level writers are put at a disadvantage when asked to respond to an open-ended frame topic instead of a more explicit, rhetorically situated essay question. Their study found that essay questions that gave more information about the rhetorical situation for the response, including information about audience and purpose, did not elicit better essays from either high-level or low-level writers than the frame topics.

Keywords:

ccc40.4 Topics Essays Students Scores Variations Readers Ability Practice Questions Writing Assessment Writers

Works Cited

Brossell, Gordon C “Rhetorical Specification in Essay Examination Topics.” College English 33 (December 1982): 165-73.

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

Greenberg, Karen. The Effects of Variations in Essay Questions on the Writing Performance of CUNY Freshmen. New York: Instructional Resources Center, City University of New York, 1981.

McAndrew, Donald A. The Effects of an Assigned Rhetorical Context on the Holistic Quality and Syntax of the Writing of High and Low Ability College Writers. ERIC, 1981. ED 235 481.

—. “The Effects of an Assigned Rhetorical Context on the Syntax and Holistic Quality of the Writing of First Year College Students.” DA 43 (1982): 2911A. State U of New York at Buffalo.

Ruth, Leo, and Sandra Murphy. “Designing Topics for Writing Assessments: Problems of Meaning.” CCC 35 (December 1984): 410-42.

Faigley, Lester. “Judging Writing, Judging Selves.” CCC 40.4 (1989): 395-412.

Abstract:

This article, using recent theories of the self from a variety of disciplines, compares a 1929 admissions essay test with a recent collect of best student essays to show that teachers of writing look for the individual self in student texts – teachers are just as concerned about the student self that is presented in the text as the text itself. Students in the 1929 received high marks for incorporating references to standard sophisticated literary works and providing thoughtful reflection; students in the 1980s were rated highly if they wrote with an authentic voice, often resulting in first-person autobiographical essays. The author claims that insisting that students write authentically assumes a self-understanding that many do not possess yet, resulting in student writing that adopts a position of authority and power rather than writing that is grounded in a determined sense of self.

Keywords:

ccc40.4 Writing Self Students Writers Letters Essays Literature Autobiography WColes Evaluation

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