Category: Uncategorized

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v55-3

Holmes, David G. Rev. of African American Literacies by Elaine Richardson. CCC. 55.3 (2004): 575-577.

Kameen, Paul. Rev. of (Re)Articulating Assessment: Writing Assessment for Teaching and Learning by Brian Huot. CCC. 55.3 (2004): 578-580.

Clark, Anna H. Rev. of Misunderstanding the Assignment: Teenage Students, College Writing, and the Pains of Growth by Doug Hunt. CCC. 55.3 (2004): 580-582.

Fox, Tom. Rev. of A Geopolitics of Academic Writing by A. Suresh Canagarajah. CCC. 55.3 (2004): 582-585.

Schiff, Peter. Rev. of Intertexts: Reading Pedagogy in College Writing Classrooms. Marguerite Helmers, ed. CCC. 55.3 (2004): 585-587.

Dawkins, John and Nancy Mann. “Interchanges.” CCC. 55.3 (2004): 568-574.

Juzwik, Mary. “Towards an Ethics of Answerability: Reconsidering Dialogism in Sociocultural Literacy Research.” CCC. 55.3 (2004): 536-567.

Abstract:

This essay responds to the problem that sociocultural literacy research has failed to adequately theorize individual literacy learners as moral agents with the capacity to produce harm or good to themselves and others. Building from the rhetorical construct of dialogism, this inquiry explores how the early ethical thought of Mikhail Bakhtin can contribute an “ethics of answerability” to sociocultural literacy studies. Explicating and extending a more established perspective in classroom literacy study: what I call an “ethics of difference”: my reading of Bakhtin’s early work offers a shift in focus from linguistic difference to the self who responds, or answers, to difference. An ethics of answerability highlights the unique and heavy responsibilities that individuals face as they respond to others in everyday interaction and in textual production. Proposed in light of this theoretical orientation are questions to guide inquiry in classroom-based sociocultural literacy research.

Keywords:

ccc55.3 Literacy Answerability MBakhtin Students Classroom Ethics Others Difference Research Literacy Dialogism Perspective

Works Cited:

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—. Toward a Philosophy of the Act. Ed. Vadim Liapunov and Michael Holquist. Trans. Vadim Liapunov. Austin: U of Texas P, 1993.

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Bialostosky, Don. “Bakhtin’s ‘Rough Draft’: Toward a Philosophy of the Act, Ethics, and Composition Studies.” Rhetoric Review 18 (Fall 1999): 6-24.

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Emerson, Caryl. “The Next Hundred Years of Mikhail Bakhtin (The View from the Classroom).” Rhetoric Review 19 (2000): 12-26.

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—. “Starting the Dialogue: What Can We Do about Bakhtin’s Ambivalence toward Rhetoric?” In Landmark Essays on Bakhtin, Rhetoric, and Writing . Ed. Frank Farmer. Mahwah, NJ: Lawrence- Erlbaum, 1998. 97-105.

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Powell, Katrina, and Pamela Takayoshi. ” Accepting Roles Created for Us: The Ethics of Reciprocity .” CCC 54.3 (2003): 394-422.

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Street, Brian. “Higher Education in the New Work Order: Implications for Student Writing, Reading, and Representation.” Paper presented at NCTE Assembly for Research Midwinter Conference. New York, NY. 2002.

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Barber-Fendley, Kimber and Chris Hamel. ” A New Visibility: An Argument for Alternative Assistance Writing Programs for Students with Learning Disabilities.” CCC. 55.3 (2004): 504-535.

Abstract:

We argue against the metaphor of the “level playing field” and its natural coercive power; in so doing, we call for an end to the invisibility that the debate over accommodations has imposed on learning disabilities in the past decade. A literature review of LD in composition shows how this invisibility has manifested itself in our field through limited professional discussion of LD. In response, we propose not a level playing field but a new playing field altogether, a visible one that actively promotes alternative assistance for student writers with LD in first-year composition programs. We seek to show how the LD and composition fields could create a powerful partnership by serving students with LD through the principle of the liberal theory of distributive justice.

Keywords:

ccc55.3 Students Writing Field Accommodation Fairness Composition AlternativeAssistance LearningDisabilities Visibility LevelPlayingField

Works Cited:

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

Abstract:

Although computer literacy amounts to a complex set of interconnected capacities, teachers of writing and communication have tended to ignore functional issues, which are crucial to many aspects of online work. This essay reimagines the functional side of computer literacy, arguing for an approach that is both effective and professionally responsible.

Keywords:

ccc55.3 Students Computers FunctionalLiteracy Communication Online Writing Users Discourses Technology Software DigitalLiteracy

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Vernon, Alex. “Computerized Grammar Checkers 2000: Capabilities, Limitations, and Pedagogical Possibilities.” Computers and Composition 17 (2000): 329-49.

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Yagelski, Robert P., and Jeffrey T. Grabill. “Computer-Mediated Communication in the Undergraduate Writing Classroom: A Study of the Relationship of Online Discourse and Classroom Discourse in Two Writing Classes.” Computers and Composition 15 (1998): 11-40.

Powell, Pegeen Reichert. ” Critical Discourse Analysis and Composition Studies: A Study of Presidential Discourse and Campus Discord.” CCC. 55.3 (2004): 439-469.

Abstract:

In this article, I argue that critical discourse analysis (CDA) can complement and extend existing critical and radical writing pedagogies; CDA provides the theoretical and methodological context that can articulate explicitly the relationship between language practices and politics. I use CDA to analyze texts that circulated on the campus of Miami University, Ohio, surrounding a conflict that exacerbated ongoing disputes about diversity, access, and standards, and I discuss how CDA might inform composition pedagogy.

Keywords:

ccc55.3 Students Standards Discourse Access Diversity Community Writing President CDA HigherEducation MinorityStudents

Works Cited

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“Protesters Produce Demands.” Miami Student 17 Nov. 1998: 1+.

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Himley, Margaret. “Facing (Up To) ‘The Stranger’ in Community Service Learning.” CCC. 55.3 (2004): 416-438.

Abstract:

This essay turns to feminist ethnography and postcolonial theory to address how the figure of “the stranger” haunts the project of community service learning. By explicating the immediate and broader relations of power that structure these “strange(r) encounters,” we are more likely to produce the kind of agitated pedagogy that creates opportunities for progressive practices and effects.

Keywords:

ccc55.3 ServiceLearning Community Students Stranger SAhmed Class Others Writing Ethnography Research Feminism

Works Cited:

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Ahmed, Sara. Strange Encounters: Embodied Others in Post-Coloniality. NY: Routledge, 2001.

Bacon, Nora. “Community Service Writing: Problems, Challenges, Questions.” Adler- Kassner et al. 39-55.

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Carrick, Tracy Hamler, Margaret Himley, and Tobi Jacobi. “Ruptura: Acknowledging the Lost Subjects of the Service Learning Story.” Language and Learning across the Disciplines (October 2000): 56-75.

Carty, Linda. “Seeing through the Eye of Difference: A Reflection on Three Research Journeys.” Feminism and Social Change: Bridging Theory and Practice. Ed. Heidi Gottfried. Urbana: U of Illinois P, 1996. 123-42.

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Cushman, Ellen. “Opinion: The Public Intellectual, Service Learning, and Activist Research.” College English 61.3 (1999): 328-36.

—. “Sustainable Service Learning Programs.” CCC 54.1(2002): 40-65.

Daniels, Arlene Kaplan. “Self-Deception and Self-Discovery in Fieldwork.” Qualitative Sociology (Fall 1983): 195-214.

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

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Flower, Linda. “Partners in Inquiry: A Logic for Community Outreach.” Adler- Kassner et al. 95-117.

Gorelick, Sherry. “Contradictions in Feminist Methodology.” Feminism and Social Change: Bridging Theory and Practice . Ed. Heidi Gottfried. Urbana: U of Illinois P, 1996. 23-45.

Herzberg, Bruce. “Community Service and Critical Teaching.” Adler-Kassner et al. 57-69.

Hessler, H. Brooke. “Composing and Institutional Identity: The Terms of Community Service in Higher Education.” Language and Learning across the Disciplines (October 2000): 27-42.

Himley, Margaret. “Teaching the Rhetoric of AIDS: Blurring the Boundaries.” English Education 3.2 (1999): 122-34.

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Horner, Bruce. “Critical Ethnography, Ethics, and Work: Rearticulating Labor.” JAC 22.3 (2002): 561-84.

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Kirsch, Gesa E. Ethical Dilemmas in Feminist Research: The Politics of Location, Interpretation, and Publication . Albany: SUNY P, 1999.

Lu, Min-Zhan, and Bruce Horner. “The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy.” College English 60.3 (1998): 257-77.

Lugo, Alexjandro. “Theorizing Border Inspections.” Cultural Dynamics 12.3 (2000): 353-73.

Mortensen, Peter, and Gesa E. Kirsch, ed. Ethics and Representation in Qualitative Studies of Literacy . Urbana, IL: NCTE, 1996.

Mountford, Roxanne D. “Engendering Ethnography: Insights from the Feminist Critique of Postmodern Anthropology.” Mortensen and Kirsch 205-27.

Newkirk, Thomas. “Seduction and Betrayal in Qualitative Research.” Mortensen and Kirsch 3-16.

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Schell, Eileen E. “Literacy and Service Learning in the Twenty-First Century: Connecting Our Writing Classrooms with Communities outside the University sity.” The Spillman Symposium Lecture on Rhetoric and Composition, Virginia Military Institute, 13 November 1999 <http://wrt.syr.edu/service/SSL.html>.

Stacey, Judith. “Can There Be a Feminist Ethnography?” Feminism and Social Change: Bridging Theory and Practice . Ed. Heidi Gottfried. Urbana: U of Illinois P, 1996. 88-101.

Stanley, Mary. “Community Service and Citizenship: Social Control and Social Justice.” Rethinking Traditions: Integrating Service with Academic Study on College Campuses . Ed. T. Y. Kupiec. Providence, RI: Campus Compact. 59-62.

Stockton, Sharon. “Islands, ‘Others,’ and the Service Text.” Paper presented at the Conference on College Composition and Communication, Denver, CO, March 2001.

Sullivan, Patricia A. “Ethnography and the Problem of the ‘Other.'” Mortensen and Kirsch 97-114.

Taylor, Mark C. The Moment of Complexity: Emerging Network Culture. Chicago, IL: U of Chicago P, 2001.

Underwood, Charles, Mara Welsh, Mary Gauvain, and Sharon Duffy. “Learning at the Edges: Challenges to the Sustainability of Service Learning in Higher Education.” Language and Learning across the Disciplines (October 2000): 7-26.

Welch, Nancy. ” ‘And Now That I Know Them’: Composing Mutuality in a Service Learning Course .” CCC 52.2 (2002): 243- 63.

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v51-3

Lyons, Scott Richard. “Rhetorical Sovereignty: What Do American Indians Want from Writing?” CCC 51.3 (2000): 447-468.

Abstract:

After years of colonization, oppression, and resistance, American Indians are making clear what they want from the heretofore compromised technology of writing. Rhetorical sovereignty, a people’s control of its meaning, is found in sites legal, aesthetic, and pedagogical, and composition studies can both contribute to and learn from this work.

Keywords:

ccc51.3 Sovereignty People Indian Writing RhetoricalSovereignty Nations NativeAmerican Community Power Land Rhetoric History Treaties Culture

Works Cited

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

Worcester v. Georgia, 31 U.S. 515, 562. U.S. Supreme Court. 1832.

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Davis, Robert and Mark Shadle. “‘Building a Mystery’: Alternative Research Writing and the Academic Act of Seeking.” CCC 51.3 (2000): 417-446.

Abstract:

Alternative forms of research writing that displace those of modernism are unfolded, ending with “multi-writing,” which incorporates multiple genres, disciplines, cultures, and media to syncretically gather post/modern forms. Such alternatives represent a shift in academic values toward a more exploratory inquiry that honors mystery.

Keywords:

ccc51.3 Research ResearchPaper Students Writing Alternative Inquiry MultiWriting Postmodernism Genre Multimedia

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Barton, Ellen. “More Methodological Matters: Against Negative Argumentation.” CCC 51.3 (2000): 399-416.

Abstract:

Negative argumentation about methodological approaches threatens to limit the field of composition: it exacerbates the tension concerning the place and value of empirical studies in research; it potentially limits the field’s ability to ask certain kinds of research questions; and it risks impoverishing the methodological education offered to new practitioners in the field.

Keywords:

ccc51.3 Research Composition Field ResearchQuestions Studies Methodology Researchers Ethics Empiricism NegativeArgumentation GraduateStudy

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Horner, Bruce. “Traditions and Professionalization: Reconceiving Work in Composition.” CCC 51.3 (2000): 366-398.

Abstract:

The derogation of the “traditional” in the discourse of academic professionalism in composition studies overlooks practices within tradition that may be counter or alternative to the hegemonic. Aspects of the Amherst College “tradition” of English 1-2 illustrate, in idealized form, alternative practices drawing from residual elements of dominant culture.

Keywords:

ccc51.3 Knowledge Composition Work Tradition Teaching Practices Amherst Lore SNorth Professionalism Alternative WorkingKnowledge

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v55-1

Harris, Joseph. Rev. of Rhetoric and Composition As Intellectual Work . Gary A. Olson, ed. CCC. 55.1 (2003): 172-175.

Horner, Bruce. Rev. of The Politics of Remediation: Institutional and Student Needs in Higher Education by Mary Soliday. CCC. 55.1 (2003): 175-179.

Mullin, Joan A. Rev. of The Testing Trap by George Hillocks, Jr. CCC. 55.1 (2003): 179-182.

Trimbur, John. Rev. of An African Athens: Rhetoric and the Shaping of Democracy in South Africa by Philippe-Joseph Salazar. CCC. 55.1 (2003): 182-184.

Herndl, Carl G. Rev. of Writing and Revising the Disciplines by Jonathan Monroe. CCC. 55.1 (2003): 185-187.

Thompson, Thomas C. and Richard Louth. “In Brief: Radical Sabbaticals: Putting Yourself in Danger.” CCC. 55.1 (2003): 147-171.

Kopelson, Karen. “Rhetoric on the Edge of Cunning; Or, The Performance of Neutrality (Re)Considered As a Composition Pedagogy for Student Resistance.” CCC. 55.1 (2003): 115-146.

Abstract:

In today’s classroom and larger cultural climate, overtly politicized “critical” composition pedagogies may only exacerbate student resistance to issues and identities of difference, especially if the teacher is marked or read as different her/himself. I therefore suggest that the marginalized teacher-subject look to contemporary theoretical notions of the “radical resignification” of power as well as to the neglected rhetorical concept of mêtis, or “cunning,” to engage difference more efficaciously, if more sneakily. Specifically, I argue that one possible praxis for better negotiating student resistance is the performance of the very neutrality that students expect of teachers.

Keywords:

ccc55.1 Students Neutrality Pedagogy Performance Resistance Difference Authority Rhetoric Teachers Classroom Politics Power Identity

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Sullivan, Patricia A., and Donna J. Qualley, eds. Pedagogy in the Age of Politics: Writing and Reading (in) the Academy . Urbana, IL: NCTE, 1994.

Talburt, Susan. “On Not Coming Out: or, Reimagining Limits.” Lesbian and Gay Studies and the Teaching of English: Positions, Pedagogies, and Cultural Politics . Ed. William J. Spurlin. Urbana, IL: NCTE, 2000. 54-78.

—. Subject to Identity: Knowledge, Sexuality, and Academic Practices in Higher Education . Albany, NY: SUNY P, 2000.

West, Cornell. “The New Cultural Politics of Difference.” Race, Identity, and Representation in Education. Ed. Cameron McCarthy and Warren Crichlow. NY: Routledge, 1993. 11-23.

Cook-Sather, Alison. “Education As Translation: Students Transforming Notions of Narrative and Self.” CCC. 55.1 (2003): 91-114.

Abstract:

In this article the author explores the educational process in which college sophomores enrolled in a reading and writing course are engaged. She defines this education as translation: a process of preservation, re-vision, and re-rendering of both texts and selves, prompted by particular course assignments, readings, and forums for interaction.

Keywords:

ccc55.1 Students Translation Self Writing Bias Assignments Perspectives Narrative Stories Process Others Language

Works Cited

Agosín, Marjorie. “A Writer’s Thoughts on Translation and Always Living in Translation.” MultiCultural Review (September 2000): 56-59.

Benjamin, Andrew. Translation and the Nature of Philosophy: A New Theory of Words . London: Routledge, 1997.

Benjamin, Walter. “The Task of the Translator.” The Translation Studies Reader. Ed. Lawrence Venuti. London: Routledge, 1923/2000. 15-25.

Brodkey, Linda. “Writing on the Bias.” College English 56 (1994): 527-47.

Byatt, A. S. The Biographer’s Tale. New York: Vintage Books, 2000.

Comfort, Juanita Rodgers. ” Becoming a Writerly Self: College Writers Engaging Black Feminist Essays .” College Composition and Communication 51 (June 2000): 540-59.

Constantine, David. “Finding the Words: Translation and Survival of the Human.” The Times Literary Supplement 21 May 1999: 14-15.

Cook-Sather, Alison. “Between Student and Teacher: Teacher Education As Translation.” Teaching Education 12.2 (August 2001): 177-90.

—. “Translating Themselves: Becoming a Teacher through Text and Talk.” Talking Shop: Authentic Conversation and Teacher Learning. Ed. Christopher M. Clark. New York: Teachers College P, 2001. 16-39.

Cook-Sather, Alison, Katherine Rowe, and Elliott Shore. “Finding the Biases in a Community of Scholars.” Liberal Education 88.1 (Winter 2002): 48-53.

Dewey, John. “My Pedagogic Creed.” John Dewey on Education . Ed. Reginald D. Archambault. New York, Random House, 1964. 427-39.

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Hoffman, Eva. Lost in Translation: A Life in a New Language. New York: Penguin Books, 1989.

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Kondo, Dorinne. Crafting Selves: Power, Gender, and Discourses of Identity in a Japanese Workplace . Chicago: U of Chicago P, 1990.

Levy, Jirí. “Translation As a Decision Process.” The Translation Studies Reader. Ed. Lawrence Venuti. London: Routledge, 1967/2000. 148-59.

Malinowski, Branislow. The Language of Magic and Gardening . Bloomington: Indiana UP, 1965.

Nabakov, Vladamir. “Problems of Translation: ‘Onegin’ in English.” The Translation Studies Reader. Ed. Lawrence Venuti. London: Routledge, 1955/2000. 71-83.

Nida, Eugene. “Principles of Correspondence.” The Translation Studies Reader. Ed. Lawrence Venuti. London: Routledge, 1964/2000. 126-40.

Ortega y Gasset, Jose. “The Misery and the Splendor of Translation.” The Translation Studies Reader. Ed. Lawrence Venuti. London: Routledge, 1937/2000. 49-64.

Proefriedt, William A. “The Immigrant or ‘Outsider’ Experience As Metaphor for Becoming an Educated Person in the Modern World: Mary Antin, Richard Wright, and Eva Hoffman.” MELUS: The Journal of the Society for the Study of the Multi-Ethnic Literature of the United States 16.2 (1990): 77-89.

Rabassa, Gregory. “No Two Snowflakes Are Alike: Translation As Metaphor.” The Craft of Translation. Ed. J. Biguenet and R. Schulte. Chicago: U of Chicago P, 1989. 1-12.

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—. “Diving into the Wreck.” Diving into the Wreck. New York: W. W. Norton & Co., 1973.

Robinson, Douglas. What Is Translation? Centrifugal Theories, Critical Interventions . Kent, OH: Kent State UP, 1997.

Santos, Sherod. “A la Recherche de la Po�sie Perdue (Poetry and Translation).” The American Poetry Review 29. 3 (2000): 9-14.

Skorczewski, Dawn. ” ‘Everybody Has Their Own Ideas’: Responding to Clich� in Student Writing .” College Composition and Communication 52.2 (December 2000): 220-39.

Steiner, George. “The Hermeneutic Motion.” The Translation Studies Reader. Ed. Lawrence Venuti. London: Routledge, 1975/2000. 186-91.

Winterson, Jeanette. Oranges Are Not the Only Fruit. New York: The Atlantic Monthly P, 1985.

Curtis, Marcia and Anne Herrington. “Writing Development in the College Years: By Whose Definition?” CCC. 55.1 (2003): 69-90.

Abstract:

Drawing upon their longitudinal study of four undergraduate writers and focusing on the progress of one of them, the authors question assumptions that confuse skills assessment with the measurement of academic and personal development. They argue for a broader view of writing development and a teaching approach that fosters it.

Keywords:

ccc55.1 Development Writing Students Essay College Discourse Skills Longitudinal

Works Cited

Amsel, Eric, and K. Ann Renninger, eds. Change and Development: Issues of Theory, Method, and Application. Mahway, NJ: Lawrence Erlbaum, 1997.

Anderson, Charles, and Marian MacCurdy. “Introduction.” Writing & Healing: Toward an Informed Practice. Ed. Anderson and MacCurdy. Urbana, IL: NCTE, 2000. 1-22.

Applebee, Arthur. “Alternative Models of Writing Development.” Perspectives on Writing: Research, Theory, and Practice. Ed. Roselmina Indrisano and James R. Squire. Newark, DE, International Reading Association, 2000. 90-110.

Beaufort, Anne. Writing in the Real World: Making the Transition from School to Work. New York: Teachers College P, 1999.

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

Bizzell, Patricia. “William Perry and Liberal Education.” College English 46 (September 1984): 447-54. Rpt. in Academic Discourse and Critical Consciousness . Pittsburgh: U of Pittsburgh P, 1992. 153-63.

Bruner, Jerome. “Value Presuppositions of Developmental Theory.” Value Presuppositions in Theories of Human Development. Ed. Leonard Cirillo and Seymour Wapner. Hillsdale, NJ: Lawrence Erlbaum, 1986. 19-36.

Chandler, Michael. “Stumping for Progress in a Post-Modern World.” Amsel and Renninger 1-26.

Gergen, Kenneth. Toward Transformation in Social Knowledge . New York: Springer- Verlag, 1982.

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

Haan, Norma. “Adolescents and Young Adults As Producers of Their Development.” Individuals As Producers of Their Development: A Life-Span Perspective. Ed. Richard Lerner and Nancy M. Busch- Rossnagel. New York: Academic P, 1981. 155-82.

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

—. Gaining Ground in College: Tales of Development and Interpretation . Dallas: Southern Methodist UP, 1991.

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

Kessen, W. The Rise and Fall of Development. Worcester: Clark UP, 1990.

Lerner, Richard, and Nancy M. Busch- Rossnagel. “Individuals As Producers of Their Development: Conceptual and Empirical Bases.” Individuals As Producers of Their Development: A Life- Span Perspective. Ed. Lerner and Busch- Rossnagel. New York: Academic P, 1981. 1-36.

Lunsford, Andrea. “Cognitive Development and the Basic Writer.” College English 41.1 (September 1979): 449-59. Rpt. in Cross-Talk in Comp Theory: A Reader . Ed. Victor Villanueva, Jr. Urbana, IL: NCTE, 1997. 277-88.

Meacham, Jack. “Autobiography, Voice, and Developmental Theory.” Amsel and Renninger 43-60.

Perry, William G., Jr. Forms of Intellectual and Ethical Development in the College Years . New York: Holt, Rinehart, and Winston, 1968.

Rogoff, Barbara. “Evaluating Development in the Process of Participation: Theory, Methods, and Practice Building on Each Other.” Amsel and Remminger 265-86.

Sommers, Nancy. “Learning to Write in a Discipline.” Paper presented at the Conference on College Composition and Communication, Denver, CO, March 2001.

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

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

Abstract:

Intercultural rhetoric, like the project of empowerment, is the site of competing agendas for not only how to talk across difference but to what end. The practice of community-based intercultural inquiry proposed here goes beyond a willingness to embrace conflicting voices to an active search for the silent resources of situated knowledge in an effort to build a collaboratively transformed understanding.

Keywords:

ccc55.1 Community Knowledge Discourse InterculturalRhetoric Inquiry Difference SituatedKnowledge Dialogue Meaning Rhetoric

Works Cited

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Chaiklin, Seth, and Jean Lave. Understanding Practice: Perspectives on Activity and Context . England: Cambridge UP, 1993.

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

—. The Struggle and the Tools: Oral and Literate Strategies in an Inner City Community . Albany: State U of New York P, 1998.

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—. “Quest for Certainty.” John Dewey: The Later Works, 1925-1953 (Volume 4, 1929) . Ed. J. Boydston. Carbondale: Southern Illinois UP, 1988.

Dobrin, Sidney J. “Race and the Public Intellectual: A Conversation with Michael Eric Dyson.” JAC: A Journal of Composition Theory 17.2 (1997): 7-28.

Engeström, Yrjö. “Developmental Studies of Work As a Testbench of Activity Theory: The Case of Primary Care Medical Practice.” Understanding Practice: Perspectives on Activity and Context . Ed. Seth Chaiklin and Jean Lave. Cambridge: Cambridge UP, 1993. 64-103.

Flower, Linda. The Construction of Negotiated Meaning: A Social Cognitive Theory of Writing . Carbondale: Southern Illinois UP, 1994.

—. “Intercultural Knowledge Building: The Literate Action of a Community Think Tank.” Writing Selves/Society: Research from Activity Perspectives . Ed. Charles Bazerman and David Russell. Fort Collins, CO: WAC Clearinghouse, 2002 <http://wac.colostate.edu/books/selves_societies/>.

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

—. “Partners in Inquiry: A Logic for Community Outreach.” Writing the Community: Concepts and Models for Service-Learning in Composition . Ed. Linda Adler-Kassner, R. Crooks, and A. Watters. Washington, DC: American Association of Higher Education, 1997. 95-117.

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Flower, Linda, and Jennifer Flach. Working Partners: An Urban Youth Report on Risk, Stress, and Respect . Pittsburgh, PA. The Community Literacy Center and Carnegie Mellon University, 1996 <http://english.cmu.edu/research/inquiry/thereport/utp.html>. (Reprinted in Linda Flower, Problem-Solving Strategies for Writing in College and Community . Ft. Worth, TX: Harcourt, 1998).

Flower, Linda, and Shirley Brice Heath. “Drawing on the Local: Collaboration and Community Expertise.” Language and Learning across the Disciplines 4 (2000): 43-55.

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

Freire, Paulo. Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. New York: Continuum, 1989.

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Lunsford, Andrea. “Toward a Mestiza Rhetoric: Gloria Anzaldúa Interview on Composition and Postcolonality.” Journal of Composition Theory 18 (1998): 1-27.

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Prior, Paul. “Literate Activity and Disciplinarity: The Heterogeneous (Re)production of American Studies around a Graduate Seminar. Mind, Culture, and Activity 4 (1997): 275-95. Raising the Curtain on Curfew . Pittsburgh, PA: Community Literacy Center and the Center for the Study of Writing and Literacy, Nov. 1996.

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

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

van Dijk, Teun A. Elite Discourse and Racism. Newbury, CA: Sage, 1993.

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

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

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—. Keeping Faith: Philosophy and Race in America. New York: Routledge, 1993.

Barron, Nancy G. “Dear Saints, Dear Stella: Letters Examining the Messy Lines of Expectations, Stereotypes, and Identity in Higher Education.” CCC. 55.1 (2003): 11-37.

Abstract:

The following article focuses on Latino students’ difficulties with higher education because of dual constructions of identity from and toward the Anglo mainstream. First, the article addresses Other perception: the potential problems Latino students (Mexican Americans) encounter in higher education based on how others perceive their individual and group identity. Second, it addresses self-perception: the contradictory expectations that Mexican Americans have of the mainstream in higher education. The discussion of these issues is presented in a letter format that primarily speaks to audiences outside the mainstream.

Keywords:

ccc55.1 Students Group Mainstream Education Oppression Color Latinos Anglos HigherEducation Justice Identity

Works Cited

Acuña, Rodolfo F. Anything but Mexican: Chicanos in Contemporary Los Angeles. New York: Verso, 1996.

Al-Anon Family Groups. How Al-Anon Works for Family and Friends of Alcoholics. Virginia Beach, VA: Al-Anon Family Groups Headquarters, 1995.

Castillo, Ana. The Mixquiahuala Letters. New York: Anchor Books, 1992.

Cisneros, Sandra. Woman Hollering Creek and Other Stories. New York: Random House, 1991.

Cummins, Ann, Georgia Briggs, and Cecilia Nelson. “Women’s Basketball on the Navajo Nation: The Shiprock Cardinals, 1960-1980.” Native American Athletes: Identities, Opportunities, Inequities . Ed. C. Richard King. U of Nebraska P, Lincoln. Forthcoming, spring 2003.

Jervis, Kathe. “How Come There Are No Brothers on That List?” Harvard Educational Review 66. 3 (1996): 546-76.

Lugones, Maria. “Purity, Impurity, and Separation.” Signs: Journal of Women in Culture and Society 19.2 (1994): 458-79.

Morin, Richard. “A Key to Success: A New Survey Shows That, More Than Ever, Most of Us Think a College Education Is Necessary.” The Washington Post 9 May 2000, National Weekly Edition: 34.

Ogbu, John U. “Minority Status, Cultural Frame of Reference, and Schooling.” Literacy: Interdisciplinary Conversations. Ed. Deborah Keller-Cohen. Cresskill, NJ: Hampton P, Inc., 1994.

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

Rodriguez, Jeanette. Our Lady of Guadalupe: Faith and Empowerment among Mexican-American Women. Austin: U of Texas P, 1994.

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Young, Iris Marion. “Asymmetrical Reciprocity: On Moral Respect, Wonder, and Enlarged Thought.” Intersecting Voices: Dilemmas of Gender, Political Philosophy, and Policy. Princeton, NJ: Princeton UP, 1997. 38-59.

—. Justice and the Politics of Difference. Princeton, NJ: Princeton UP, 1990.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v51-1

Welch, Nancy. “Playing with Reality: Writing Centers after the Mirror Stage.” CCC 51.1 (1999): 51-69.

Abstract:

Between the daily reality and theoretical visions of writing center work, Welch points to disharmonies that perpetuate the opinion in the field for centers to “get real” and abandon high ideals and theories to teach “practical writing.” Using Lacan and psychoanalytical theories of object-relation development, Welch juxtaposes these arguments to pursue the practical with the potential for productive investigation and change in the gap between theory and practice, unsettling current ideas about students and writing.

Keywords:

ccc51.1 Writing Centers Tutors JLacan Mirror Stage Assignments Play Students Structure Ego Psychology Space

Works Cited

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Benjamin, Jessica. Like Subjects, Love Objects: Essays on Recognition and Sexual Difference. New Haven: Yale UP, 1995.

Bruffee, Ken. “Peer Tutoring and the ‘Conversation of Mankind.'” Writing Centers: Theory and Administration. Ed. Gary A. Olson. Urbana: NCTE, 1984. 3-15.

Copjec, Joan. “Cutting Up.” Between Feminism and Psychoanalysis. Ed. Teresa Brennan. London: Routledge, 1989. 227-46.

Freud, Sigmund. Dora: An Analysis of a Case of Hysteria. New York: Collier, 1962.

—. “Creative Writers and Day-Dreaming.” Standard Edition of the Complete Psychological Works of Sigmund Freud (Vol. 9). Ed. and trans. James Strachey. London: Hogarth, 1962. 141-54.

—. “The Ego and the Id.” Standard Edition of the Complete Psychological Works of Sigmund Freud (Vol. 19). Ed. and trans. James Strachey. London: Hogarth, 1962. 1-66.

Grimm, Nancy Maloney. ” Rearticulating the Work of the Writing Center .” CCC 47 (1996): 523-48.

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

Haynes-Burton, Cynthia. “‘Hanging Your Alias on Their Scene’: Writing Centers, Graffiti, and Style.” Writing Center Journal 14 (1994): 112-24.

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

Laing, R. D. The Divided Self. New York: Pantheon, 1969.

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

—. “Revisiting ‘The Idea of a Writing Center.'” The Writing Center Journal 15 (1994): 7-19.

Stern, Daniel. The Interpersonal World of the Infant: A View from Psychoanalysis and Developmental Psychology. New York: Basic, 1985.

Warnock, Tilly, and John Warnock. “Liberatory Writing Centers: Restoring Authority to Writers.” Writing Centers: Theory and Administration. Ed. Gary A. Olson. Urbana: NCTE, 1984. 16-23.

Winnicott, D. W. Playing and Reality. London: Tavistock, 1971.

—. Holding and Interpretation: Fragment of an Analysis. New York: Grove, 1986.

Wright, Elizabeth. Psychoanalytic Criticism: Theory in Practice. London: Routledge, 1989.

Yagelski, Robert P. “The Ambivalence of Reflection: Critical Pedagogies, Identity, and the Writing Teacher.” CCC 51.1 (1999): 32-50.

Abstract:

Yagelski examines the self-doubt of teachers struggling to be sensitive and empowering. This “reflective practice” in teaching that has become “an essential part of being an effective writing teacher” (34) offers the opportunity to use the doubt to gain insight into the teacher-student relationship, institutional teacher identity, and the generative results of a writing class where the needs and abilities of the student are at the center of the teaching.

Keywords:

ccc51.1 Teachers Students Pedagogy PFreire Identity Zen Doubt CriticalPedagogy

Works Cited

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Brannon, Lil and C. H. Knoblauch. Critical Teaching and the Idea of Literacy. Portsmouth: Heinemann, 1993.

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

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

Fox, Thomas J. The Social Uses of Writing: Politics and Pedagogy. Norwood: Ablex, 1990.

Freire, Paulo. A Pedagogy of Hope. Trans. Robert R. Barr. New York: Continuum, 1994.

—. Pedagogy of the Oppressed. Trans. Myra Ramos. New York: Continuum, 1984.

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

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Knoblauch, C. H. “Critical Teaching and Dominant Culture.” C. Mark Hurlbert and Michael Blitz, eds. Composition and Resistance. Portsmouth: Boynton, 1991. 12-21.

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—. The Reflective Practitioner. New York: Basic, 1983.

Shor, Ira. Critical Teaching and Everyday Life. Chicago: U of Chicago P, 1980.

Smith, Jeff. “Students’ Goals, Gatekeeping, and Some Questions of Ethics.” College English 59 (1997): 299-320.

Tobin, Lad. Writing Relationships: What Really Happens in the Composition Classroom. Portsmouth: Boynton, 1993.

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

Trungpa, Chogyam. Meditation in Action. Boston: Shambala, 1991.

Weiser, Irwin. “Self-Assessment, Reflection, and the New Teacher of Writing.” Kathleen Yancey and Jane Smith, eds. Self Assessment and Development in Writing. Cresskill: Hampton P, forthcoming.

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

Bishop, Wendy. “Places to Stand: The Reflective Writer-Teacher-Writer in Composition.” CCC 51.1 (1999): 9-31.

Abstract:

Bishop exposes the tendency of “social epistemic hardliners” (12) to essentialize and oversimplify expressivist writers, theorists and teachers. She examines the many “personas” of the “teacher-writer, writer-teacher” (13), and calls for “more writing about our writing” (29) that includes dialogic interaction between expressivist and social constructionist methods and methodologies rather than placing them in opposition to one another.

Keywords:

ccc51.1 Writing Composition Teaching Expressivism PElbow DMurray Teachers Students Field Literature Reflection

Works Cited

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Fishman, Stephen M. and Lucille Parkinson McCarthy. “Is Expressivism Dead?” College English 54 (1992): 647-61.

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

Foucault, Michel. “What Is an Author?” Modern Criticism and Theory: A Reader. Ed. David Lodge. New York: Longman, 1988. 197-210.

Fulwiler, Toby. ” Looking and Listening for My Voice (Staffroom Interchange) .” CCC 41 (1990): 214-20.

Gradin, Sherrie L. Romancing Rhetorics: Social Expressivist Perspectives on the Teaching of Writing. Portsmouth: Boynton, 1995.

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

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Hult, Christine. “Over the Edge: When Reviewers Collide.” Writing on the Edge 5.2 (1994): 24-28.

Lloyd-Jones, Richard. “Who We Were, Who We Should Become.” CCC 43 (1992): 486-96.

Lunsford, Andrea. “Toward a Mestiza Rhetoric: Gloria Anzaldúa on Composition and Postcoloniality.” JAC 18 (1998): 1-27.

Lyne, William. “White Purposes.” Genre and Writing: Issues, Arguments, Alternatives. Wendy Bishop and Hans Ostrom, eds. Portsmouth: Boynton, 1997. 73-80.

Knox-Quinn, Carolyn. ” Collaboration in the Writing Classroom: An Interview with Ken Kesey .” CCC 41 (1990): 309-17.

Mongo, Lisa. “‘I Teach Writing’: Writing as Teacher in the Field of Composition.” Forum. (Winter 1998): A16-18. Special Section of CCC 49.1 (Feb. 1998).

Murray, Donald M. “All Writing Is Autobiography.” CCC 42 (1991): 66-74.

—. “A Preface on Rejection.” Writing on the Edge 5.2 (1994): 29-30.

O’Donnell, Thomas. “Politics and Ordinary Language: A Defense of Expressivist Rhetorics.” College English 59 (1996): 423-39.

Olson, Gary. “Encountering the Other: Postcolonial Theory and Composition Scholarship.” JAC 18 (1998): 45-55.

Ostrom, Hans. “Countee Cullen: How Teaching Rewrites the Genre of ‘Writer'”. Genre and Writing: Issues, Arguments, Alternatives. Wendy Bishop and Hans Ostrom, eds. Portsmouth: Boynton, 1997. 93-104.

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

Sanders, Scott Russell. “The Writer in the University.” AWP Chronicle 25 (1992): 1, 9-13.

Scholes, Robert. Textual Power: Literary Theory and the Teaching of English. New Haven: Yale UP, 1986.

Schwartz, Mimi. ” Wearing the Shoe on the Other Foot: Teacher as Student Writer .” CCC 40 (1989): 203-10.

Seitz, James. “Roland Barthes, Reading, and Roleplay: Composition’s Misguided Rejection of Fragmentary Texts.” College English 53 (1991): 815-25.

Stygall, Gail. ” Resisting Privilege: Basic Writing and Foucault’s Author Function .” CCC 45 (1994): 320-41.

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Greer, Jane. “‘No Smiling Madonna’: Marian Wharton and the Struggle to Construct a Critical Pedagogy for the Working Class, 1914-1917.” CCC 51.2 (1999): 248-271.

Abstract:

This article examines the work of Marian Wharton, a socialist and feminist who helped shape the English curriculum at the People’s College in Fort Scott, Kansas, from 1914 to 1917. While other historical projects on writing instruction have focused on women working at or in alliance with elite eastern colleges, Wharton operated outside the traditional academy at a site where the empowerment of the working class was the explicit goal of writing and language instruction. By exploring tensions in Wharton’s work, I hope to develop a rich, historically-situated conception of how the rhetorical activities of women and other marginalized people are a complex interweaving of alliance and antagonism, of free choice and restricted options, of accomplishment and failure.

Keywords:

ccc51.2 Students MWharton People Language Class WorkingClass Rhetoric History NonAcademic Women Instruction CriticalPedagogy

Works Cited

Allen, Julia M. “‘Dear Comrade’: Marian Wharton of The People’s College, Fort Scott, Kansas, 1914-1917. Women’s Studies Quarterly 22 (1994): 119-133.

Altenbaugh, Richard J. Education for Struggle: The American Labor Colleges of the 1920s and 1930s. Philadelphia: Temple UP, 1990.

Connors, Robert J. “Mechanical Correctness as a Focus in Composition Instruction.” CCC 36 (1985): 61-72.

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

Kansas City Star. June 20, 1914. (Clip File, Special Collections, Kansas City Public Library.)

Le Sueur, Meridel. The Crusaders:The Radical Legacy of Marian and Arthur Le Sueur. (1955) St. Paul: Minnesota Historical Society P, 1984.

—. Ripening: Selected Work. 2nd ed. Ed. Elaine Hedges. New York: Feminist P, 1990.

Lunsford, Andrea A., ed. Reclaiming Rhetorica: Women in the Rhetorical Tradition. Pittsburgh: U of Pittsburgh P, 1995.

Noffsinger, John S. Correspondence Schools, Lyceums, Chautauquas. New York: MacMillan, 1926.

People’s College News (PCN) 2.5 (Dec. 1915); 2.9 (April 1916); 3.4 (Nov. 1916); 3.6 (Jan. 1917); 3.7 (Feb. 1917); 3.8 (March 1917); 4.1 (Aug. 1917); 4.4 (Nov. 1917); 4.6 (Jan. 1918); 4.11 (June 1918).

Spring, Joel H. Education and the Rise of the Corporate State. Boston: Beacon, 1972.

Wharton, Marian. Plain English. Fort Scott, KS: The People’s College, 1917.

Lindquist, Julie. “Class Ethos and the Politics of Inquiry: What the Barroom Can Teach Us about the Classroom.” CCC 51.2 (1999): 225-247.

Abstract:

I want to suggest that an examination of rhetorical practices at the local bar is instructive for two reasons: (1) the barroom is predictably different from the university writing classroom; and (2) the barroom is surprisingly similar to the university writing classroom. A look at how neighborhood bars are qualitatively different from classrooms can teach us about our working-class students’ rhetorical motives, and a recognition of how they are functionally similar can teach us something about our own.

Keywords:

ccc51.2 Students Smokehouse Class Bar Writing Rhetoric MiddleClass Community Ethos WorkingClass Authority Discourse Power Capital

Works Cited

Anderson, Virginia. “Confrontational Teaching and Rhetorical Practice.”CCC 48 (1997): 197-214.

Aronowitz, Stanley. “Working-Class Identity and Celluloid Fantasies in the Electronic Age.” Popular Culture: Schooling and Everyday Life. Eds. Henry Giroux and Roger Simon. New York: Bergin, 1989.

Bell, Michael J. The World from Brown’s Lounge: An Ethnography of Black Middle-Class Play. Urbana: U of Illinois P, 1983.

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

Bourdieu, Pierre. Distinction: A Social Critique of the Judgment of Taste. Trans. R. Nice. Cambridge: Harvard UP, 1984.

Cooper, Marilyn. “Unhappy Consciousness in First-Year English: How to Figure Things Out for Yourself.” Writing as Social Action. Marilyn Cooper and Michael Holzman. Portsmouth: Boynton, 1989. 28-60.

Covino, William. Forms of Wondering. Portsmouth: Boynton, 1991.

Eckert, Penelope. Jocks and Burnouts: Social Categories and Identity in the High School. New York: Teachers College P,1989.

Farmer, Frank. ” Dialogue and Critique: Bakhtin and the Cultural Studies Writing Classroom .” CCC 49 (1998): 186-207.

Fox, Tom. The Social Uses of Writing. Norwood: Ablex, 1990.

Gale, Xin Liu. Teachers, Discourses, and Authority in the Postmodern Composition Classroom. New York: State U of New York P, 1996.

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

Le Masters, E. E. Blue-Collar Aristocrats: Lifestyles at a Working-Class Tavern. Madison: U of Wisconsin P, 1975.

Lindquist, Julie. “‘Bullshit on “What If”!’ An Ethnographic Rhetoric of Political Argument in a Working-Class Bar.”Diss. University of Illinois at Chicago, 1995.

Mortensen, P., and Gesa Kirsch. “On Authority in the Study of Writing.” CCC 44 (1993): 556-72.

Ohmann, Richard. “Reflections on Class and Language.” College English 44 (1982): 1-17.

Rosenweig, Ray. “The Rise of the Saloon.” Rethinking Popular Culture: Contemporary Perspectives in Cultural Studies. Eds. Mukerji and Schudson. Berkeley: U of California P, 1991: 121-56.

Seitz, David. “Keeping Honest: Working Class Students, Difference, and Rethinking the Critical Agenda in Composition.” Under Construction: Working at the Intersections of Composition Theory, Research, and Practice. Ed. Christine Farris and Chris Anson. Logan: Utah State P, 1998.

Smith, Jeff. “Students’ Goals, Gatekeeping, and Some Questions of Ethics.” College English 59 (1997): 299-320.

Spradley, James, and Brenda Mann. The Cocktail Waitress: Women’s Work in a Man’s World. New York: Knopf, 1975.

Ratcliffe, Krista. “Rhetorical Listening: A Trope for Interpretive Invention and a ‘Code of Cross-Cultural Conduct.'” CCC 51.2 (1999): 195-224.

Abstract:

I make the following moves in this article: (1) I briefly trace how rhetorical listening emerged in my thinking; (2) I explore disciplinary and cultural biases that subordinate listening to reading and writing and speaking; (3) I speculate why listening is needed; (4) I offer an extended definition of rhetorical listening as a trope for interpretive invention; (5) I demonstrate how it may be employed as a code of cross-cultural conduct; and (6) I listen to a student’s listening.

Keywords:

ccc51.2 RhetoricalListening Whiteness Discourse Difference Reading Writing Women Logos Others InterpretiveInvention Invention Intent Culture Gender

Works Cited

Aristotle. On Rhetoric: A Theory of Civic Discourse. Trans. George Kennedy. New York: Oxford UP, 1991.

Ballif, Michelle. “What Is It That the Audience Wants? Or, Notes Toward Listening with a Transgendered Ear.” CCCC, Phoenix, AZ, March 1997.

Bhabha, Homi. “On the Irremovable Strangeness of Being Different.” PMLA 113 (1998): 34-39.

Bleicher, Josef. Contemporary Hermeneutics: Hermeneutics as Method, Philosophy, and Critique. Boston: Routledge, 1980.

Bruns, Gerald. Hermeneutics Ancient and Modern. New Haven: Yale UP, 1992.

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

—. A Rhetoric of Motives. 1950. Berkeley: U of California P, 1969.

Butler, Judith. Bodies that Matter: On the Discursive Limits of “Sex.” New York: Routledge, 1993.

Childers, Mary and bell hooks. “A Conversation about Race and Class.” Conflicts in Feminism. Eds. Marianne Hirsch and Evelyn Fox Keller. New York: Routledge, 1990. 60-81.

Clough, Patricia Ticineto. “Autotelecommunication and Autoethnography: A Reading of Carolyn Ellis’s Final Negotiations. ” The Sociological Quarterly 38 (1997): 97-110.

Copeland, Shawn. “Inclusion Is Not Enough: Some Reflections on Interdisciplinary Conversations.” Conversations on Learning Conference. Marquette U, Milwaukee, WI, Jan 1998.

Davis, Diane. “Just Listening: A Hearing for the Unhearable.” CCCC, Phoenix, AZ, March 1997.

Davy, Kate. “Outing Whiteness: A Feminst/ Lesbian Project.” Hill 204-25.

Deck, Alice A. “Autoethnography: Zora Neale Hurston, Noni Jabavu, and Cross- Disciplinary Discourse.” Black American Literature Forum 24 (1990): 237-56.

Derrida, Jacques. “Violence and Metaphysics: An Essay on the Thought of Emmanuel Levinas.” Writing and Difference. Chicago: U of Chicago P, 1978. 79-153.

Dyer, Richard. White. New York: Routledge, 1997.

Dyson, Michael Eric. Race Rules: Navigating the Color Line. New York: Vintage, 1996.

Fishkin, Shelley Fisher. “Interrogating ‘Whiteness,’ Complicating ‘Blackness’: Remapping American Culture. American Quarterly 47 (1995): 428-66.

Fiumara, Gemma Corradi. The Other Side of Language: A Philosophy of Listening. New York: Routledge, 1990.

Frankenberg, Ruth. The Social Construction of Whiteness: White Women, Race Matters. Minneapolis: U of Minnesota P, 1993.

—. “‘When We Are Capable of Stopping, We Begin to See’: Being White, Seeing Whiteness.” Thompson and Tyagi 3-18.

Fuss, Diana. Identification Papers. New York: Routledge, 1995.

Gadamer, Hans-Georg. Truth and Method. Trans. Garrett Barden and John Cummings. New York: Seabury P, 1975.

Gilbert, Sandra. “Ethnicity-Ethnicities-Literature- Literatures.” PMLA 113 (1998): 19-27.

Giovanni, Nikki. “Annual Conventions of Everyday Subjects.” Racisim 101. New York: William Morrow, 1994. 83-89.

Gregory, Marshall. “Comment and Response.” College English 60 (1998): 89-93.

Grosz, Elizabeth. Jacques Lacan: A Feminist Introduction. New York: Routledge, 1990.

Heidegger, Martin. “Phenomenology and Fundamental Ontology: The Disclosure of Meaning.” The Hermeneutics Reader. Ed. Kurt Mueller-Vollmer. New York: Continuum, 1985. 214-40.

—. What Is Called Thinking? Trans. F. D. Wick and J. G. Gray. New York: Harper, 1968.

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Hooks, bell. “Representations of Whiteness.” Black Looks: Race and Representation. Boston: South End P, 1992.

Houston, Jeanne Wakatsuki and James D. Houston. Farewell to Manzanar. New York: Bantam, 1973.

Ignatiev, Noel. How the Irish Became White. New York: Routledge, 1995.

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

Jay, Martin. “The Rise of Hermeneutics and the Crisis of Ocularcentrism.” The Rhetoric of Interpretation and the Interpretation of Rhetoric. Ed. Paul Hernandi. Durham: Duke UP, 1989. 55-74.

Keating, AnnLouise. “Interrogating ‘Whiteness,’ (De)Constructing Race.” College English 57 (1995): 901-918.

Kristeva, Julia. “Stabat Mater.” The Kristeva Reader. Ed. Toril Moi. New York: Columbia UP, 1986. 160-86.

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

Lerner, Gerda. Why History Matters. New York: Oxford UP, 1997.

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—. Excerpt from A Burst of Light: Living with Cancer. Writing Women’s Lives: An Anthologogy of Autobiographical Narratives by Twentieth-Century American Women Writers. Ed. Susan Cahill. New York: Harper 1994. 284-95.

—. “An Open Letter to Mary Daly.” Sister Outsider. Trumanburg: Crossing P, 1984. 66-71.

Lunsford, Andrea, ed. Reclaiming Rhetorica: Women in the Rhetorical Tradition. Pittsburgh: U of Pittsburgh P, 1995. 3-8.

Miller, J. Hillis. “Composition and Decomposition: Deconstruction and the Teaching of Writing.” Composition and Literature: Briding the Gap. Ed. Winifred Horner. Chicago: U of Chicago P, 1983. 38-56.

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—. Playing in the Dark: Whiteness and the Literary Imagination. New York: Vintage, 1993.

Murphy, James. Foreword. Lunsford ix-xiv.

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

The New English Bible. New York: Oxford UP, 1976.

Piercy, Marge. “The Book of Ruth and Naomi.” No More Masks: An Anthology of Twentieth-Century American Women Poets. Ed. Florence Howe. New York: Harper, 1993. 277-78.

Phelan, James, and Peter Rabinowitz. Understanding Narrative. Columbus: Ohio State UP, 1994.

Phelan, James. ” Vanity Fair: Listening as a Rhetorician: and a Feminist.” Out of Bounds: Male Writers and Gender. Ed. Laura Claridge and Elizabeth Langland. Amherst: U of Massachusetts P, 1990. 132-47.

Pradl, Gordon. Literature for Democracy: Reading as a Social Act. Portsmouth: Boynton, 1996.

Rayner, Alice. “The Audience: Subjectivity, Community, and the Ethics of Listening.” Journal of Dramatic Theory and Criticism 7 (1993): 3-24.

Rich, Adrienne. “Contradictions.” Your Native Land, Your Life: Poems. New York: Norton, 1986. 81-111.

—. “The Distance between Language and Violence.” What is Found There. New York: Norton, 1993. 181-89.

—. “Split at the Root: An Essay on Jewish Identity.” Blood, Bread, and Poetry. New York: Norton, 1986. 100-23.

Roof, Judith and Robyn Weigman, eds. Who Can Speak?: Authority and Critical Identity. Urbana: U of Illinois P, 1995.

Royster, Jackie Jones. “Borderlands and Common Spaces: Care and Maintenance in Our NeutralZones.” Oregon State U, Corvalis, OR, August 1997.

Scheunemann, Sara. “Matthew 13: 1-17: ‘He who has ears, let him hear.'” Unpublished essay, Marquette U, 1996.

Schuman, Amy. “Feminist Ethnography and the Rhetoric of Accommodation.” Oregon State University, Corvalis, OR, August 1997.

Showalter, Elaine. Speaking of Gender. New York: Routledge, 1989.

Smith, Lillian. Killers of the Dream. 1949. New York: Norton, 1994.

Spivak, Gayatri. “Subaltern Studies: Deconstructing Historiography.” In Other Worlds: Essays in Cultural Politics. New York: Methuen, 1987. 197-221.

Talbot, Margaret. “Getting Credit for Being White.” New York Times Magazine, 30 Nov 1997: 116-19.

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

Thompson, Becky and Sangeeta Tyagi, eds. Names We Call Home: Autobiography on Racial Identity. New York: Routledge, 1996.

Thompson, Becky. “Time Traveling and Border Crossing: Reflections on White Identity.” Thompson and Tyagi 93-110.

Vitanza, Victor. Negation, Subjectivity, and the History of Rhetoric. Albany: State U of New York P, 1997.

Watson, Julia. “Unruly Bodies: Autoethnography and Authorization in Nafissatou Dallo’s De Tilene au Plauteau (A Dakar Childhood).” Research in African Literatures 28 (1997): 34-56.

Weber, Rachel. “Dehumanization Suffered Yesterday and Today.” Unpublished essay, Marquette U, 1997.

—. Email, 5 Nov 1997.

Williams, David Cratis. “Under the Sign of (An)Nihilation.”The Legacy of Kenneth Burke. Ed. Herbert Simons. Madison: U of Wisconsin P, 1989. 196-223.

Lu, Min-Zhan. “Redefining the Literate Self: The Politics of Critical Affirmation.” CCC 51.2 (1999): 172-194.

Abstract:

In writing this paper, I have maintained that the actual act of writing is an important means for reflecting and revising the paradox of one’s privileges. It helps to put one’s self: especially one’s private and day to day thoughts, feelings, and bodily reactions: on the line for personal and public scrutiny. It can initiate exchanges in which colleagues: bystanders and persons in action: could become coinvestigators of not only the problems needing to be posed but also how to go about addressing them. I have emphasized my sense that in spite of the rich insights emerging in the field on how to help our students practice fluency in critical affirmation, we cannot fully benefit from such insights in our teaching if we don’t also use these insights to rework the self in our own “scholarly” activities

Keywords:

ccc51.2 CWest RMiller Experience Oppression JRoyster Writing Racism Self Others Class Voice Privilege Culture Power Literacy

Works Cited

Aegerter, Lindsay Pentolfe. “Michelle Cliff and the Paradox of Privilege.” College English 59 (1997): 898-915.

Anzaldúa, Gloria, ed. Making Face, Making Soul: Haciendo Caras. San Francisco: aunt lute, 1990.

Allen, Paula Gunn. “Some Like Indians Endure.” Anzaldúa 298-301.

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

Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste. Trans. Richard Nice. Cambridge, MA: Harvard UP, 1984.

Chan, Sucheng. “You’re Short, Besides!” Anzaldúa 62-68.

Chiang, Pamela, Milyoung Cho, Elaine H. Kim, Meizhu Lui, and Helen Zia. “On Asian America, Feminism, and Agenda-Making: A Roundtable Discussion.” Shah 57-70.

Elliott, Mary. “Coming Out in the Classroom.” College English 58 (1996): 693-708.

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

Kim, Elaine H. “Home is Where the Han Is: A Korean-American Perspective on the Los Angeles Upheavals.” Reading Culture. 2nd ed. Ed. Diane George and John Trimbur. New York: HarperCollins, 1995. 519-34.

Levin, Richard. “Silence Is Consent, or Curse Ye Meroz!” College English 59 (1997): 171-90.

Lunsford, Andrea A. “Toward a Mestiza Rhetoric: Gloria Anzaldúa on Composition and Postcoloniality.” JAC 18 (1998): 1-27.

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

—. Response. College English 59 (1997): 221-24.

Parker, Pat. “For the white person who wants to know how to be my friend.” Anzaldúa 297.

Royster, Jacqueline Jones. “When the First Voice You Hear is Not Your Own.” CCC 47 (1996): 29-40.

Sedgwick, Eve Kosofsky. “Axiomatic.” The Cultural Studies Reader. Ed. Simon During. New York: Routledge,1993. 243-68.

Shah, Sonia, ed. Dragon Ladies: Asian American Feminists Breathe Fire. Boston: South End, 1997.

Sze, Julie. “Expanding Environmental Justice: Asian American Feminists’ Contribution.” Shah 90-99.

Waugh, Patricia. “Stalemates?: Feminists, Postmodernists and Unfinished Issues in Modern Aesthetics.” Modern Literary Theory: A Reader. Ed. Philip Rice and Patricia Waugh. London: Arnold, 1996. 322-48.

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

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Bizzaro, Patrick. “What I Learned in Grad School, or Literacy Training and the Theorizing of Composition. CCC 50.4 (1999): 722-742.

Abstract:

Bizzaro studies seven well-known composition theorists whose wide-ranging work in composition studies is representative of particular moments in the development of the field of composition during the three decades between the 1940s and late 1970s. The essay endeavors “to show […] that theorizing in composition inevitably carries, and continues to carry, the indelible imprint of literary analysis” (725). The conclusion suggests future research toward defining the discipline.

Keywords:

ccc50.4 Composition Writing Dissertation Studies Literature Training Literacy Profession Rhetoric Theory

Works Cited

Bartholomae, David. “The Early Novels of Thomas Hardy.” Diss. Rutgers U, 1975.

—. “Inventing the University.” When a Writer Can’t Write: Studies in Writer’s Block and Other Composing-Process Problems. Ed. Mike Rose. New York: Guilford, 1985. 134-165.

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

—. “Writing with Teachers.” CCC 46 (1995): 62-71.

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

Bishop, Wendy. “If Winston Weathers Would Just Write to Me on E-Mail.” CCC 46 (February 1995): 97-103.

Ede, Lisa. “Audience: An Introduction to Research.” CCC 35 (May 1984): 140-154.

—. “The Nonsense Literature of Edward Lear and Lewis Carroll.” Diss. Ohio State U, 1975.

Ede, Lisa, and Andrea Lunsford. “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy.” CCC 35 (1984): 155-171.

Elbow, Peter. ” Being a Writer vs. Being an Academic: A Conflict in Goals .” CCC 46 (February 1995): 72-83.

—. “Complex Irony in Chaucer.” Diss. Brandeis U, 1969.

—. “Embracing Contraries in the Teaching Process.” College English 45 (April 1983): 327-339.

—. “Illiteracy at Oxford and Harvard: Reflections on the Inability to Write.” Mc- Cracken et al. 91-114.

—. Oppositions in Chaucer. Middletown: Wesleyan UP, 1973

—. What Is English?. NY: MLA, 1990.

—. Writing Without Teachers. NY: Oxford UP, 1973.

Flower, Linda. “Fantasy Perception and the Myth of Innocence in Dickens.” Diss. Rutgers U, 1973.

—. Problem-Solving Strategies for Writing NY: Harcourt, 1981.

—. Reading-to-Write: Exploring a Cognitive and Social Process. NY: Oxford UP, 1990.

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

Fulwiler, Toby. “How Well Does Writing Across the Curriculum Work?” College English 46 (1984): 113-25.

—. “Portraits of Failure: A Study in American Autobiography.” Diss. U of Wisconsin, 1973.

Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCC 36 (October 1985): 272-282.

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

Irmscher, William F. “The Conventional Aspects of John Donne as a Love Poet.” Diss. Indiana U, 1950.

—. ” Finding a Comfortable Identity .” CCC 38 (1987): 81-87.

Lindemann, Erika. A Rhetoric for Writing Teachers. New York: Oxford UP, 1982.

—. “English Composition: No Place for Literature.” College English 55 (1993): 311-16.

—. “Three Views of English 101.” College English 57 (1995): 287-302.

—. “Translation Techniques in William Langland’s Piers Plowman.” Diss. U of North Carolina, 1972.

McCracken, H. Thomas, Richard Larson, with Judith Entes, eds. Teaching College English and English Education: Reflective Stories. Urbana: NCTE, 1998.

Ray, Ruth E. The Practice of Theory: Teacher Research in Composition. Urbana: NCTE, 1993.

Schilb, John. “A Tale of Two Conferences.” Between the Lines: Relating Composition Theory and Literary Theory. Portsmouth: Boynton, 1996. 17-37.

“Symposium: Literature in the Composition Classroom.” College English 57 (1995): 265-318.

Tate, Gary. “A Place for Literature in Freshman Composition” College English 55 (1993): 317-21.

Tompkins, Jane. “Facing Yourself.” Mc- Cracken et al. 3-9.

Young, Art. Shelley and Nonviolence. Paris: Mouton, 1975.

—. “Surprising Myself as a Teacher in Houghton, America.” McCracken et al. 10-20.

Matsuda, Paul Kei. “Composition Studies and ESL Writing: A Disciplinary Division of Labor.” CCC 50.4 (1999): 699-721.

Abstract:

Matsuda raises the question of why research on ESL writing issues in composition literature is disproportionately small for the rapidly growing number of ESL students attending first-year composition courses. He examines the historical context for the intellectual division between composition studies and TESL. He points particularly to 1941-1966, when TESL was professionalizing, overlapping disciplinary development of composition.

Keywords:

ccc50.4 ESL Language Students Composition Writing English Teaching Specialists Programs Linguistics University

Works Cited

Alatis, James E., with Carol LeClair. “Building an Association: TESOL’s First Quarter Century.” State of the Art TESOL Essays: Celebrating 25 Years of the Discipline. Ed. Sandra Silberstein. Alexandria: TESOL, 1993. 382-413.

Allen, Harold B. “English as a Second Language.” Current Trends in Linguistics: Linguistics in North America. Vol. 10. Ed. Thomas A. Sebeok. The Hague: Mouton, 1973. 295-320.

—. “The Pros Have It.” TESOL Quarterly 2 (1968): 113-20.

—. A Survey of the Teaching of English to Non-English Speakers in the United States. Champaign: NCTE, 1966.

—. “TESOL and the Journal.” TESOL Quarterly 1 (1967): 3-6.

Atkinson, Dwight. “A Critical Approach to Critical Thinking in TESOL.” TESOL Quarterly 31 (1997): 71-94.

Atkinson, Dwight, and Vai Ramanathan. “Cultures of Writing: An Ethnographic Comparison of L1 and L2 University Writing/Language Programs.” TESOL Quarterly 29 (1995): 539-68.

Belcher, Diane, and George Braine, eds. Academic Writing in a Second Language: Essays on Research and Pedagogy. Norwood: Ablex, 1995.

Bloomfield, Leonard. “Why a Linguistic Society?” Language 1 (1925): 1-5.

Braine, George. “ESL Students in First-Year Writing Courses: ESL Versus Mainstream Classes.” Journal of Second Language Writing 5 (1996): 91-107.

—. “Starting ESL Classes in Freshman Writing Programs.” TESOL Journal 3.4 (1994): 22-25.

Brown, Steven. “ESL Textbooks and Teaching in the Progressive Era.” The Mid-Atlantic Almanac 6 (1997): 81-94.

Burke, Virginia M. “Secretary’s Report No. 56.” CCC 18 (1967): 204-7.

—. “Secretary’s Report No. 58.” CCC 19 (1968): 263-65.

—. “Secretary’s Report No. 59.” CCC 20 (1969): 266-68.

Campbell, Cherry. Teaching Second-Language Writing: Interacting with Text. Boston: Heinle, 1998.

Carson, Joan G., and Ilona Leki, eds. Reading in the Composition Classroom: Second Language Perspectives. Boston: Heinle 1992.

Colton, Joel. “The Role of the Department in the Groves of Academe.” The Academic’s Handbook. 2nd ed. Ed. A. Leigh DeNeef and Craufurd D. Goodwin. Durham: Duke UP, 1995. 315-33.

Connor, Ulla. Contrastive Rhetoric: Cross- Cultural Aspects of Second Language Writing. New York: Cambridge UP, 1996.

Connor, Ulla, and Ann M. Johns, eds. Coherence in Writing: Research and Pedagogical Perspectives. Alexandria: TESOL, 1990.

Connor, Ulla, and Robert B. Kaplan, eds. Writing Across Languages: Analysis of L2 Text. Reading: Addison, 1987.

Davis, Todd M., ed. Open Doors 1996-97: Report on International Educational Exchange. New York: Institute of International Education, 1997.

Editorial. Language Learning 17.1/2 (1967): 1-2.

“ESL Programs: Composition and Literature.” CCC 16 (1965): 203.

Ferris, Dana, and John Hedgcock. Teaching ESL Composition: Purpose, Process, and Practice. Mahwah: Erlbaum, 1998.

“The Foreign Student in the Freshman Course.” CCC 6 (1955): 138-40.

“The Foreign Student in the Freshman Course.” CCC 7 (1956): 122-24.

Fox, Helen. Listening to the World: Cultural Issues in Academic Writing. Urbana: NCTE, 1994.

“The Freshman Whose Native Language is Not English.” CCC 12 (1961): 155-57.

Fries, Charles C. “As We See It.” Language Learning 1.1 (1948): 12-16.

—. Teaching and Learning English as a Foreign Language. Ann Arbor: U of Michigan P, 1945.

Gibian, George. “College English for Foreign Students.” College English 13 (1951): 157-60.

Hamp-Lyons, Liz, ed. Assessing Second Language Writing in Academic Contexts. Norwood: Ablex, 1991.

Hettich, David W. “Secretary’s Report No. 57.” CCC 19 (1968): 261-63.

Hook, J. N. A Long Way Together: A Personal View of NCTE’s First Sixty-Seven Years. Urbana: NCTE, 1979.

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

Howatt, A. P. R. A History of English Language Teaching. New York: Oxford UP, 1984.

Institute of International Education. Handbook on International Study: For Foreign Nationals. New York: Institute of International Education, 1961.

Ives, Sumner. “Help for the Foreign Student.” CCC 4 (1953): 141-44.

Johns, Ann M. Text, Role, and Context: Developing Academic Literacies. New York: Cambridge UP, 1997.

—. “Too Much on Our Plates: A Response to Terry Santos’ ‘Ideology in Composition: L1 and ESL.'” Journal of Second Language Writing 2 (1993): 83-88.

Kaplan, Robert B. “Cultural Thought Patterns in Inter-cultural Education.” Language Learning 16 (1966): 1-20.

—. “TESOL and Applied Linguistics in North America.” State of the Art TESOL Essays: Celebrating 25 Years of the Discipline. Ed. Sandra Silberstein. Alexandria: TESOL, 1993. 373-81.

Kroll, Barbara. “The Rhetoric/Syntax Split: Designing a Curriculum for ESL Students.” Journal of Basic Writing 9.1 (1990): 40-55.

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

—. “Teaching Writing IS Teaching Reading: Training the New Teachers of ESL Composition.” Reading in the Composition Classroom: Second Language Perspectives. Ed. Joan G. Carson and Ilona Leki. Boston: Heinle, 1992. 61-81.

Lado, Robert. “New Perspectives in Language Learning.” Editorial. Language Learning 10.1/2 (1960): v-viii.

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

Li, Xiao-Ming. “Good Writing” in Cross-Cultural Context. Albany: State U of New York P, 1996.

Marquardt, William F. “Composition and the Course in English for Foreign Students.” CCC 7 (1956): 29-33.

McKay, Sandra Lee. Agendas for Second Language Literacy. New York: Cambridge UP, 1993.

Moulton, William G. “Linguistics and Language Teaching in the United States 1940- 1960.” Trends in European and American Linguistics 1930-1960. Ed. Christine Mohrmann, Alf Sommerfelt, and Joshua Whatmough. Utrecht: Spectrum, 1961. 82-109.

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

Prior, Paul. “Contextualizing Writing and Response in a Graduate Seminar.” Written Communication 8 (1991): 267-310.

Purves, Alan C., ed. Writing Across Languages and Cultures: Issues in Contrastive Rhetoric. Thousand Oaks: Sage, 1988.

Raimes, Ann. “What Unskilled ESL Students Do As They Write: A Classroom Study of Composing.” TESOL Quarterly 19 (1985): 229-58.

Ramanathan, Vai and Robert B. Kaplan. “Some Problematic ‘Channels’ in the Teaching of Critical Thinking in Current L1 Composition Textbooks: Implications for L2 Student-Writers.” Issues in Applied Linguistics 7.2 (1996): 225-49.

Ransdell, D. R. “Important Events: Second Language Students in the Composition Classroom.” Teaching English in the Two- Year College 21 (1994): 217-22.

Reichelt, Melinda, and Tony Silva. “Cross- Cultural Composition.” TESOL Journal 5.2 (1995-1996): 16-19.

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

Rodby, Judith. Appropriating Literacy: Writing and Reading in English as a Second Language. Portsmouth: Boynton, 1992.

Rogers, Gretchen L. “Freshman English for Foreigners.” School and Society 61 (1945): 394-96.

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

Roy, Alice M. “ESL Concerns for Writing Program Administrators: Problems and Policies.” Writing Program Administration 11.3 (1988): 17-28.

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

Santos, Terry. “Response to Ann Johns.” Journal of Second Language Writing 2 (1993): 89-90.

Severino, Carol, Juan C. Guerra, and Johnnella E. Butler, eds. Writing in Multicultural Settings. New York: MLA, 1997.

Schueler, Herbert. “English for Foreign Students.” Journal of Higher Education 20.6 (1949): 309-16.

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

Silva, Tony. “An Examination of Writing Program Administrator’s Options for the Placement of ESL Students in First Year Writing Classes.” Writing Program Administration 18.1/2 (1994): 37-43.

—. “Differences in ESL and Native-English- Speaker Writing: The Research and Its Implications.” Writing in Multicultural Settings. Ed. Carol Severino, Juan C. Guerra, and Johnnella E. Butler. New York: MLA, 1997. 209-19.

Silva, Tony, Ilona Leki, and Joan Carson. “Broadening the Perspective of Mainstream Composition Studies: Some Thoughts from the Disciplinary Margins.” Written Communication 14 (1997): 398-428.

Singh, Frances. “Teaching English to Adult Speakers of Other Languages: 1910- 1920.” College ESL 2.1 (1992): 44-53.

Slager, William. “The Foreign Student and the Immigrant: Their Different Problems as Students of English.” Language Learning 6.3/4 (1956): 24-29.

Spack, Ruth. “The Acquisition of Academic Literacy in a Second Language: A Longitudinal Case Study.” Written Communication 14 (1997): 3-62.

—. America’s “Second Tongue”: The Ownership of English and American Indian Education, 1860s-1900. Diss. Lesley College, 1998.

Sternglass, Marilyn S. The Presences of Thought: Introspective Accounts of Reading and Writing. Norwood: Ablex, 1988.

“Studies in English as a Second Language.” CCC 7 (1956): 163-65.

Sullivan, Paul R. “English as a Second Language: Potential Applications to Teaching the Freshman Course.” CCC 8 (1957): 10-12.

Tannacito, Dan J. A Guide to Writing in English as a Second or Foreign Language: An Annotated Bibliography of Research and Pedagogy. Alexandria: TESOL, 1995.

“Teaching English as a Second Language.” CCC 17 (1966): 198-99.

Vald�s, Guadalupe. “Bilingual Minorities and Language Issues in Writing: Toward Professionwide Response to a New Challenge.” Written Communication 9 (1992): 85-136.

Williams, Jessica. “ESL Composition Program Administration in the United States. Journal of Second Language Writing 4 (1995): 157-79.

Zamel, Vivian. ” Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum .” CCC 46 (1995): 506-21.

—. “Teaching Composition in the ESL Classroom: What We Can Learn from Research in the Teaching of English.” TESOL Quarterly 10 (1976): 67-76.

—. “Recent Research on Writing Pedagogy.” TESOL Quarterly 21 (1987): 697-715.

Zamel, Vivian, and Ruth Spack, eds. Negotiating Academic Literacies: Readings on Teaching and Learning Across Cultures. Mahwah: Erlbaum, 1998.

George, Diana and John Trimbur. “The ‘Communication Battle,’ or Whatever Happened to the 4th C?” CCC 50.4 (1999): 682-698.

Abstract:

George and Trimbur write a retrospective of the relationship between composition and communication from 1949 to the early 1960s. They historicize the failed liaison between the NSSC and CCCC, caused in part by “leading forces in CCCC actively reject[ing] the ‘communications approach’ as inimical to what they believed to be the work of CCCC and of the first-year course” (686), and by “deep-seated ambivalence […] toward the means of mass communication” (686), evident prior to 1949.

Keywords:

ccc50.4 Composition Communication CCCC Course Writing KMacrorie Teachers English CCC Organization MassMedia Culture

Works Cited

Bailey, Dudley, et al. “Report of the Committee on Future Directions.” CCC 11 (1960): 3-7.

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

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

—. Rhetorics, Poetics, and Cultures: Refiguring College English Studies. Urbana: NCTE, 1996.

Bird, Nancy K. “The Conference on College Composition and Communication: A Historical Study of Its Continuing Education and Professionalization Activities, 1947- 1975.” Diss. Virginia Polytechnic Institute, 1977.

Bowman, Francis. “The Chairman Retires.” CCC 13 (1962): 55-56.

Corbett, Edward P. J. Statement of Editorial Policy. CCC 25 (1974): 2.

Couchman, Gordon W. “Organization and Administration of the Freshman Communications Course.” CCC 3 (1952): 9-11.

Dean, Howard H. “The Communication Course: A Ten-Year Perspective.” CCC 10 (1959): 80-85.

Fisher, B. E. “Problems of Motivation in Junior College Communication Courses.” CCC 4 (1953):43-45.

Goggin, Maureen Daly. “Composing a Discipline: The Role of Scholarly Journals in the Disciplinary Emergence of Rhetoric and Composition Since 1950.” Rhetoric Review 15 (1997): 322-48.

Gorrell, Robert M. “Philosophy and Structure.” CCC 12 (1961): 14-15.

Grewe, Eugene F. “A Counter-Proposal Affecting the Future Direction of the CCCC.” CCC 12 (1961): 18-22.

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

Irmscher, William. Statement of Editorial Policy. CCC 12 (1961): inside front cover.

Johnson, Falk S. “What Future for CCCC?” CCC 12 (1961): 13-14.

—. “Secretary’s Report No. 26.” CCC 10 (1959): 128-29.

—. “Secretary’s Report No. 28.” CCC 11 (1960): 61-63.

Kitzhaber, Albert R. “4C, Freshman English, and the Future.” CCC 9 (1963): 129-38.

Leavis, F. R., and Denys Thompson. Culture and Environment. London: Chatto, 1933.

Limpus, Robert. “The Freshman Program at Western Michigan.” CCC 5 (1954): 3-8.

Macrorie, Ken. “Miscellany.” CCC 13 (1962): 57-61.

—. “World’s Best Directions Writer.” College English 13 (1952): 275-79.

—. “Writing’s Dying.” CCC 11.4 (1960): 206-10.

Miller, Susan. “Technologies of Self-Formation.” JAC 17 (1997): 497-500.

“The N.S.S.C. and the C.C.C.C.” CCC 2.2 (1951): 13-15.

Paine, Charles. “The Composition Course and Public Discourse.” Rhetoric Review 15 (1997): 282-98.

Radner, Sanford. “The Communication Concepts of Harold Innis.” CCC 10 (1959): 77-80.

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

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

Stout, George. “The Function of Freshman Composition in General Education.” CCC 4 (1954): 95-96.

Strandness, Theodore B. “Perspective and Personnel in Communication Courses.” CCC 7 (1956): 8-12.

Varnum, Robin. Fencing With Words. A History of Writing Instruction at Amherst College During the Era of Theodore Baird, 1938-1966. Urbana: NCTE, 1996.

Wilson, Gordon. “CCCC in Retrospect.” CCC 18 (1967): 127-33.

Wykoff, George. “Secretary’s Report.” CCC 1 (1950): 19-21.

Heyda, John. “Fighting Over Freshman English: CCCC’s Early Years and the Turf Wars of the 1950s.” CCC 50.4 (1999): 663-681.

Abstract:

Dipping back into the 1930s and 1940s, Heyda makes the case that the rise of communication studies in the 1950s, and composition’s initial alignment with those studies, created the opportunity for composition might have become an independent academic field at that point. But due to “turf wars” with communications, composition broke the alliance and “won” the first-year course, doing so with English Studies backing, which further entrenching composition within English departments.

Keywords:

ccc50.4 Composition FYC Communication Teaching Courses College Writing Journal CCC CCCC Organization TurfWars

Works Cited

Bailey, Dudley. “The Obvious Content of Freshman English.” CCC 9 (1958): 231-35. Barnard, Ellsworth. “On Teaching Teachers.” CCC 6 (1955): 25-28.

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

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

Connors, Robert J. “The Abolition Debate in Composition: A Short History.” In Composition in the Twenty-First Century: Crisis and Change. Eds. Lynn Z. Bloom, Donald A. Daiker, and Edward M. White. Carbondale: Southern Illinois UP, 1996.

Crowley, Sharon. “A Personal Essay on Freshman English.” Pre/Text 12 (1991): 156-76.

Dunn, Thomas F. “The Principles and Practice of the Communication Course.” CCC 6 (1955): 31-38.

Estrich, Robert M. “And Now the Tailor: Trimming Ideals to Fit the Situation.” CCC 6 (1955): 85-88.

Fisher, John A. “The Problem of Freshman English: What Are Its Dimensions?” CCC 6 (1955): 75-78.

Hart, John A., Robert C. Slack, and Neal Woodruff. “Literature in the Composition Course.” CCC 9 (1958): 236-41.

Koller, Kathrine. “Broadening the Horizon: Cultural Values in Freshman English.” CCC 6 (1955): 82-85.

Malmstrom, Jean. “The Communications Course.” CCC 7 (1956): 21-24.

Miles, Josephine. “The Freshman at Composition.” CCC 2 (1951): 7-9

Needham, Arnold E. “The Need for the ‘Permissive’ in Basic Communications.” CCC 1 (1950): 12-18.

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

Oliver, Kenneth. “The One-legged, Wingless Bird of Freshman English.” CCC 1 (1950): 3-6.

Rogers, Joseph A. “A Battle Plan for Freshman English.” CCC 10 (1959): 107-11.

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

Tuttle, Robert E. “Composition and Communication: Two Approaches.” CCC 6 (1955): 163-64.

Villanueva, Victor. “On the Rhetoric and Precedents of Racism.” CCC 50.4 (1999): 645-661.

Abstract:

Weaving anecdote, poetry, and personal narrative into academic dialectic argumentation, Villanueva suggests the profession can improve on its multiculturalism by breaking with European colonial discourse we have revered. He calls for “breaking precedent” by getting to know and teaching “the concepts that come of members of the interior colonies like Puerto Rico and the American Indian nations, [..] the formerly colonized as in America’s people of color, and the neocolonies of Latin America” (659).

Keywords:

ccc50.4 Color Racism People America Latino Ethnicity FFanon Students Discourse Rhetoric Culture Multiculturalism

Works Cited

Cruz, Victor Hernández, “Anonymous.” Puerto Rican Writers At Home in the USA: An Anthology. Faythe Turner, Ed., Seattle: Open Hand P, 1991. 119.

Davis, Mike. “The Political Economy of Late Imperial America.” New Left Review 143 (1984): 6-38.

De Groat, Jennie. Personal Communication, 21 Nov. 1998.

Department of Health and Human Services. Hispanic Customer Service Demographics, http://www./hhs/gov/heo/hisp.html, 4 October 98.

Dunn, Cataya, Azfar Hussan, Abraham Tarango, Sumatay Sivamohan. “Black Masks, White Masks” The Daily Evergreen, 23 April 1998, 6.

Dussel, Enrique. The Invention of the Americas: Eclipse of “the Other” and the Myth of Modernity. Trans. Michael D. Barber. New York: Continuum, 1995.

Emecheta, Buchi. Double Yoke. New York: Braziller, 1982.

Esteves, Sandra María. “From Fanon.” Turner 186-87.

—. “Here.” Turner 181.

Estrada, Leonardo F., F. Chris Garcia, Reynaldo Flores Macias, and Lionel Maldonado.

“Chicanos in the United States: A History of Exploitation and Resistance.” Daedalus 2 (1981): 103-31.

Fanon, Frantz. Black Skin, White Masks. Trans. by Charles Lam Markmann. New York: Grove, 1967.

Gates, Henry Louis, Jr. “On the Rhetoric of Racism in the Profession.” Literature, Language, and Politics. Ed. Betty Jean Craige. Athens: U of Georgia P, 1988. 20-26.

Glazer, Nathaniel and Daniel P. Moynihan. Beyond the Melting Pot: The Negroes, Puerto Ricans, Jews, Italians, and Irish of New York City. Cambridge: MIT P, 1970.

Grosfoguel, Ramón, Frances Negrón- Muntaner, and Chlo� S. Georas. “Beyond Nationalist and Colonialist Discourses: The Jaiba Politics of the Puerto-Rican Ethno- Nation,” Puerto Rican Jam: Rethinking Colonialism and Nationalism. Grosfoguel et al., eds. Minneapolis: U of Minnesota P, 1997. 1-36.

Martínez, Elizabeth. De Colores Means All of Us: Latina Views for a Multi-Colored Century. Cambridge: South End, 1998.

Omi, Michael and Howard Winant. Racial Formation in the United States: From the 1960s to the 1990s. New York: Routledge, 1994.

Prendergast, Catherine. ” Race: The Absent Presence in Composition Studies .” CCC 50 (1998): 35-53.

President’s Advisory Commission on Educational Excellence for Hispanic Americans. Our Nation on the Fault Line: Hispanic American Education. Washington, DC: USIA, September 1996.

Rex, John. Race, Colonialism and the City. London: Routledge, 1973.

San Juan, E. Racial Formations/Critical Transformations: Articulations of Power in Ethnic and Racial Studies in the United States. Atlantic Highlands: Humanities P, 1992.

Schoultz, Lars. Beneath the United States: A History of U.S. Policy Toward Latin America. Cambridge: Harvard UP, 1998.

Takaki, Ronald. A Different Mirror: A History of Multicultural America. Boston: Little, 1993.

—. “Reflections on Racial Patterns in America.” From Different Shores. Ed. Ronald Takaki. New York: Oxford UP, 1987.

Turner, Faythe, ed. Puerto Rican Writers At Home in the USA: An Anthology . Seattle: Open Hand P, 1991.

U.S. Department of Education, National Center for Educational Statistics, Integrated Postsecondary Education Data System. “Completions Survey.” Washington: US. Department of Education. April 1997.

Veltman, Calvin. “Anglicization in the United States: Language Environment and Language Practice of American Adolescents.” International Journal of Social Languages 44 (1983): 99-114.

Gilyard, Keith. “African American Contributions to Composition Studies.” CCC 50.4 (1999): 626-644.

Abstract:

Gilyard draws out connections between African American intellectual and rhetorical traditions to emphasize the importance of these traditions as highly influencial contributions to composition studies. He traces “a line of thought from early rhetors and scholars [of the early 1800s] to contemporary researchers, thinkers and practioners that both emphasizes critical pedagogy and values Black culture […and] vernacular” (626).

Keywords:

ccc50.4 Black Students Language Composition College Writing AfricanAmerican WEBDuBois FDouglass Field Education

Works Cited

Anderson, Edward. “Using Folk Literature in Teaching Composition.” Brooks 219-25.

Aptheker, Herbert, ed. The Education of Black People: Ten Critiques, 1906-1960 by W. E. B. Du Bois. New York: Monthly Review P, 1973.

—. “Introduction.” Aptheker vii-xii.

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

Bingham, Caleb. The Columbian Orator: Containing a Variety of Original and Selected Pieces; Together with Rules Calculated to Improve Youth and Others in the Ornamental and Useful Art of Eloquence. 1797.

“Black Nonsense.” Editorial. Crisis 78 (1971): 78.

Brasch, Ila, and Walter Brasch, eds. A Comprehensive Annotated Bibliography of American Black English. Baton Rouge: Louisiana State UP, 1974.

Braxton, Joanne M. “Introduction: The Poetry of Paul Laurence Dunbar.” The Collected Poetry of Paul Laurence Dunbar. Ed. Joanne Braxton. Charlottesville: UP of Virginia, 1993.

Brooks, Charlotte, ed. Tapping Potential: English and Language Arts for the Black Learner. Urbana: NCTE, 1985.

Brown, Hallie Quinn. Bits and Odds: A Choice Selection of Recitations. (1880).

—. Elocution and Physical Culture: Training for Students, Teachers, Readers, Public Speakers. Wilberforce: Homewood Cottage, 1910.

—. “First Lessons in Public Speaking.” McFarlin 156-72.

—. “Not Gifts But Opportunity.” McFarlin 173-81.

Brown, Jessie. “Advanced Composition.” CLA Journal 12 (1968): 26-31.

Buncombe, Marie. “CLA’S Second Half-Century: Language and Literature in the Black Diaspora.” CLA Journal 32 (1988): 1-9.

Burling, Robbins. English in Black and White. New York: Holt, 1973.

Butler, Melvin. “The Implications of Black Dialect for Teaching English in Predominantly Black Colleges.” CLA Journal 15 (1971): 235-39.

Campbell, Kermit. “‘Real Niggaz’s Don’t Die’: African American Students Speaking Themselves into Their Writing.” Severino et al. 67-78.

Carson, Clayborne. “Martin Luther King, Jr.: The Morehouse Years.” The Journal of Blacks in Higher Education (Spring 1997): 121-25.

Coleman, Charles. ” Our Students Write With Accents: Oral Paradigms for ESD Students .” CCC 48 (1997): 486-500.

CCCC. Students Right to Their Own Language. Special Issue. CCC 25 (1974): 1-32.

Curl, Thelma. “Back to the Basics (Or Babylon Revisited).” CLA Journal 22 (1978): 1-5.

Davis, Marianna White. History of the Black Caucus of the National Council of Teachers of English. Urbana: The NCTE/CCCC Black Caucus, 1994.

Davis, Vivian. “Teachers as Editors: The Student Conference.” Brooks 187-99.

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

—. “Skills and Other Dilemmas of a Progressive Black Educator.” Harvard Educational Review 56 (1986): 379-85.

Dillard, J. L. Black English: Its History and Usage in the United States. New York: Random House, 1972.

Dobrin, Sidney. “Race and the Public Intellectual: A Conversation with Michael Eric Dyson.” JAC 17 (1997): 143-81.

Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. (1845).

Du Bois, W. E. B. “Education and Work.” Aptheker 61-82.

—. “The Future and Function of the Private Negro College.” Aptheker 139-48.

—. “The Hampton Idea.” Aptheker 5-15.

Epps, Janis. “Killing Them Softly: Why Willie Can’t Write.” Brooks 154-58.

Evans, Henry. “An Afrocentric Multicultural Writing Project.” Severino et al. 273-86.

Fowler, Carolyn. The College Language Association: A Social History. Ann Arbor: UMI, 1988.

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

Gilyard, Keith, June Bobb, and Joyce Harte. “Caribbean Literature as Catalyst in the Composition Classroom.” Voices in English Classrooms: Honoring Diversity and Change. Ed. Lenora Cook and Helen Lodge. Urbana: NCTE, 1996. 212-18.

Greene, Brenda. “Autobiography as a Liberating Force in the Basic Writing Classroom.” Voices in English Classrooms: Honoring Diversity and Change. Ed. Lenora Cook and Helen Lodge. Urbana: NCTE, 1996. 77-84.

Howard-Pitney, David. The Afro-American Jeremiad: Appeals for Justice in America. Philadelphia: Temple UP, 1990.

Kates, Susan. “The Embodied Rhetoric of Hallie Quinn Brown.” College English 59 (1997): 59-71.

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

Kemp, Lorena. “Linguistics and Grammatical Rules.” CLA Journal 7 (1964): 263-68.

Language Curriculum Research Group. “Letter to the Editor.” Crisis 78 (1971): 174.

Lee, Carol. Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. Urbana: NCTE, 1993.

McFarlin, Annjenette Sophie. “Hallie Quinn Brown: Black Woman Elocutionist.” Diss. Washington State U, 1975.

Miller, Keith D. Voice of Deliverance: The Language of Martin Luther King, Jr. and Its Sources. New York: Free P, 1992.

Morgan, Raleigh, Jr. “Factors in Speech Variation and Change.” CLA Journal 8 (1964): 13-20.

Moss, Beverly. “Theory, Theories, Politics, and Journeys.” Writing Theory and Critical Theory. Ed. John Clifford and John Schilb. New York: MLA, 1994. 341-47.

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

Parler, Nettie. “Significant Steps in Successful Language Teaching: The Communications Approach.” CLA Journal 2 (1958): 42-50.

Ramsey, Paul. “Teaching the Teachers to Teach Black-Dialect Writers.” Brooks 176-81.

Redd, Teresa, and Victoria Massey. “How E-Mail Affects African American Student Writers.” JAC 17 (1997): 245-66.

Royster, Jacqueline. “A New Lease on Writing.” Brooks 159-67.

Severino, Carol, et al. Writing in Multicultural Settings. New York: MLA, 1997.

Smitherman, Geneva. Black Language and Culture: Sounds of Soul. New York: Harper, 1975.

—. “‘The Blacker the Berry, the Sweeter the Juice’: African American Student Writers.” The Need for Story: Cultural Diversity in Classroom and Community. Ed. Anne Haas Dyson and Celia Genishi. Urbana: NCTE, 1994. 80-101.

—. Talkin and Testifyin: The Language of Black America. Boston: Houghton, 1977.

Thomas, Lorenzo. “Knowledge Is Power: Frederick Douglass and the Roots of Literacy.” The Teachers & Writers Guide to Frederick Douglass. Ed. Wesley Brown. New York: Teachers & Writers Collaborative, 1996. 1-7.

Troutman, Denise. “Whose Voice Is It Anyway? Marked Features in the Writing of Black English Speakers.” Severino et al. 27-39.

Turner, Darwin T. “CLA and the Language Teacher.” CLA Journal 9 (1965): 1-11.

Turner, Lorenzo. Africanisms in the Gullah Dialect. Ann Arbor: U of Michigan P, 1949.

Walker, David. David Walker’s Appeal to the Coloured Citizens of the World, but in Particular, and Very Expressly, to Those of the United States of America. 1829.

Williamson, Juanita. “A Look at Black English.” The Crisis 78 (1971): 169-73, 185.

—. “Selected Features of Speech: Black and White.” CLA Journal 13 (1970): 420-33.

—. “What Can We Do About It?: The Contribution of Linguistics to the Teaching of English.” CLA Journal 1 (1957): 23-27.

Woodson, Carter G. The Miseducation of the Negro. Washington, DC: Associated Publishers, 1933.

Taylor, Marcy and Jennifer L. Holberg. “‘Tales of Neglect and Sadism’: Disciplinarity and the Figuring of the Graduate Student in Composition.” CCC 50.4 (1999): 607-625.

Abstract:

Taylor and Holberg use historical narratives of TAs in composition and literature graduate programs of the last fifty years to contradict the progress narratives of professionalization encompassing the same time frame. They investigate institutional naming and self-identification of graduate teaching assistant and theorize about TA complicity in reinscribing “[the] trope of the morass of anxiety, apprehension, and angst [as] a distinguishing mark of stories about graduate school” (609).

Keywords:

ccc50.4 GraduateStudents Composition Students Teaching Training Stories Preparation Pedagogy Professionalization Identity Faculty Field

Works Cited

Bailey, Dudley. “The Graduate Assistant and the Freshman English Student.” CCC 5.1 (1954): 37-40.

Bryan, Adolphus J. “The Problem of Freshman English in the University.” CCC 2.2 (1951): 6-8.

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

Donker, Marjorie (recorder). “The Role of TAs in the English Department.” Workshop Report. CCC 22 (1971): 277-78.

Ferruci, Stephen. “Splintered Subjectivities: Assumptions, The Teacher, and Our Professional Work.” English Education 29 (1997): 183-201.

Fiedler, Leslie A. “On Remembering Freshman Comp.” CCC 13 (1962): 1-4.

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

Fullington, James F. “Training for Teaching or Research?” College English 2 (1949): 264. “The Graduate Experience in English: Ten Personal Case Histories.” CCC 15 (1964): 212-52.

Gunner, Jeanne. “The Fate of the Wyoming Resolution: A History of Professional Seduction.” Writing Ourselves into the Story. Ed. Sheryl Fontaine and Susan Hunter. Carbondale: Southern Illinois UP, 1992. 107-22.

Hattenhauer, Darryl, and Mary Ellen Shaw. “The Teaching Assistant as Apprentice.” CCC 33 (1982): 452-54.

Hunting, Robert S. “A Training Course for Teachers of Freshman Composition.” CCC 2 (1951): 3-6.

Kallsen, T. J. “The Graduate Assistant and the Freshman English Student: A Panel Discussion.” CCC 5 (1954): 35-6.

Kameen, Paul. “Studying Professionally: Pedagogical Relationships at the Graduate Level.” College English 57 (1995): 448-60.

Macrorie, Ken. “An Introduction to Ten Case-Histories.” CCC 15 (1964): 209-12.

McCrosson, Doris Ross. “The Graduate Assistant Reviews His Role.” CCC 9 (1958): 71-75.

Miller, Scott L., Brenda Jo Brueggemann, Bennis Blue, and Deneen M. Shepherd. ” Present Perfect and Future Imperfect: Results of a National Survey of Graduate Students in Rhetoric and Composition Programs .” CCC 48 (1997): 392-409.

Pemberton, Michael. “‘Tales Too Terrible To Tell’: Unstated Truths and Underpreparation in Graduate Composition Programs.” Writing Ourselves Into the Story: Unheard Voices from Composition Studies. Ed. Sheryl Fontaine and Susan Hunter. Carbondale: Southern Illinois UP, 1993. 154-73.

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

Rankin, Elizabeth. “In the Spirit of Wyoming: Using Local Action Research to Create a Context for Change.” WPA: Writing Program Administration 16 (1992): 62-70.

Roberts, Charles W. “Freshman English: Retrospect and Prospect.” CCC 18 (1967): 200.

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

Schell, Eileen E. ” Teaching Under Unusual Conditions: Graduate Teaching Assistants and the CCCC’s ‘Progress Report’ .” CCC 43 (1992): 164-67.

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

Slevin, James F. “Depoliticizing and Politicizing Composition Studies.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth: Boynton, 1991. 1-21.

Welch, Nancy. “Resisting the Faith: Conversion, Resistance, and The Training of Teachers.” College English 55 (1993): 387-401.

—. “Telling Tales About Teaching Writing.” College English 59 (1997): 939-45.

Wikelund, Philip R. “‘Masters’ and ‘Slaves’: A Director of Composition Looks at the Graduate Assistant.” CCC 10 (1959): 226-30.

Ritchie, Joy and Kathleen Boardman. “Feminism in Composition: Inclusion, Metonymy, and Disruption.” CCC 50.4 (1999): 585-606.

Abstract:

Ritchie and Boardman’s critical historical survey of the relationship between feminist theory and composition’s disciplinary development offers a reflective understanding of the field through feminist narrative strategies of inclusion, metonymy and distruption. They investigate both published discourse and unpublished ephemera of conversations and experiences of the last four decades or so, encompassing the 1960s through the 1990s, “remind[ing] us that the near-absence of feminism from our publications does not constitute absence from the field” (587).

Keywords:

ccc50.4 Women Composition Feminism Experience Narrative Field Writing Gender Metonymy Inclusion Disruption Difference History

Works Cited

Annas, Pamela J. “Style as Politics: A Feminist Approach to the Teaching of Writing.” College English 47 (1985): 360-71.

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

Bennett, Robert A. “NCTE Presidential Address: The Undiscovered.” English Journal 61 (1972): 351-57.

Berlin, James. Rhetorics, Poetics and Cultures: Refiguring College English Studies. Urbana: NCTE, 1996.

Berthoff, Ann E. ” Rhetoric as Hermeneutic .” CCC 42 (1991): 279-87.

Bishop, Wendy. “Learning Our Own Ways to Situate Composition and Feminist Studies in the English Department.” Journal of Advanced Composition 10 (1990): 339-55.

Bloom, Lynn Z. “Teaching College English as a Woman.” College English 54 (1992): 818-825.

Bloom, Lynn Z., Donald A. Daiker, and Edward M. White, eds. Composition in the Twenty-First Century: Crisis and Change. Carbondale: Southern Illinois UP, 1996.

Bolker, Joan. “Teaching Griselda to Write.” College English 40 (1979): 906-08.

Brady, Laura. “The Reproduction of Othering.” Jarratt and Worsham 21-44.

Bridwell-Bowles, Lillian. “Freedom, Form, Function: Varieties of Academic Discourse.” CCC 46 (1995): 46-61.

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

Clark, Suzanne. “Argument and Composition.” Jarratt and Worsham 94-99.

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

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

Enos, Theresa. Gender Roles and Faculty Lives in Rhetoric and Composition. Carbondale: Southern Illinois UP, 1996.

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

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

Fontaine, Sheryl I., and Susan Hunter, eds. Writing Ourselves into the Story: Unheard Voices from Composition Studies. Carbondale: Southern Illinois UP, 1993. 1-17.

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

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

Hennessy, Rosemary. Materialist Feminism and the Politics of Discourse. Thinking Gender Series. New York: Routledge, 1992.

Hiatt, Mary P. “The Feminine Style: Theory and Fact.” CCC 29 (1978): 222-26.

Hill, Carolyn Ericksen. Writing from the Margins: Power and Pedagogy for Teachers of Composition. New York: Oxford UP, 1990.

Howe, Florence. “A Report on Women and the Profession.” College English 32 (1971): 847-54.

—. “Identity and Expression: A Writing Course for Women.” College English 32 (1971): 863-871.

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

Jarratt, Susan C.,and Lynn Worsham, eds. Feminism and Composition Studies: In Other Words. New York: MLA, 1998.

Judy, Stephen. “The Search for Structures in the Teaching of Composition.” English Journal 59 (1970): 213-218.

Kirsch, Gesa E. Women Writing the Academy: Audience, Authority, and Transformation. Studies in Writing and Rhetoric. Carbondale: Southern Illinois UP, 1992.

Kirsch, Gesa E., and Patricia A. Sullivan, eds. Methods and Methodology in Composition Research. Carbondale: Southern Illinois UP, 1992.

Lakoff, Robin. Language and Woman’s Place. New York: Harper, 1975.

Logan, Shirley W., ed. With Pen and Voice: The Rhetoric of Nineteenth Century African-American Women. Carbondale: Southern Illinois UP, 1995.

Lu, Min-Zhan. “Conflict and Struggle: The Enemies or Preconditions of Basic Writing?” College English 54 (1992): 887-913.

—. “From Silence to Words: Writing as Struggle.” Perl 165-176.

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

McCracken, Nancy, Lois Green, and Claudia Greenwood. “Gender in Composition Research: A Strange Silence.” Fontaine and Hunter 352-73.

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

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

Olsen, Tillie. “Women Who Are Writers in Our Century: One Out of Twelve.” College English 34 (1972): 6-17.

“Open Letter from Janet Emig, Chairwoman, NCTE Committee on the Role and Image of Women.” English Journal 61 (1972): 710.

Perl, Sondra, ed. Landmark Essays on Writing Process. Landmark Essays Series 7. Davis: Hermagoras, 1994.

Phelps, Louise W. “Becoming a Warrior: Lessons of the Feminist Workplace.” Phelps and Emig 289-339.

Phelps, Louise W., and Janet Emig, eds. Feminine Principles and Women’s Experience in American Composition and Rhetoric. Pittsburgh Series in Composition, Literacy, and Culture. Pittsburgh: U of Pittsburgh P, 1995.

Reynolds, Nedra. “Interrupting Our Way to Agency: Feminist Cultural Studies and Composition.” Jarratt and Worsham 58-73.

Rich, Adrienne. “When We Dead Awaken: Writing as Re-vision.” College English 34 (1972): 18-25.

—. “Taking Women Students Seriously.” On Lies, Secrets, and Silence: Selected Prose 1966-1978. New York: Norton, 1979. 237-245.

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

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

—. “The Costs of Caring: ‘Feminism’ and Contingent Women Workers in Composition Studies.” Jarratt and Worsham 74-93.

Schmidt, Jan Zlotnik, ed. Women/Writing/ Teaching. Albany: State U of New York P, 1998.

Scott, Joan. “Experience.” Feminists Theorize the Political. Ed. Judith Butler and Joan W. Scott. New York: Routledge, 1992. 22-40.

Showalter, Elaine. “Women and the Literary Curriculum.” College English 32 (1971): 855-62.

Sommers, Nancy. “Between the Drafts.” Perl 217-24.

Sullivan, Patricia A. “Feminism and Methodology.” Kirsch and Sullivan 37-61.

Taylor, Sheila Ortiz. “Women in a Double- Bind: Hazards of the Argumentative Edge.” CCC 29 (1978): 385-89.

“The Students’ Right to Their Own Language.” CCC 25 Special Issue (1974): 1-32.

The Secretary’s Report of Executive Committee. “The Student’s Right to His Own Language.” CCC 21 (1970): 319-28.

Villanueva Jr., Victor, ed. Cross-Talk in Comp Theory. Urbana: NCTE, 1997.

Welch, Nancy. Getting Restless: Rethinking Revision in Writing Instruction. Portsmouth: Boynton, 1997.

Worsham, Lynn. “After Words: A Choice of Words Remains.” Jarratt and Worsham 329-356.

Royster, Jacqueline Jones and Jean C. Williams. “History in the Spaces Left: African American Presence and Narratives of Composition Studies.” CCC 50.4 (1999): 563-584.

Abstract:

Royster and Williams point to the gaps in composition’s disciplinary histories that have gone unnoticed as the dominant positionality of the writers of the histories (Kitzhaber, Berlin, North, Miller) are “habitually naturalized, as universal and thereby transparent” (565). These then become the field’s “official” history, despite the presence of compositionists’ diverse positionalities, peripheralizing and excluding counter-narratives. They address particularly the image of the “universal” student and the conflation of race and basic writers.

Keywords:

ccc50.4 Students Composition Narratives AfricanAmerican Education Colleges Field History Writing HigherEducation Writers

Works Cited

Balester, Valerie M. Cultural Divide: A Study of African-American College-Level Writers. Portsmouth: Boynton, 1993.

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

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

Charmaine, Sylvia. “Land-Grant Colleges and Universities: 100 Years of Excellence.” About…Time (Nov. 1990): 12-15.

Cook, William. ” Writing in the Spaces Left .” CCC 44 (1993): 9-25.

Du Bois, W. E. B. The Souls of Black Folk. (1903) Greenwich: Fawcett, 1961.

Fontaine, Sheryl, and Susan Hunter, eds. Writing Ourselves into the Story: Unheard Voices from Composition Studies. Carbondale: Southern Illinois UP, 1993.

Fowler, Carolyn. The College Language Association: A Social History. Ann Arbor: UMI, 1988.

Gloster, Hugh M. Negro Voices in American Fiction. New York: Russell, 1965.

Gloster, Hugh M., and Nathaniel P. Tillman, eds. My Life, My Country, My World: College Readings for Modern Living. New York: Prentice, 1952.

Helmers, Marguerite H. Writing Students: Composition Testimonials and Representations of Students. Albany: State U of New York P, 1994.

Hine, Darlene Clark, ed. Black Women in America: An Historical Encyclopedia. Brooklyn: Carlson, 1993.

Jones, Edward A. A Candle in the Dark: A History of Morehouse College. Valley Forge: Judson, 1967.

Kates, Susan. “The Embodied Rhetoric of Hallie Quinn Brown.” College English 59 (1997): 59-71.

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

LaPati, Americo D. Education and the Federal Government: A Historical Record. New York: Mason/Charter, 1975.

Locke, Alain, ed. The New Negro: An Interpretation. New York: Boni, 1925.

Logan, Rayford W., and Michael R. Winston, eds. Dictionary of American Negro Biography. New York: Norton, 1982.

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

McKinney, Theophilus Elisha, ed. Higher Education among Negroes. Charlotte: Johnson C. Smith U, 1932.

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

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

“Octalog: The Politics of Historiography.” Rhetoric Review 7 (1988): 5-49.

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

Woodson, Carter G. The Education of the Negro Prior to 1861. 1919. Salem: Ayer, 1991.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v47-1

Courage, Richard. “Review: Dangerous Narratives.” Rev. of Live from Death Row by Abu-Jamal Mumia. CCC 47.1 (1996): 124-130.

Anokye, Akua Duku, Suellynn Duffey, and Judith Rodby. “Interchanges: Rethinking Basic Writing.” CCC 47.1 (1996): 101-111.

Donahue, Patricia. “Review Essay: Talking to Students.” Rev. of Generation at the Crossroads: Apathy and Action on the American Campus by Paul Rogat Loeb; Battling Bias: The Struggle for Identity and Community on College Campuses by Ruth Sidel; City on a Hill: Testing the American Dream at City College by James Traub. CCC 47.1 (1996): 112-123.

Soliday, Mary. “From the Margins to the Mainstream: Reconceiving Remediation.” CCC 47.1 (1996): 85-100.

Abstract:

Soliday proposes a “progressive version of mainstreaming” to address a basic writing remedial model entrenched in a system that rewards the labeling of students in efforts to “fix” them. She analyzes her proposed two-semester credit-bearing course “responsive to writers with diverse language and cultural backgrounds” by qualitatively evaluating a basic writing student who takes the course.

Keywords:

ccc47.1 Students Writing Remediation Course Language Curriculum Essays Classrooms Programs

Works Cited

Bartholomae, David. “Inventing the University.” Perspectives on Literacy. Ed. Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 273-285.

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

Coles, Nicholas and Susan V. Wall. “Conflict and Power in the Reader Responses of Adult Basic Writers.” College English 49 (1987): 298-314.

Duffey, Suellynn. “Literacy and Culture: Cross- Placement in First Year Writing Courses,” Unpublished Proposal. Columbus: Department of English, Ohio State University, November 1991.

Dyson, Michael Eric. Reflecting Black: AfricanAmerican Cultural Criticism. Minneapolis: Minnesota UP, 1993.

Elbow, Peter. “Writing Assessment in the Twenty-First Century: A Utopian View.” Composition in the Twenty-First Century: Crisis and Change. Ed. Lynn Bloom, Donald Daiker, and Edward White. Carbondale: Southern Illinois UP, 1995.

Elbow, Peter. “Response to Glynda Hull, Mike Rose, Kay Losey Fraser, and Marisa Castellano.” CCC 44 (1993): 587-88.

Faludi, Susan. Backlash: The Undeclared War Against American Women. New York: Doubleday, 1991.

Fishman, Judith. “Do You Agree or Disagree: The Epistemology of the CUNY Writing Assessment Test,” Writing Program Administration 8 (1984): 17-25.

Grego, Rhonda, and Nancy Thompson. ” Repositioning Remediation: Renegotiating Composition’s Work in the Academy .” CCC 47 (1996): 56-78.

Harley, Kay, and Sally Cannon. “Collapsing the Boundaries that Separate Basic Writers,” CCCC, Nashville, TN, March 1994.

Hull, Glynda, Mike Rose, Kay Losey Fraser, and Marisa Castellano. “Reply to Peter Elbow.” CCC 44 (1993): 588-89.

Journal of Basic Writing. Special Issue: Fourth National Basic Writing Conference Plenaries. Vol. 12.1 (Spring 1993): 1-89.

Kidda, Michael, Joseph Turner, and Frank E. Parker. “There Is an Alternative to Remedial Education.” Metropolitan Universities 3 (Spring 1993): 16-25.

Kogen, Myra. “The Conventions of Expository Writing.” Journal of Basic Writing 5.1 (Spring 1986): 24-37.

Kutz, Eleanor, Suzy Q. Groden, and Vivian Zamel. The Discovery of Competence: Teaching and Learning with Diverse Student Writers. Portsmouth: Boynton, 1993.

Lalicker, William B. “Eliminating the Segregation of a Basic Writing Program.” CCCC, Nashville, TN, March 1994.

Leo, John. “A University’s Sad Decline.” US News & World Report August 15, 1994: 20. Lively, Kit. “Ready or Not.” Chronicle of Higher Education 31 March 1995: A23-24.

Mac Donald, Heather. “Downward Mobility: The Failure of Open Admissions at City University.” City Journal Summer 1994: 10-20.

McConnell, Scott. “The Campaign’s Missing Debate.” New York Post 16 September 1994: 23.

Mellix, Barbara. “From Outside, In.” Georgia Review 41 (1987): 258-67.

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

Otheguy, Ricardo. The Condition of Latinos in the City University of New York: A Report to the Vice Chancellor for Academic Affairs and to the Puerto Rican Council on Higher Education. New York: CUNY Office of Institutional Research, June 1990.

Rose, Mike. “The Language of Exclusion: Writing Instruction at the University.” College English (1985): 341-55.

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

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

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

Stygall, Gail. “Resisting Privilege: Basic Writing and Foucault’s Author Function.” CCC 45 (1994): 320-41.

Traub, James. City on a Hill: Testing the American Dream at City College. New York: Addison, 1994.

—. “Class Struggle.” New Yorker 19 September 1994: 76-90.

—. “Letter to the Editor.” New York Times Book Review 23 October 1994: 39.

Grego, Rhonda and Nancy Thompson. “Repositioning Remediation: Renegotiating Composition’s Work in the Academy.” CCC 47.1 (1996): 62-84.

Abstract:

Grego and Thompson analyze their implementation of a Writing Studio comprised of a small group of students and an instructor as a complement to the required Freshman Composition Course at the University of South Carolina. They use the Studio to reflect how students and composition teachers might jettison the practice of professionalizing writing that uncritically maintains a distinction of basic/normal writers and negates composition as a scholarly enterprise.

Keywords:

ccc47.1 Writing Students Work Studio Teachers Composition Remediation Institutions BasicWriting Program

Works Cited

Althusser, Louis. “Ideology and the Ideological State Apparatuses: Notes toward an Investigation.” Lenin and Philosophy and Other Essays. Trans. Ben Brewster. New York: Monthly Review P, 1971. 127-86.

Bartholomae, David. “The Tidy House: Basic Writing in the American Curriculum.” Journal of Basic Writing 12 (1993): 4-21.

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

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

Bourdieu, Pierre. Outline of a Theory of Practice. Cambridge: Cambridge UP, 1977.

Champagne, Rosaria. “Women’s History and Housekeeping: Memory, Representation and Reinscription.” Women’s Studies 20 (1992): 321-29.

Connors, Robert J. “Overwork/Underpay: Labor and Status of Composition Teachers since 1880.” Rhetoric Review 9 (1990): 108-25.

Crawford, June, Susan Kippax, Jenny Onyx, Una Gault, and Pam Benton. Emotion and Gender, Constructing Meaning from Memory. London: Sage, 1992.

Damasio, Antonio R. Descartes’ Error: Emotion, Reason, and the Human Brain. New York: Putnam, 1995.

de Sousa, Ronald. The Rationality of Emotions. Cambridge: MIT P, 1987.

Harre, Rom, and Grant Gillett. The Discursive Mind. London: Sage, 1994.

Holbrook, Sue Ellen. “Women’s Work: The Feminizing of Composition.” Rhetoric Review 9 (1991): 201-29.

Kippax, S., J. Crawford, P. Benton, U. Gault and J. Noesjirwan. “Constructing Emotions: Weaving Meaning from Memories.” British Journal of Social Psychology 27 (1988): 19-33.

Lutz, Catherine A., and Lila Abu-Lughod, eds. Language and the Politics of Emotion. Cambridge: Cambridge UP, 1990.

Mann, Patricia. Micro-Politics: Agency in a Postfeminist Era. Minneapolis: U of Minnesota P, 1994.

Reason, Peter, ed. Human Inquiry in Action: Developments in New Paradigm Research. London: Sage, 1988.

Robinson, Marilynne. Housekeeping. New York: Bantam, 1982.

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

Smith, Dorothy. The Everyday World as Problematic: A Feminist Sociology. Boston: Northeastern UP, 1987.

Stewart, Susan. On Longing: Narratives of the Miniature, the Gigantic. the Souvenir, the Collection. Baltimore: Johns Hopkins UP, 1984.

Stygall. Gail. ” Resisting Privilege: Basic Writing and Foucault’s Author Function .” CCC 45 (1994): 320-41.

Welch, Nancy. “Revising a Writer’s Identity: Reading and ‘Re-Modeling’ in a Composition Class.” CCC 47.1 (1996): 41-61.

Abstract:

Welch argues that student identification with a teacher and a teacher’s model of composition can be complicated by asking students to recognize and revise ideas of what exactly they identify with and what in turn they may be denying, suppressing or perpetrating in the process. Welch recasts the use of a curriculum of writing as therapy arguing that it can complement this revision process by allowing students to identify their transference and challenging teachers to allow written expression of emotion in the composition class as long as such expression is guided by recognition and revision of discourses that inform such expression.

Keywords:

ccc47.1 Students Writing Reading Teacher Identity Draft Revision Classroom Transference ReModeling Composition

Works Cited

Alton, Cheryl. Comment on “Crossing Lines.” College English 55 (1993): 666-69.

Bakhtin, Mikhail. Rabelais and His World. Trans. Helene Iswolsky. Cambridge: MIT P, 1968.

—. The Dialogic Imagination. Ed. Michael Holquist. Trans. Caryl Emerson and Michael Holquist. Austin: U of Texas P, 1981.

Bartholomae, David. “Writing Assignments: Where Writing Begins.” Fforum. Ed. Patricia 1. Stock. Upper Montclair: Boynton, 1983. 300-12.

Bertholf, Ann E. The Making of Meaning. Upper Montclair: Boynton, 1981.

Bishop, Wendy. “Writing Is/And Therapy?: Raising Questions About Writing Classrooms and Writing Program Administration.” Journal of Advanced Composition 13 (1993): 503-16.

Brand, Alice. “Social Cognition, Emotions, and the Psychology of Writing.” Journal of Advanced Composition 11 (1991): 395-407.

Brooke, Robert. “Lacan, Transference, and Writing Instruction.” College English 49 (1987): 679-91.

—. ” Modeling a Writer’s Identity: Reading and Imitation in the Writing Classroom .” CCC 39 (1988): 23-41.

Clark, Suzanne. “Rhetoric, Social Construction, and Gender: Is It Bad to Be Sentimental?” Writing Theory and Critical Theory. Ed. John Clifford and John Schilb. New York: MLA, 1994. 96-108.

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

de Beauvoir, Simone. Memoirs of a Dutiful Daughter. Trans. James Kirkup. Cleveland: World, 1959.

—. The Prime of Life. Trans. Peter Green. Cleveland: World, 1962.

Deletiner, Carole. “Crossing Lines.” College English 54 (1992): 809-17.

Freud, Sigmund. Dora: An Analysis of a Case of Hysteria. New York: Macmillan, 1963.

Gore, Jennifer. The Struggles for Pedagogies: Critical and Feminist Discourses as Regimes of Truth. New York: Routledge, 1993.

Kirsch, Gesa E. Women Writing the Academy: Audience, Authority, and Transformation. Carbondale: Southern Illinois UP, 1993.

Le Doeuff, Michele. The Philosophical Imaginary. Trans. Colin Gordon. Stanford: Stanford UP, 1989.

—. Hipparchia’s Choice: An Essay Concerning Women, Philosophy, etc. Trans. Trista Selous. Oxford: Blackwell, 1991.

Morrison, Toni. The Bluest Eye. New York: Washington Square, 1970.

Murphy, Ann. ” Transference and Resistance in the Basic Writing Classroom: Problematics and Praxis .” CCC 40 (1989): 175-87.

Recchio, Thomas. ” A Bakhtinian Reading of Student Writing .” CCC 42 (1991): 446-54.

Rich, Adrienne. “When We Dead Awaken: Writing as Re- Vision.” On Lies, Secrets, and Silence. New York: Norton, 1979. 33-50.

Robinson, Marilynne. Housekeeping. New York: Bantam, 1982.

Rosenblatt, Louise. Literature as Exploration. 4th ed. New York: MLA, 1983.

Rushdie, Salman. Haroun and the Sea of Stories. New York: Viking, 1990.

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

Spivak, Gayatri Chakravorty. “Feminism and Deconstruction, Again: Negotiating with Unacknowledged Masculinism.” Between Feminism and Psychoanalysis. Ed. Teresa Brennan. London: Routledge, 1989.206-23.

Tobin, Lad. Writing Relationships: What Really Happens in the Composition Class. Portsmouth: Boynton, 1993.

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

—. “The Way We Live Now.” Change 24 (November 1992): 15-19.

Weesner, Theodore. The Car Thief 1967. New York: Vintage, 1987.

Royster, Jacqueline Jones. “When the First Voice You Hear Is Not Your Own.” CCC 47.1 (1996): 29-40.

Abstract:

Royster argues that scholarly use of subject position can converge dialectical perspectives, permit interpretation to be “richly informed” and have import for cross-boundary discourse. Subjectivity encourages sensitivity to context and calls for a transformation in theory and practice of scholarship that interrogates notions of voice as skewed toward spoken or written performance. Jones claims voice is constructed visually and orally and “as a phenomenon that has import also in being a thing heard, perceived and reconstructed.”

Keywords:

ccc47.1 Voice People Others Stories Boundaries Home Practice Scene Understanding Position Students

Works Cited

Adisa, Opal Palmer. “I Must Write What I Know So I’ll Know That I’ve Known It All Along.” Sage: A Scholarly Journal on Black Women 9.2 (1995): 54-57.

Anzuldua. Gloria. Borderlands/La Frontera. San Francisco: Aunt Lute, 1987.

Bhabha, Homi K. The Location of Culture. London: Routledge, 1994.

Christian, Barbara. “The Race for Theory.” Cultural Critique 6 (1987): 335-45.

Cooper. Anna Julia. A Voice from the South. New York: Oxford UP, 1988.

Du Bois, W. E. B. The Souls of Black Folk. New York: Grammercy, 1994.

Haley, Alex. Roots. Garden City: Doubleday, 1976.

Hernstein, Richard J., and Charles Murray. The Bell Curve: Intelligence and Class Structure in American Life. New York: Free, 1994.

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

Lorde. Audre. The Black Unicorn. New York: Norton, 1978.

—. Foreword. Wild Women in the Whirl wind. Ed. Joanne M. Braxton and Andree Nicola McLaughlin. New Brunswick: Rutgers UP, 1990. xi-xiii.

—. Sister Outsider. Freedom: The Crossing Press, 1984.

Mohanty, Chandra Talpade. “On Race and Voice: Challenges for Liberal Education in the 1990s.” Cultural Critique 14 (Winter 1989-90): 179-208.

—. “Decolonizing Education: Feminisms and the Politics of Multiculturalism in the ‘New’ World Order.” Ohio State University. Columbus, April 1994.

Olsen, Tillie. Silences. New York: Delta, 1978. Pratt, Mary Louise. “Arts of the Contact Zone.” Profession 91 (1991): 33-40.

Spivak, Gayatri Chakravorty. In Other Worlds: Essays in Cultural Politics. New York: Routledge, 1988.

Thoreau, Henry David. Walden. New York: Vintage, 1991.

Thurman, Howard. “The Sound of the Genuine.” Spelman College, Atlanta, April 1981.

West, Cornel. “Race Matters.” Ohio State U, Columbus. OH, February 1995.

Williams. Patricia. The Alchemy of Race and Rights. Cambridge: Harvard UP, 1991.

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

Abstract:

Cushman queries how composition teachers might consider how to be agents of social change outside the university. She examines her ethnographic work in a city neighborhood and considers how composition/rhetoric scholars might consider their civic purpose in the academy and how they might locate themselves in “everyday teaching and learning in neighborhoods.”

Keywords:

ccc47.1 People Community Activism University Access Reciprocity Work Literacy Students Research Change City

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Panel and Workshop Reports. Conference on College Composition and Communication, Hotel Benjamin Franklin, Philadelphia, March 27-29, 1958