Category: Uncategorized

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v38-4

Appleby, Bruce C., and Stephen A. Bernhardt. Rev. of Writing with HBJ Writer by Lisa Gerrard; A Writer’s Introduction to Word Processing by Christine Hult and Jeanette Harris; Processing Words: Writing and Revising on a Microcomputer by Bruce L. Edwards, Jr.; Textfiles: A Rhetoric for Word Processing by Ronald A. Sudol. CCC 38.4 (1987): 478-483.

Rev. of Writing at Century’s End: Essays on Computer-Assisted Composition by Lisa Gerrard. CCC 38.4 (1987): 483-484.

Bizzell, Patricia. Rev. of Invention as a Social Act by Karen Burke LeFevre. CCC 38.4 (1987): 485-486.

Warnock, John. Rev. of Cultural Literacy: What Every American Needs to Know by E. D. Hirsch, Jr. CCC 38.4 (1987): 486-490.

Stewart, Donald C. Rev. of Longman Bibliography of Composition and Rhetoric: 1984-1985 by Erika Lindemann. CCC 38.4 (1987): 490-491.

MacDonald, Susan Peck. Rev. of Writing by Elizabeth Cowan Neeld. CCC 38.4 (1987): 491-492.

Bizzaro, Patrick and Stuart Werner. “Collaboration of Teacher and Counselor in Basic Writing.” CCC 38.4 (1987): 458-461.

Ruszkiewicz, John J. “Training Teachers Is a Process Too.” CCC 38.4 (1987): 461-464.

Harris, Jeanette. “Proofreading: A Reading/Writing Skill.” CCC 38.4 (1987): 464-466.

Loux, Ann. “Using Imitations in Literature Classes.” CCC 38.4 (1987): 466-472.

Whitehill, Sharon. “Using the Journal for Discovery: Two Devices.” CCC 38.4 (1987): 472-474.

Liszka, Thomas R. “Formulating a Thesis for Essays Employing Comparison.” CCC 38.4 (1987): 474-477.

Schwartz, Helen J., and Lillian S. Bridwell-Bowles. “A Selected Bibliography on Computers in Composition: An Update.” CCC 38.4 (1987): 453-457.

Abstract:

This bibliography updates the 1984 CCC bibliography on computers in composition. All the material in the bibliography was published between 1984 and 1987.

Keywords:

ccc38.4 Computers Writing WordProcessing Bibliography CAI Research Instruction

No works cited.

Corbett, Edward P. J. “Teaching Composition: Where We’ve Been and Where We’re Going.” CCC 38.4 (1987): 444-452.

Abstract:

This is the second personal perspective essays published in CCC, and in it, Corbett surveys the direction the field has gone during his academic career. He points at the enhanced professionalism of compositionists, the growth of the graduate programs, the increase in published books on the history, practice, and theory of composition, special conferences in specific sub-topics in the field, and the growth of new journals and new research practices to report in those journals. He also details the changes he’s seen in the teaching of composition, specifically more attention paid to technical and business writing, writing across the curriculum initiatives, English as a second language, the development of cognitive skills in students, and the writing process. He warns teachers, though, that they must constantly evaluate how they teach to make sure they are doing everything possible to help their students be better writers.

Keywords:

ccc38.4 Composition Rhetoric Teachers Teaching Writing University Students Courses Conferences Articles Texts Research Conventions Professionalism Publication

No works cited.

Brand, Alice G. “The Why of Cognition: Emotion and the Writing Process.” CCC 38.4 (1987): 436-443.

Abstract:

Brand accuses the field of side-stepping the importance of the affect in the composing process and asserts that the affect plays a central role in writing, as writing is an act of decision making, choices, and motivation, all which derive from affect, not cognition. She contests the notion that the best writing is emotionally neutral, citing that as humans, we have moral orientations and beliefs that result in commitments that are not disposable. Pure cognitive research in writing has its limits, and in order to fully understand the writing process, researchers must look for the connection and collaboration between the emotion and cognition in writing.

Keywords:

ccc38.4 Writing Cognitive Affect Process Students Models Emotions Motivation Thinking Writers Research Language LFlower Memory Ideas

Works Cited

Brand, Alice G. “Hot Cognition: Emotions and Writing Behavior.” Journal of Advanced Composition 6 (1985): forthcoming. ERIC ED 236 677.

—. Therapy in Writing: A Psycho-educational Enterprise. Lexington, MA: Heath, 1980.

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

Clark, Herbert, and Eve Clark. Psychology and Language. New York: Harcourt, 1977.

Cooper, Marilyn, and Michael Holzman. “Talking about Protocols.” CCC 34 (1983): 284-93.

Denman, M. E. “Personality Changes Concomitant with Learning Writing.” Research in the Teaching of English 15 (1981): 170-71.

Dreyfus, Hubert L. What Computers Can’t Do: The Limits of Artificial Intelligence. New York: Harper, 1979.

Erikson, Erik H. identity: Youth and Crisis. New York: Norton, 1968.

Flower, Linda. Problem-Solving Strategies for Writing. 2nd ed. San Diego: Harcourt, 1985.

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

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

—. “Images, Plans and Prose: The Representation of Meaning in Writing.” Written Communication 1 (1984): 120-60.

Freedman, Sarah W., Ann H. Dyson, and Linda Flower. “The Center for the Study of Writing: The Mission of the Center.” The Quarterly of the National Writing Project and The Center for the Study of Writing 8 (1986): 1-5.

Glatthorn, Allan. Writing in the Schools. Reston, V A: National Association of Secondary School Principals, 1981.

Goldberg, Marilyn. “Recovering and Discovering Treasures of the Mind.” The Writer’s Mind: Writing as a Mode of Thinking. Ed. J. N. Hays, et al. Urbana, 11: NCTE, 1983. 35-42.

Gregg, Lee W., and Erwin R. Steinberg. Cognitive Processes in Writing. Hillsdale, NJ: Lawrence Erlbaum, 1980.

Jensen, George H., and John K. DiTiberio. “Personality and Individual Writing Processes.” CCC 35 (1984): 285-300.

Hunt, Morton. “How the Mind Works.” The New York Times Magazine 24 Jan. 1982: 29.

Kohlberg, Lawrence. “The Cognitive-Developmental Approach to Moral Education.” Phi Delta Kappan (1975): 670-77.

Krathwohl, David R., Benjamin S. Bloom, and Bertram B. Masia. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 2: Affective Domain. New York: David McKay, 1964.

Langer, Suzanne K. Mind: An Essay on Human Feeling. Vol. I. Baltimore: The Johns Hopkins Press, 1967.

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

—. A Writer Teaches Writing: A Practical Method of Teaching Composition. Boston: Houghton Mifflin, 1968.

Neisser, Ulric. “The Limits of Cognition.” The Nature of Thought: Essays in Honor of D. O. Hebb. Ed. Peter W. Jusczyk and Raymond M. Klein. Hillsdale, NJ: Lawrence Erlbaum, 1980. 115-32.

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

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

Piaget, Jean. The Language and Thought of the Child. Trans. Marjorie Warden. London: K. Paul Trench, Trubner; New York: Harcourt, 1926.

Plutchik, Robert, and Henry Kellerman, eds. Theories of Emotion. Vol. 1 of Emotions: Theory, Research and Experience. New York: Academic Press, 1980.

Polanyi, Michael. Personal Knowledge: Toward a Post-Critical Philosophy. Chicago: U of Chicago P, 1958.

Scardamalia, Marlene, and Carl Bereiter. “Assimilative Processes in Composition Planning.” Educational Psychologist 17 (1982): 165-71.

Searle, John. Minds, Brains, and Science. Cambridge, MA: Harvard UP, 1984.

Selzer, Jack. “Exploring Options in Composing.” CCC 35 (1984): 276-84.

Vygotsky, Lev. Thought and Language. Ed. and Trans. E. Hanfmann and G. Vakav. New York and Cambridge, MA: MIT Press and John Wiley.

Wilkinson, Andrew, et al. Assessing Language Development. Oxford Studies in Education. Oxford, England: Oxford UP, 1980.

Winter, David D., David C. McClelland, and Abigail J. Stewart. A New Case for the Liberal Arts. San Francisco: Jossey-Bass, 1981.

McLeod, Susan. “Some Thoughts about Feelings: The Affective Domain and the Writing Process.” CCC 38.4 (1987): 426-435.

Abstract:

McLeod writes that composition studies would benefit from more research on the emotional or affective aspect of writing as it relates to writing anxiety, motivation, and cultural and personal beliefs about writing. She proposes a theory of affect based on George Mandler from which to study these three areas. She claims that it is impossible to write without triggering some emotions, and instructors should help their students channel their emotions so that they enable them during the writing process instead of impede them.

Keywords:

ccc38.4 Writing Students Research Writers Cognitive Success Failure Process Affect Anxiety Beliefs Emotions Theory Plans Studies

Works Cited

Bloom, B. S., and 1. J. Broder. Problem-Solving Processes of College Students. Chicago: U. of Chicago P, 1950.

Bloom, Lynn Z. “Anxious Writers in Context: Graduate School and Beyond.” When a Writer Can’t Write. Ed. Mike Rose. New York: Guilford Press, 1985. 119-33.

Brand, Alice G. “Hot Cognition: Emotion and Writing Behavior.” Paper presented at the annual meeting of the Conference on College Composition and Communication. Detroit, MI, 17 -19 Mar. 1983. ERIC ED 236 677.

Csikszentmihalyi, Mihali. Beyond Boredom and Anxiety. San Francisco: Jossey-Bass, 1975.

Daly, J. A. “The Effects of Writing Apprehension on Message Encoding.” Journalism Quarterly 54 (1977): 566-72.

—. “Writing Apprehension.” When a Writer Can’t Write. Ed. Mike Rose. New York: Guilford Press, 1985. 43-82.

Daly, J. A., and M. D. Miller. “Further Studies in Writing Apprehension: SAT Scores, Success, Expectations, Willingness to Take Advanced Courses, and Sex Differences.” Research in the Teaching of English 9 (1975): 250-56.

Derry, Sharon J., and Debra A. Murphy. “Designing Systems that Train Learning Ability: From Theory to Practice.” Review of Educational Research 56 (1986): 1-39.

Dweck, C. S., and T. E. Goetz. “Attributions and Learned Helplessness.” New Directions in Attribution Research. Ed. J. H. Harvey et al. Vol 2. Hillsdale, NJ: Lawrence Erlbaum, 1978.

Faigley, Lester, et al. Assessing Writers’ Knowledge and Processes of Composing. Norwood, NJ: Ablex, 1985.

Farmer, Mary. “Toward a New Description of Writing: A Working Paper.” Paper presented at the annual meeting of the Conference on College Composition and Communication. New Orleans, 13-15 Mar. 1986.

Flower, Linda, and John Hayes. “The Dynamics of Composing: Making Plans and Juggling Constraints.” Cognitive Processes in Writing. Ed. Lee Gregg and Erwin Steinberg. Hillsdale, NJ: Lawrence Erlbaum, 1980. 31-50.

—. “Plans that Guide the Composing Process.” Writing: The Nature, Development, and Teaching of Written Communication. Ed. Carl H. Frederiksen and Joseph F. Dominic. Vol. 2. Hillsdale, NJ: Lawrence Erlbaum, 1981. 39-58.

Hayes, John, and Linda Flower. “Identifying the Organization of Writing Processes.” Cognitive Processes in Writing. Ed. Lee Gregg and Erwin Steinberg. Hillsdale, NJ: Lawrence Erlbaum, 1980. 3-30.

Ickes, W., and M. A. Layden. “Attributional Styles.” New Directions in Attribution Research. Ed. J. H. Harvey et al. Vol 2. Hillsdale, NJ: Lawrence Erlbaum, 1978.

Jeroski, S. F., and R. F. Conry. “Development and Field Application Of the Attitude Toward Writing Scale.” Paper presented at the annual meeting of the American Educational Research Association. Los Angeles, 13-17 Apr. 1981.

Johnson, J. E., and H. Leventhal. “Effects of Accurate Expectations and Behavioral Instructions on Reaction During a Noxious Medical Examination.” Journal of Personality and Social Psychology 29 (1974): 710-18.

Larson, Reed. “Emotional Scenarios in the Writing Process: An Examination of Young Writers’ Affective Experiences.” When a Writer Can’t Write. Ed. Mike Rose. New York: Guilford, 1985. 19-42.

Mandler, George. “Helplessness: Theory and Research in Anxiety.” Anxiety: Current Trends in Theory and Research. Ed. C. D. Spielberger. Vol. III. New York: Academic Press, 1972. 359-74.

—. Mind and Body: Psychology of Emotion and Stress. New York: Norton, 1984.

McCarthy, Parricia, Scott Meier, and Regina Rinderer. “Self-Efficacy and Writing: A Different View of Self-Evaluation.” CCC 36 (1985): 465-71.

Nicholls, John. “Conceptions of Ability and Achievement Motivation: A Theory and Its Implications for Education.” Learning and Motivation in the Classroom. Ed. Scott G. Paris et al. Hillsdale, NJ: Lawrence Erlbaum, 1983.211-37.

Norman, Donald. “Twelve Issues for Cognitive Science.” Perspectives on Cognitive Science. Ed. D. A. Norman. Norwood, NJ: Ablex, 1981. 265-95.

Northam, Paul. “Heuristics and Beyond: Deconstruction/Inspiration and the Teaching of Writing Invention.” Writing and Reading Differently: Deconstruction and the Teaching of Composition and Literature. Ed. G. Douglas Atkins and Michael L. Johnson. Lawrence, KS: UP of Kansas, 1985. 115-28.

Perl, Sondra. “A Look at Basic Writers in the Process of Composing.” Basic Writing: Essays for Teachers, Researchers, and Administrators. Ed. Lawrence N. Kasden and Daniel R. Hoeber. Urbana, IL: NCTE, 1980. 13-32.

Piaget, Jean. “The Relation of Affectivity to Intelligence in the Mental Development of the Child.” Bulletin of the Menninger Clinic 26 (1962): 129-37.

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

Rowe, Mary Budd. “Science and Fate Control.” Paper presented at the Conference on Primary Science, UNESCO. Paris, 23-27 June 1980.

Schachter, Stanley. “The Interaction of Cognitive and Physiological Determinants of Emotional State.” Anxiety and Behavior. Ed. C. D. Spielberger. New York: Academic Press, 1966.

Skinner, B. F. Science and Human Behavior. New York: Macmillan, 1953.

Smith, Michael W. Reducing Writing Apprehension. Urbana, IL: NCTE, 1984.

Thompson, Merle O’Rourke. “The Returning Student: Writing Anxiety and General Anxiety.” Paper presented at the annual conference of the Northeast Regional Conference on English in the Two Year College. Baltimore, 1981. ERIC ED 214558.

Weiner, Bernard. Achievement Motivation and Attribution Theory. Morristown, NJ: General Learning Press, 1974.

Witte, Stephen P. “Pre-Text and Composing.” CCC 38.4 (1987): 397-425.

Abstract:

Witte argues that the writer’s pre-text, or mental construction of “text” prior to transcription, is such an important composing phenomenon that there must be more theoretical and empirical research in writing on it, specifically think-aloud protocols. From his own research on college freshmen’s pre-texts, he makes four observations about pre-text: pre-text directly affects the direction of the written text; pre-text can be stored in the writer’s memory and used in the text; revising pre-text uses the same strategies as revising written text; and pre-text is not a rigid step in the composing process but a necessary link between translating ideas to written text.

Keywords:

ccc38.4 Pre-text Episode Unit Writers Ideas Composition Protocols Sentence Planning Tasks Linguistics Memory Process Revision

Works Cited

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

Beaugrande, Robert de. Text Production: Toward a Science of Composition. Advances in Discourse Processes, Vol. 11. Norwood, NJ: Ablex, 1984.

Bracewell, Robert J., Carl H. Frederiksen, and Janet D. Frederiksen. “Cognitive Processes in Composing and Comprehending Discourse.” Educational Psychologist 17 (1982): 146-64.

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

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

Cooper, Charles R., et al. “Studying the Writing Abilities of a University Freshman Class: Strategies from a Case Study.” New Directions in Writing Research. Ed. R. Beach and L. S. Bridwell. New York: Guilford, 1984. 19-52.

Ericsson, K. Anders, and Herbert A. Simon. “Verbal Reports as Data.” Psychological Review 97 (1980): 215-51.

—. Protocol Analysis: Verbal Reports as Data. Cambridge, MA: The MIT Press, 1984.

Faigley, Lester L., et al. Assessing Writers’ Knowledge and Processes of Composing. Norwood, NJ: Ablex, 1985.

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

—. “Measuring the Effects of Revisions on Text Structure.” New Directions in Composition Research. Ed. R. Beach and 1. S. Bridwell. New York: Guilford, 1984. 95-108.

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

—. “Images, Plans, and Prose: The Representation of Meaning in Writing.” Written Communication 1 (1984): 120-60.

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

Gorrell, Robert M. “How to Make Mulligan Stew: Process and Product Again.” CCC 34 (1983): 272-77.

Halliday, M. A. K. Explorations in the Functions of Language. London: Edward Arnold, 1973.

—. Language as Social Semiotic: The Social Interpretation of Language and Meaning. Baltimore, MD: University Park Press, 1978.

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

Hayes, John R., and Linda Flower. “Identifying the Organization of Writing Processes.” Cognitive Processes in Writing. Ed. 1. Gregg and E. Steinberg. Hillsdale, NJ: Lawrence Erlbaum, 1980. 3-30.

—. “Uncovering Cognitive Processes in Writing: An Introduction to Protocol Analysis.” Research in Writing: Principles and Methods. Ed. P. Mosenthal, L. Tamor, and S. Walmsley. New York: Longman, 1983. 207-20.

Irmscher, William F. ” Finding a Comfortable Identity .” CCC 38 (1987): 81-87.

Murray, Donald M. “Internal Revision: A Process of Discovery.” Research on Composing: Points of Departure. Ed. C. R. Cooper and L. Odell. Urbana, IL: National Council of Teachers of English, 1978. 85-103.

Nold, Ellen W. “Revising.” Writing: Process, Development, and Communication. Ed. C. H. Frederiksen and J. F. Dominic. Hillsdale, NJ: Lawrence Erlbaum, 1981. 67-79.

Nystrand, Martin. The Structure of Written Communication: Studies in Reciprocity Between Writers and Readers. New York: Academic Press, 1986.

Odell, Lee. “Written Products and the Writing Processes.” The Writer’s Mind: Writing as a Mode of Thinking. Ed. J. N. Hayes et al. Urbana, IL: National Council of Teachers of English, 1983. 53-65.

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

Scardamalia, Marlene, and Carl Bereiter. “Research on Written Composition.” Handbook of Research on Teaching. 3rd ed. Ed. M. C. Wittrock. New York: Macmillan, 1986. 778-803.

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

Swarts, Heidi, Linda S. Flower, and John R. Hayes. “Designing Protocol Studies of the Writing Process: An Introduction.” New Directions in Composition Research. Ed. R. Beach and L. S. Bridwell. New York: Guilford, 1984.53-71.

Witte, Stephen P. “Revising, Composition Theory, and Research Design.” The Acquisition of Written Language: Response and Revision. Ed. S. W. Freedman. Norwood, NJ: Ablex, 1985. 250-84.

—. “Writing Tasks and Composing Processes.” Annual Convention of the Conference on College Composition and Communication. New Orleans, LA, 1986.

Witte, Stephen P., and Roger D. Cherry, “Writing Processes and Written Products in Composition Research.” Studying Writing: Linguistic Approaches. Ed. C. R. Cooper and S. Greenbaum. Written Communication Annual: An International Survey of Research and Theory, Vol. 1. Beverly Hills, CA and London: Sage, 1986. 112-53.

Witte, Stephen P., et al. An Evaluation of DCCCD’s “The Write Course.” Austin, TX: ITS for the Center for Telecommunications and the Annenberg/CPB Foundation, 1985.

Witte, Stephen P., et al. Holistic Evaluation of Writing: Issues in Theory and Practice. New York: Guilford, forthcoming.

Witte, Stephen P., and Lester L. Faigley. “Coherence, Cohesion, and Writing Quality.” CCC 32 (1981): 189-204.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v38-2

Witte, Stephen P., and Richard L. Larson. Rev. of Research on Written Composition: New Directions for Teaching by George Hillocks, Jr. CCC 38.2 (1987): 202-211.

White, Edward M. Rev. of Measures for Research and Evaluation in the English Language Arts by William T. Fagan, Julie M. Jensen, and Charles Cooper. CCC 38.2 (1987): 212-213.

Purves, Alan C. Rev. of Writing Assessment: Issues and Strategies by Karen L. Greenberg, Harvey S. Wiener, and Richard A. Donovan. CCC 38.2 (1987): 213-214.

Murray, Donald M. Rev. of Notebooks of the Mind: Explorations of Thinking by Vera John-Steiner. CCC 38.2 (1987): 215-216.

Miller, Susan. Rev. of Communication and Knowledge: An Investigation in Rhetorical Epistemology by Richard A. Cherwitz and James Hikins. CCC 38.2 (1987): 216-218.

Moore, Dennis. Rev. of The Best American Essays 1986 by Elizabeth Hardwick and Robert Atwan. CCC 38.2 (1987): 218-219.

Davis, Ken. Rev. of Training the New Teacher of College Composition by Charles W. Bridges CCC 38.2 (1987): 219-220.

Lunsford, Andrea A. Rev. of The Teaching of Writing: Eighty-Fifth Yearbook of the National Society for the Study of Education by Anthony R. Petrosky and David Bartholomae. CCC 38.2 (1987): 220-222.

Comprone, Joseph J. Rev. of Composition/Rhetoric: A Synthesis by W. Ross Winterowd. CCC 38.2 (1987): 222-224.

Withers, Kenney. Rev. of Getting into Print: The Decision-Making Process in Scholarly Publishing by Walter W. Powell. CCC 38.2 (1987): 224-225.

Beauvais, Paul J. Rev. of A Comprehensive Grammar of the English Language by Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik. CCC 38.2 (1987): 225-226.

Rodrigues, Dawn. Rev. of Writing On-Line: Using Computers in the Teaching of Writing by James L. Collins and Elizabeth A. Sommers. CCC 38.2 (1987): 26-227.

Lutz, Jean A. Rev. of Teaching Writing with a Word Processor, Grades 7-13 by Dawn Rodrigues and Raymond J. Rodrigues. CCC 38.2 (1987): 227-228.

Maimon, Elaine P. Rev. of Writing across the Disciplines: Research into Practice by Art Young and Toby Fulwiler. CCC 38.2 (1987): 228-229.

Young, Art. Rev. of Form and Surprise in Composition: Writing and Thinking across the Curriculum by John C. Bean and John D. Ramage; Making Connections across the Curriculum: Readings for Analysis by Patricia Chittenden and Malcolm Kiniry; The Course of Ideas: College Writing and Reading by Jeanne Gunner and Ed Frankel. CCC 38.2 (1987): 230-234.

Brereton, John. Rev. of The Versatile Writer by Donald C. Stewart. CCC 38.2 (1987): 234-235.

Bryant, Paul T. Rev. of The Writer in Performance by Jack Dodds. CCC 38.2 (1987): 235-236.

Gillam-Scott, Alice. Rev. of Making Your Point: A Guide to College Writing by Laraine Flemming. CCC 38.2 (1987): 236-238.

Sherwood, Phyllis A. Rev. of Strategies for Successful Writing by James A. Reinking and Andrew W. Hart. CCC 38.2 (1987): 238-239.

Raimes, Ann. Rev. of Active Writing by Timothy H. Robinson and Laurie Modrey. CCC 38.2 (1987): 239-240.

Rank, Hugh. Rev. of A Guide to Writing Sociology Papers by UCLA Sociology Writing Group. CCC 38.2 (1987): 240-241.

Slevin, James F. Rev. of The Nuclear Predicament: A Sourcebook by Donna Gregory. CCC 38.2 (1987): 241-242.

Moxley, Joseph M. Rev. of The Process Reader by Richard E. Ray, Gary A. Olson, and James De-George. CCC 38.2 (1987): 243.

Lamb, Catherine. Rev. of The Writer’s World: An Essay Anthology by Linda Woodson. CCC 38.2 (1987): 244.

Tobin, Laurence. “Faculty Training in Computers and Composition: Warnings and Recommendations.” CCC 38.2 (1987): 195-198.

Skubikowski, Kathleen, and John Elder. “Word Processing in a Community of Writers.” CCC 38.2 (1987): 198-201.

Russell, David R. “Writing across the Curriculum and the Communications Movement: Some Lessons from the Past.” CCC 38.2 (1987): 184-194.

Abstract:

Russell uses two historical examples, the Functional Writing Program at Colgate (1949-1961) and the Prose Improvement Committee at UC Berkeley (1950-1965), to show the underlying issues that surround the institutional resistance to WAC programs. He argues that these programs failed to take hold at their universities because they were not able to successfully integrate writing instruction in the organizational structure of the university, which favored the German research model and the elective system and was suspicious of interdisciplinary endeavors. In order for WAC programs to succeed, they must be part of an institutional-wide plan, be adequately funded, and be given adequate time to transform from a trend to a tradition.

Keywords:

ccc38.2 Writing Programs Faculty WAC University Students CrossCurricular Berkeley Colgate Departments Process Curriculum Assignments

Works Cited

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

—. Contexts for Learning to Write: Studies of Secondary School Instruction. Norwood, NJ: Ablex, 1984.

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.

Bizzell, Patricia. “Thomas Kuhn, Scientism, and English Studies.” College English 40 (1979): 764-71.

Connors, Robert J., Lisa S. Ede, and Andrea A. Lunsford. “The Revival of Classical Rhetoric in America.” Essays on Classical Rhetoric and Modern Discourse. Carbondale: Southern Illinois UP, 1984.

Cremin, Lawrence A. The Transformation of the School: Progressivism in American Education. New York: Vantage, 1961.

Fulwiler, Toby. “How Well Does Writing Across the Curriculum Work?” College English 46 (1984): 114-20.

Functional Writing Program Documents. Archives of Colgate University, Hamilton, NY.

Graham, Joan. “What Works: The Problems and Rewards of Cross-Curricular Writing Programs.” Current Issues in Higher Education 3 (1983-84): 16-26.

“Harvard Plan.” Editorial. Nation 22 Apr. 1915: 431.

Kistler, Jonathan. Letter to the author. 30 Apr. 1986.

Knoblauch, C. W., and Lil Brannon, “Writing as Learning through the Curriculum.” CollegeEnglish 45 (1983): 465-74.

Lanham, Richard. “Urgency and Opportunity: Implementing Writing Across the Curriculum.” Address. University of Georgia faculty. Athens, GA, 25 Apr. 1985. Reported in Writing Across the Curriculum 3 (1985): 5-6.

Lawson, Strang. “The Colgate Plan for Improving Student Writing.” AAUP Bulletin 39 (1953): 288-90.

Lehman, Benjamin H., Chair. “Report to the Committee on Educational Policy, 1952-53.” Papers of the Prose Improvement Committee. U of California, Berkeley.

Miles, Josephine. Working Out Ideas: Predication and Other Uses of Language. Curriculum Publications 5. Berkeley: Bay Area Writing Project, 1979.

Miles, Josephine, Chair. “Report of the Committee for Prose Improvement, 1958.” Papers of the Prose Improvement Committee. Berkeley: U of California.

Progressive Education Association. Language in General Education: A Report of the Committee on the Function of English in General Education. New York: Appleton, 1940.

Rader, Ralph W., Chair. “Report of the Committee on Prose Improvement, 1964-65.” Papers of the Prose Improvement Committee. Berkeley: U of California.

Richards, I. A. The Philosophy of Rhetoric. New York: Oxford UP, 1936.

Rideout, Christopher. “Applying the Writing Across the Curriculum Model to Professional Writing.” Current Issues in Higher Education 3 (1983-84): 27-33.

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

Rudolph, Frederick. Curriculum: A History of the American Undergraduate Course of Study Since 1636. San Francisco: Jossey, 1978.

Swanson-Owens, Deborah. “Identifying Natural Sources of Resistance: A Case Study of Implementing Writing Across the Curriculum.” Research in the Teaching of English 20 (1986): 69-97.

Terrell, Huntington. Personal interview. 31 Mar. 1986.

Connors, Robert J. “Personal Writing Assignments.” CCC 38.2 (1987): 166-183.

Abstract:

Connors investigates at the history of the writing subjects teachers assign students from ancient times until today by looking at how textbook assignments evolved over time. He discovers a shift in the mid to late 1800s from impersonal assignments that asked students to comment on an issue in the public sphere to assignments that narrowly focus on personal feelings, ideas, and experiences. Personal writing never completely took over writing instruction, he argues, and he points to the rise of the research paper, the use of literature in composition classrooms, and the emphasis on argumentative and expository writing as proof. Connors claims that instructors must find a middle ground between personal and impersonal writing assignments, tasks that allow students to start from what they know but to branch into an larger public conversation.

Keywords:

ccc38.2 Writing Subjects Students Composition Invention Rhetoric Topics Teachers Assignments Personal PersonalWriting Literature Abstract Subjects Modes Knowledge Textbooks

Works Consulted and Cited

Baker, George Pierce. Principles of Argumentation. Boston: Ginn & Co., 1895.

Bardeen, C. W. A System of Rhetoric. New York: A. S. Barnes, 1884.

Berlin, James A. Writing Instruction in Nineteenth-Century American Colleges. Carbondale: Southern Illinois UP, 1985.

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

Buck, Gertrude, and Elisabeth Woodbridge. A Course in Expository Writing. New York: Henry Holt, 1899.

Canby, Henry S. and John B. Opdycke. Elements of Composition for Secondary Schools. New York: Macmillan, 1913.

Cicero. De Oratore. Trans. E. W. Sutton and H. Rackham. Cambridge: Harvard UP, 1942.

Clark, Donald Leman. Rhetoric in Greco-Roman Education. New York: Columbia UP, 1957.

Connors, Robert J. “The Rhetoric of Explanation: Explanatory Rhetoric from Aristotle to 1850.” Written Communication 1 (1984): 189-210.

—. “The Rhetoric of Explanation: Explanatory Rhetoric from 1850 to the Present.” Written Communication 2 (1985): 49-72.

Crane, William G. Wit and Rhetoric in the Renaissance. New York: Columbia UP, 1937.

Crowley, Sharon. “Invention in Nineteenth Century Rhetoric.” CCC 36 (1985): 51-60.

Curl, Mervin]. Expository Writing. Boston: Houghton Mifflin, 1919.

Day, Henry N. Elements of the Art of Discourse. Hudson: Skinner, 1850.

Espenshade, A. Howry. The Essentials of Composition and Rhetoric. Boston: D. C. Heath & Company, 1913.

Genung, John F. Outlines of Rhetoric. Boston: Ginn and Co., 1893.

—. Practical Elements of Rhetoric. Boston: Ginn and Co., 1886.

Green, Andrew J. “Significant Theme Content.” College English 1 (1939): 691-99.

Hart, John M. A Manual of Composition and Rhetoric. Philadelphia: Eldredge & Brother, 1870.

Hill, David J. Elements of Rhetoric and Composition. New York: Sheldon & Company, 1878.

Howes, Raymond F. “Freshman Assignments.” English Journal 17 (1928): 154-57.

Kellogg, Brainerd. A Text-Book on Rhetoric. New York: Clark & Maynard, 1880.

Kerl, Simon. Elements of Composition & Rhetoric. New York: Ivison, Phinney, Blakeman, 1869.

Kitzhaber, Albert R. Rhetoric in American Colleges, 1850-1900. Diss., U of Washington, 1953.

Lomer, Gerhard R., and Margaret Ashmun. The Study and Practice of Writing English. Boston: Houghton Mifflin Co., 1914.

Macrorie, Ken. Uptaught. Rochelle Park, NJ: Hayden Book Co., 1970.

Mead, William E. Elementary Composition and Rhetoric. Boston: Leach, Shwell & Sanborn, 1894.

Nason, Arthur Huntington. Efficient Composition: A College Rhetoric. New York: New York UP, 1917.

Newcomer, Alphonso G. A Practical Course in English Composition. Boston: Ginn, 1893.

Parker, Richard Green. Aids to English Composition.. New York: Harper & Brothers, 1845.

—. Progressive Exercises in English Composition. Boston: Robert S. Davis, 1832.

Perrin, Porter G. An Index to English. Chicago: Scott, Foresman & Company, 1939.

Quackenbos, George P. Advanced Course of Composition and Rhetoric. New York: D. Appleton, 1854.

Quintilian. Institutio Oratoria. Trans. H. E. Butler. Cambridge: Harvard UP, 1920.

Reed, Alonzo, and Brainerd Kellogg. Higher Lessons in English. New York: Clark & Maynard, 1877.

Scott, H. P. “Making Themes Mean Something.” English Journal 12 (1923): 93-97.

Symonds, Percival M. “Real Topics for Writing and Speaking,” School Review 38 (1930): 765-75.

Walker, John. The Teacher’s Assistant in English Composition. Carlisle: Kline, 1808.

Ward, C. H. What is English? Chicago: Scott, Foresman, 1917.

Young, Richard. “Arts, Crafts, Gifts and Knacks: Some Disharmonies in the New Rhetoric.” Reinventing the Rhetorical Tradition. Ed. Aviva Freedman and Ian Pringle. Conway, AR: University of Central Arkansas. 1980. 53-60.

Freed, Richard C., and Glenn J. Broadhead. “Discourse Communities, Sacred Texts, and Institutional Norms.” CCC 38.2 (1987): 154-165.

Abstract:

The authors argue that analyzing the written materials and terminology of discourse communities is a powerful way to understand the values and the systems of those communities. It is vital that students understand how to analyze the discourse communities they are writing to and in so that they can most effectively and persuasively construct their messages. The authors advocate teaching students ethnographic methods for learning about different discourse communities and cultures. Also, instructors should employ an ethnographic perspective on their own teaching and courses to discover what assumptions exist in their pedagogy.

Keywords:

ccc38.2 Client DiscourseCommunities Consultants Study Proposals Writing Norms Culture Institutions Writers ProfessionalWriting

Works Cited

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

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

Broadhead, Glenn J, and Richard C. Freed. The Variables of Composition: Process and Product in a Business Setting. NCTE Studies in Writing and Rhetoric. Carbondale: Southern Illinois UP, 1986.

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

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

Cooper, Marilyn M. “The Ecology of Writing.” College English 48 (1986): 364-75.

Emig, Janet. The Composing Processes of Twelfth Graders. Urbana: NCTE, 1971.

Fish, Stanley. Is There a Text in This Class? The Authority of interpretive Communities. Cambridge: Harvard UP, 1980.

Fishman, Joshua A. The Sociology of Language: An interdisciplinary Social Science Approach to Language in Society. Rowley, MA: Newbury House, 1972.

Frake, Charles O. Language and Cultural Description: Essays by Charles O. Frake. Stanford: Stanford UP, 1980.

Graves, Donald H. “An Examination of the Writing Processes of Seven Year Old Children.” Research in the Teaching of English 9 (1974): 227-41.

Gumperz, John J. Language in Social Groups: Essays by John J. Gumperz. Stanford: Stanford UP, 1971.

Hairston, Maxine. “The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing.” College Composition and Communication 30 (1982): 76-88.

Halliday, M. A. K. Language As Social Semiotic: The Social interpretation of Language and Meaning. London: Edward Arnold, 1978.

Haugen, Einar. The Ecology of Language: Essays by Einar Haugen. Stanford: Stanford UP, 1972. Hudson, R. A. Sociolinguistics. Cambridge: Cambridge UP, 1980.

Hymes, Dell. “Models of the Interaction of Language and Social Life.” Directions in Sociolinguistics: The Ethnography of Communication. Ed. John J. Gumperz and Dell Hymes. New York: Holt, Rinehart and Winston, 1972.

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

Labov, William. The Social Stratification of English in New York City. Washington, DC: Center for Applied Linguistics, 1966.

Nystrand, Martin. “Rhetoric’s ‘Audience’ and Linguistics’ ‘Speech Community’: Implications for Understanding Writing, Reading, and Text.” What Writers Know. Ed. Martin Nystrand. New York: Academic Press, 1982.

Odell, Lee, and Dixie Goswami, eds. Writing in Non-Academic Settings. New York: Academic Press, 1986.

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

Saville-Troike, Muriel. The Ethnography of Communication: An Introduction. Oxford: Basil Blackwell, 1982.

Woodson, Linda. A Handbook of Modern Rhetorical Terms. Urbana: NCTE, 1979.

Young, Richard E. “Paradigms and Problems: Needed Research in Rhetorical Invention.” Research on Composing: Points of Departure. Ed. Charles R. Cooper and Lee Odell. Urbana: NCTE, 1978.

Brooke, Robert. “Underlife and Writing Instruction.” CCC 38.2 (1987): 141-153.

Abstract:

Brooke uses the sociological concept of underlife (behaviors that undercut expected roles) to explain how both teachers and students redefine their traditional roles in the writing classroom. From his semester-long study of a freshman writing class, Brooke observes how students push against teacher expectations and teachers deliberately structure their class differently than others at the university. Brooke argues that writing instruction acts to disrupt the existing educational system and institution, offering a different model of classrooms in its place, one that favors autonomy and action.

Keywords:

ccc38.2 BraddockAward Students Classrooms Writing Underlife Roles Teachers Identity Activities EGoffman Behaviors Interaction Individuals Instruction

Works Cited

Annas, Pamela. “Style as Politics.” College English 47 (1985): 360-71.

Berthoff, Ann. The Making of Meaning. Upper Montclair, NJ: Boynton/Cook, 1983.

Dillard, Annie. “Lenses.” The Bedford Reader. Ed. X. J. Kennedy and Dorothy Kennedy. 2nd ed. New York: St. Martin’s Press, 1985. 101-05.

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

Emig, Janet. “Non-Magical Thinking: Presenting Writing Developmentally in Schools.” Writing: The Nature, Development, and Teaching of Written Communication, Vol. 2: Writing: Process, Development and Communication. Ed. Carl Frederiksen and Joseph Dominic. Hillsdale, NJ: Erlbaum, 1981. 21-30.

—. The Web of Meaning. Upper Montclair, NJ: Boynton/Cook, 1983.

Goffman, Erving. Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. New York: Anchor, 1961.

—. Stigma: Notes on the Management of Spoiled Identity. Englewood Cliffs, NJ: Prentice-Hall, 1963.

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

Laurence, Margaret. A Bird in the House. Toronto: Seal, 1978.

Murray, Donald. A Writer Teaches Writing. 2nd Ed. Boston: Houghton Mifflin, 1982.

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

Rich, Adrienne. “Teaching Language in Open Admissions.” On Lies, Secrets, and Silence: Selected Prose 1966-1978. New York: Norton, 1979.51-68.

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

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

Directory of Assistantships and Fellowships for Graduate Study in English and the Teaching of English and Directory of the Chairmen of Freshman Composition Programs in the Nation’s Colleges and Universities. Compiled and edited by William J. Scannell.

Workshop Reports of the 1954 Conference on College Composition and Communication Meeting. March 4, 5, 6, The Hotel Jefferson, St. Louis, Missouri.

The College Composition and Communication (CCC) editor serves a term of five years. The editor can be invited to serve a second term, if CCCC officers decide to ask her or him to do so. The editor is a member of the CCCC Editors team, which meets face-to-face at the CCCC Convention and, on occasion, virtually throughout the year.

About two-and-a-half years before the new editor’s first issue is to appear (or roughly midway through the current editor’s term), a search committee is formed consisting of the CCCC Chair, CCCC Associate Chair, NCTE Executive Director, and two members approved by the CCCC Executive Committee from a slate of at least three nominees offered by the CCCC Officers. The NCTE Publications Director serves as staff contact person and has an ex officio role on the committee.

A search announcement is placed in appropriate NCTE journals, on the CCCC website, in the weekly INBOX newsletter, and on social media platforms. The announcement is placed 5-7 months before the next CCCC Convention (usually held in March or April), with an application deadline of 2-3 months before this meeting.

Applicants are asked to submit in PDF form the following materials: (1) a vita, (2) one published writing sample (article or chapter), and (3) a statement of vision, to include any suggestions for changing the journal as well as features of the journal to be continued. Applicants are also asked to secure statements from their institutional administrators affirming financial and general support for hosting the editor position.

After the deadline for submissions, the applications are shared with the committee, who discuss them via email or conference call, and narrow the applications down to a list of finalists. The finalists can be asked to share additional information (such as a sample editorial).

Finalists are interviewed in person at the CCCC Annual Convention. The committee meets, if possible, as soon as possible after the final interview to choose the editor. Once a choice is made, the publications director negotiates the terms of the memorandum of understanding (MOU) between CCCC/NCTE and the new editor’s institution. Upon successful completion of the MOU, the committee’s recommendation is submitted to the CCCC Executive Committee for approval.

The new editor is brought to NCTE headquarters for orientation about 18 months before her or his first issue appears.