Category: Uncategorized

A conversation with Heather Bastian, author of “Student Affective Responses to ‘Bringing the Funk’ in the First-Year Writing Classroom” (13:54).

Heather Bastian is the associate director of the Communication Across the Curriculum (CxC) program at the University of North Carolina–Charlotte. Her research interests include genre studies, composition pedagogy, and writing program administration. Her work has appeared in the WPA Journal, Composition Studies, Composition Forum, Across the Disciplines, and Reader.

 

 

 

 

 

A conversation with Chase Bollig, author of “’Is College Worth It?’ Arguing for Composition’s Value with the Citizen-Worker” (11:00)

Chase Bollig is an assistant professor at Gonzaga University. As a self-proclaimed “working-class PhD,” Bollig researches rhetoric, composition, literacy, and their intersections with class politics.

 

 

 

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v58-4

Villanueva, Victor. “Review Essay: The Layerings of Silences.” Rev. of Unspoken: A Rhetoric of Silence by Cheryl Glenn. CCC 58.4 (2007): 721-731.

Works Cited

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

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

Huehuehtlahtolli: Testimonios de la Antigua Palabra. Trans. (from Náhuatl to Castellano) by Librado Silva Galeana. Mexico, D.F.: Sectretaría de Educación Publica, Fondo de Cultura Económica, 1991.

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

Mihesuah, Devon Abbott. Indigenous American Women: Decolonization, Empowerment, Activism. Lincoln: U of Nebraska P, 2003.

—. So You Want to Write about American Indians? A Guide for Writers, Students, and Scholars. Lincoln: U of Nebraska P, 2005.

Monroe, Barbara. Crossing the Digital Divide: Race, Writing, and Technology in the Classroom . New York: Teachers College P, 2004.

Romano, Susan. “Tlaltelolco: The Grammatica-Rhetorical Indios of Colonial Mexico. College English (2004): 257-77.

Smith, Linda Tuhiwai. Decolonizing Methodologies: Research and Indigenous Peoples. London: Zed and Dunedin: U Otago P, 1999.

Tuck, Jim. “History of Mexico: BartolomŽ de las Casas: Father of Liberation Theology.” http://www.mexconnect.com/mex_/history/jtuck/jtbartolome.html. Accessed 20 October 2006.

wa Thiong’o, Ngugi. Penpoints, Gunpoints, and Dreams: Towards a Critical Theory of the Arts and the Sate in Africa . New York: Oxford UP, 1998.

Eubanks, Philip. “Review Essay: People, Places, and Writing.” Rev. of Relations, Locations, Positions: Composition Theory for Writing Teachers by Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon, eds.;  Writing with Authority: Students’ Roles as Writers in Cross-National Perspective by David Foster; On Austrian Soil: Teaching Those I Was Taught to Hate by Sondra Perl. CCC 58.4 (2007): 715-720.

Work Cited

Fulkerson, Richard. “Composition at the Turn of the Twenty-First Century.” CCC 56.4 (June 2005): 654–87.

Johnson, Robert. “Musings: What Calls for Naming? A Meditation on Meaning in Technical, Professional, and Scientific Communication Programs.” CCC 58.4 (2007): 709-714.

Keywords:

ccc58.4 Naming Programs Consequences TechnicalWriting ProfessionalWriting ScientificWriting TechComm Institutions

Works Cited

Heidegger, Martin. What Is Called Thinking? New York: Harper & Row, 1968.

Rich, Adrienne. What Is Found There. New York: W. W. Norton, 1993.

Miller, Thomas P., and Brian Jackson. “Questions: What Are English Majors For?” CCC 58.4 (2007): 682-708.

Keywords:

ccc58.4 Writing EnglishMajors Courses Departments EnglishStudies Literacy Disciplines Composition Education Field Institutions Survey Research

Works Cited

ADE Ad Hoc Committee on Staffing. “Report of the ADE Ad Hoc Committee on Staffing.” ADE Bulletin 122 (1999): 3-26.

ADE 2001-2002 Ad Hoc Committee on the English Major. “The Undergraduate English Major.” ADE Bulletin 134-135 (2003): 68-91.

Armstrong, Paul B. “The English Coalition and the English Major.” ADE Bulletin 96 (1990): 30-33.

Beidler, Peter G. “What English Majors Do Out There, How They Feel about It, and What We Do about It.” ADE Bulletin 133 (2003): 29-35.

Bishop, Wendy. “Suddenly Sexy: Creative Nonfiction Rear Ends Composition.” College English 65 (2003): 257-75.

Bizzaro, Patrick. “Research and Reflection in English Studies: The Special Case of Creative Writing.” College English 66 (2004): 294-309.

Brandt, Deborah. Literacy in American Lives. New York: Cambridge UP, 2001.

Burke, Colin B. American Collegiate Populations: A Test of the Traditional View. New York: New York UP, 1982.

Carnegie Foundation for the Advancement of Teaching. The Carnegie Classifications of Institutions of Higher Education. 2006. http://www.carnegiefoundation.org/classifications/index.asp. July 27, 2006.

Chapman, David W., and Gary Tate. “A Survey of Doctoral Programs in Rhetoric and Composition.” Rhetoric Review 5 (1987): 124-86.

Cowan, Elizabeth Wooten, ed. Options for the Teaching of English: The Undergraduate Curriculum . New York: MLA, 1975.

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

Culler, Jonathan. “Rethinking the Graduate Curriculum.” ADE Bulletin 62 (1979): 19- 26.

Delli Carpini, Dominic. “Re-writing the Humanities: The Writing Major’s Effect upon Undergraduate Studies in English Departments.” Composition Studies (forthcoming).

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Eagleton, Terry. Literary Theory: An Introduction. Minneapolis: U of Minnesota P, 1983.

Elbow, Peter. What Is English? New York: MLA, 1990.

Fitts, Karen, and William B. Lalicker. “Invisible Hands: A Manifesto to Resolve Institutional and Curricular Hierarchy in English Studies.” College English 66 (2004): 427-51.

Fleming, David. “Rhetoric as a Course of Study.” College English 61 (1998): 169-91. Graff, Gerald. Professing Literature: An Institutional History. Chicago: U of Chicago P, 1987.

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—. “Undergraduate English Programs: Findings from an MLA Survey of the 1992-93 Academic Year.” ADE Bulletin 115 (1996): 34-73.

Huber, Bettina J., and David Laurence. “Report on the 1984-85 Survey of the English Sample: General Education Requirements in English and the English Major. ADE Bulletin 93 (1989): 30-43.

Huber, Bettina J., and Art Young. “Report on the 1983-84 Survey of the English Sample.” ADE Bulletin 84 (1986): 40-61.

Laurence, David. “The Latest Forecast.” ADE Bulletin 131 (Spring 2002): 14-19. 31 Jan. 2007. http://www.ade.org/ bulletin/.

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Lloyd-Jones, Richard, and Andrea A. Lunsford, eds. The English Coalition Conference: Democracy through Language . Urbana, IL: NCTE, 1989.

Mayers, Tim. (Re)Writing Craft: Composition, Creative Writing, and the Future of English Studies . Pittsburgh: U of Pittsburgh P, 2005.

McLeod, Dan. “ADE Debates: Watching Our Discipline Die.” ADE Bulletin 66 (1980): 34-35.

Miller, J. Hillis. “The Function of Rhetorical Study at the Present Time.” ADE Bulletin 62 (1979): 10-18.

—. “Literary Study in the University without Idea.” ADE Bulletin 113 (1996): 30-33.

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

National Commission on Excellence in Education. A Nation at Risk: The Imperative for Educational Reform. April 1983. U.S. Department of Education. 1 August, 2004. http://www.ed.gov/pubs/NatAtRisk/index.html.

National Endowment for the Arts. Reading at Risk: A Survey of Literary Reading in America. 2004. Research Division Report #46. Washington, DC. 21 December, 2005. http://www.arts.gov/pub/ReadingAtRisk.pdf.

O’Neill, Peggy, Angela Crow, and Larry W. Burton, eds. A Field of Dreams: Independent Writing Programs and the Future of Composition Studies . Logan, UT: Utah State UP, 2002.

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Scholes, Robert. The Rise and Fall of English: Reconstructing English as a Discipline . New Haven: Yale UP, 1998.

Schwartz, Lawrence. “The Postmodern English Major: A Case Study.” ADE Bulletin 133 (2003): 16-24.

Shamoon, Linda K., ed. Coming of Age: The Advanced Writing Curriculum. Portsmouth, NH: Boynton/Cook, 2000.

Shepard, Alan. “Gumbo? On the Logic of Undergraduate Curricula in English Studies.” ADE Bulletin 133 (2003): 25-28.

Showalter, English, et al. The MLA Guide to the Job Search. New York: MLA, 1996.

U.S. Dept. of Education. National Center for Education Statistics, Integrated Postsecondary Education Data System. Digest of Education Statistics, 2002. 27 July, 2006. http://nces.ed.gov/programs/digest/d02/dt252.asp.

Wenger, Morton G. “The Case of Academia: Demythologization in a Non-Profession.” Professions for the People: The Politics of Skill. Ed. Joel Gerstl and Glenn Jacobs. New York: Schenkman Pub., 976. 95-152.

Wilcox, Thomas. The Anatomy of College English. San Francisco: Jossey-Bass, 1973.

Winterowd, W. Ross. The Rhetoric of the “Other” Literature. Carbondale, IL: Southern Illinois UP, 1990.

“Writing Majors at a Glance.” Conference on CCC. April 2006. 10 November, 2006. /cccc/gov/committees/majorrhetcomp?source=gs.

Yancey, Kathleen Blake. “Made Not Only in Words: Composition in a New Key.” CCC 56.2 (2004): 297-328.

Powers, M. Karen and Catherine Chaput. “‘Anti-American Studies’ in the Deep South: Dissenting Rhetorics, the Practice of Democracy, and Academic Freedom in Wartime Universities.” CCC 58.4 (2007): 648-681.

Abstract:

Using Frederic Jameson, we outline concentric circles of the political unconscious structuring debates about academic freedom at the national and state levels. By drawing parallels between the World War I university and the contemporary university, we suggest that such circles function historically, always bearing traces of an earlier time. To illustrate implications at one local site, we discuss the “Anti-American Studies” fliers repeatedly posted in our department and end by emphasizing the importance of using critical writing pedagogies to encourage opportunities for dissenting rhetorics.

Keywords:

ccc58.4 AcademicFreedom University War Students Georgia Professors Education ACTA AntiAmerican Fliers FJameson Dissent Democracy History DHorowitz Classroom Rhetoric

Works Cited

“Academic Freedom.” New York Times 20 June 1915.

“Academic Freedom after 9/11.” NOW. Host David Brancaccio. 15 Feb. 2002. Public Affairs Television. 18 March 2007. http://www.pbs.org/now/politics/acfreehistory.html.

American Association of University Professors. “Academic Bill of Rights.” 15 December 2003. http://www.aaup.org/AAUP/About/committees/committee+repts/CommA/academicbillof+rights.htm.

—. “Controversy in the Classroom.” 2 March 2004. http://www.aaup.org/AAUP/About/committees/committee+repts/CommA/controversyinthe classroom.htm.

American Council of Trustees and Alumni. Governance in the Public Interest: A Case Study of the University of North Carolina System. June 2005. http://www.goacta.org/publications/reports.html.

—. “Mission and History.” 2003. http://www.goacta.org/about_acta/mission.html.

—. “Reports.” 2005. http://www.goacta.org/about_acta/mission.html.

—. “Speeches/Testimony.” 2007. http://www.goacta.org/publications/speeches.html.

Angoff, Charles. “The Higher Learning Goes to War.” The American Mercury 11 (1927): 177-91.

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Benjamin, Walter. The Arcades Project. Cambridge, MA: Belknap P, 1999.

B�rub�, Michael. “The Loyalties of American Studies.” American Quarterly 56 (2004): 223-33.

Bloome, David, Diana George, Nancy Welch, and Charles Bazerman. ” CCCC 2003: Reflections on Rhetoric and War .” CCC 55 (2003): 343-55.

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Chaput, Catherine. “Identity, Postmodernity, and an Ethics of Activism.” JAC 20 (2000): 43-72.

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Ohmann, Richard. “Citizenship and Literacy Work: Thoughts without a Conclusion.” Workplace: A Journal of Academic Labor 4.1 (2001): 16 May 2001. http://www.cust.educ.ubc.ca/workplace/issue7/ohmann.html.

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Roberts-Miller, Trish. “Discursive Conflict in Communities and Classrooms.” CCC 54 (2003): 536-57.

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Mutnick, Deborah. “Inscribing the World: An Oral History Project in Brooklyn.” CCC 58.4 (2007): 626-647.

Abstract:

This essay reports on a university-school oral history project at an elementary school in Brooklyn, New York. It theorizes the dialectic of place and history as expressed in the voices of the school community and goes on to suggest some tenets for a public sphere pedagogy rooted in material rhetoric and economic geography.

Keywords:

ccc58.4 School Students Project History OralHistory Community Stories Legacies Brooklyn PublicSphere Pedagogy MaterialRhetoric ElementarySchool

Works Cited

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—. ” Talking across Difference: Intercultural Rhetoric and the Search for Situated Knowledge .” CCC 55 (2003): 38-68.

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

You and Your Community’s Story. Whitesburg, KY: Roadside Theater, 1995.

MacDonald, Susan Peck. “The Erasure of Language.” CCC 58.4 (2007): 585-625.

Abstract:

This article traces a decline in CCCC sessions on language along with a shift toward more reductive definitions. It analyzes early CCCC treatment of language issues, the Students’ Right document, changes in demographics and linguistics, and shifts within English departments that have left us overdue for professional reexamination of our role as teachers of language.

Keywords:

ccc58.4 Language English SROL Students Grammar CCCC Linguistics Teaching Teachers Composition Writing Research RBraddock Knowledge ESL

Works Cited

Atkinson, Dwight. Scientific Discourse in Sociohistorical Context: The Philosophical Transactions of the Royal Society of London, 1675-1975. Mahwah, NJ: Erlbaum, 1999.

Barton, Ellen, and Gail Stygall, eds. Discourse Studies in Composition. Cresskill, NJ: Hampton P, 2002.

Bazerman, Charles. Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Madison, WI: U of Wisconsin P, 1988.

Becher, Tony. Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines. Milton Keynes, England: Society for Research into Higher Education, 1989.

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

Braddock, Richard, Richard Lloyd-Jones, and Lowell Schoer. Research in Written Composition. Champaign, IL: NCTE, 1963.

“Conference Program.” The Conference on CCC. Springfield, IL: NCTE, 1955–2005.

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

—. “The Erasure of the Sentence.” CCC 52 (2000): 96–128.

Crowley, Sharon. “Linguistics and Composition Instruction: 1950–1980.” Written Communication 6 (1989): 480– 505.

Devitt, Amy. “Intertextuality in Tax Accounting: Generic, Referential, and Functional.” Textual Dynamics of the Professions: Historical and Contemporary Studies of Writing in Professional Communities. Ed. Charles Bazerman and James Paradis. Madison, WI: U of Wisconsin P, 1991. 336–57.

Faber, Brenton. “Rhetoric in Competition: The Formation of Organizational Discourse in Conference on CCC Abstracts.” Written Communication 13 (1996): 355–84.

Fahnestock, Jeanne. Rhetorical Figures in Science. New York: Oxford UP, 1999. Faigley, Lester. Fragments of Rationality: Postmodernity and the Subject of Composition. Pittsburgh: U of Pittsburgh P, 1992.

Fulkerson, Richard. “Composition at the Turn of the Twenty-First Century.” CCC 56 (2005): 654–687.

“Grammar in the Freshman Course: The Report of Workshop No. 5 [and 5A.]” CCC 1 (1950): 19–21.

Halliday, M. A. K., and J. R. Martin. Writing Science: Literacy and Discursive Power. Pittsburgh: U of Pittsburgh P, 1993.

Haswell, Richard H. “NCTE/CCCC’s Recent War on Scholarship.” Written Communication 22 (2005): 198–223.

Huddleston, Rodney D., and Geoffrey K. Pullum. “Of Grammatophobia.” Chronicle of Higher Education 3 Jan. 2003: [vol. 49.17] B20.

Hyland, Ken. Disciplinary Discourses: Social Interactions in Academic Writing. Harlow, England: Longman, 2000.

Kolln, Martha. “Closing the Books on Alchemy.” CCC 32 (1981): 139–151.

—. Rhetorical Grammar: Grammatical Choices, Rhetorical Effects. 5th ed. New York: Longman, 2007.

Kolln, Martha J., and Robert W. Funk. 7th ed. Understanding English Grammar. New York: Pearson, 2006.

Lam, Andrew. “Love, Money, Prison, Sin, Revenge.” Los Angeles Times magazine, March 13, 1994, pp. 24–30.

Lamberts, J. J. “Structural Linguistics: For Whom?” CCC 11 (1960): 105–10.

“Language and Composition.” Workshop Reports. CCC 16 (1965): 190.

Lanham, Richard A. Revising Prose. 4th ed. New York: Longman, 2000.

MacDonald, Susan Peck. “A Method for Analyzing Sentence-Level Differences in Disciplinary Knowledge Making.” Written Communication 9 (1992): 533– 69.

—. Professional Academic Writing in the Humanities and Social Sciences. Carbondale, IL: Southern Illinois U, 1994.

Mulroy, David. The War Against Grammar. Portsmouth, NH: Boynton/Cook, 2003.

Myers, Sharon A. “ReMembering the Sentence.” CCC 54 (2003): 610–28.

Ohmann, Richard. Foreword. Class Politics: The Movement for the Students’ Right to Their Own Language. By Stephen Parks. Urbana, IL: NCTE, 2000. xiii–xviii.

Parks, Stephen. Class Politics: The Movement for the Students’ Right to Their Own Language. Urbana, IL: NCTE, 2000.

“Problems in Linguistics.” Workshop Reports. CCC 11 (1960): 137–38.

“Problems in Stylistic Theory.” Workshop Reports. CCC 21 (1970): 294–95.

Roberts, Paul. Understanding Grammar. New York, Harper, 1954.

Scarcella, Robin, and Kusup Chin. “Literacy Practices in Two Korean-American Communities.” Center for Research on Education, Diversity & Excellence: NCRCDSLL Research Reports (University of California, Santa Cruz). Paper rr08. (Jan. 1, 1993). Posted on the eScholarship Repository of the University of California <http://repositories.cdlib.org/crede/ ncrcdsllresearch/rr08>.

“Semantics in the Freshman English Course: Report of Workshop No. 6 [and 6A].” CCC 1 (1950): 22–23.

“Shall We Teach Grammar? Panel Discussion No. 6.” CCC 6 (1955): 171–2. Sledd, James. “A Plea for Pluralism.” College English 23 (1961): 15–20.

—. “A Talking: For the Love of God.” 1968. Reprinted in Eloquent Dissent: The Writing of James Sledd. Ed. Richard D. Freed. Portsmouth, NH: Boynton/Cook, 1996. 20–30.

—. “See and Say.” 1987. Reprinted in Eloquent Dissent: The Writing of James Sledd. Ed. Richard D. Freed. Portsmouth, NH: Boynton/Cook, 1996. 135– 147.

“Students’ Right to Their Own Language.” CCC 25.3 (1974): 1–18.

“The Study of Style in the Composition Course.” Workshop Reports. CCC 21 (1970): 286–88.

Swales, John M. Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge UP, 1990.

Toulmin, Stephen. Human Understanding: The Collective Use and Evolution of Concepts. Princeton. NJ: Princeton UP, 1972.

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U.S. Census Bureau. Statistical Abstract of the United States: 2004-2005. (124th edition) Washington, DC, 2004.

Vande Kopple, William J. “Noun Phrases and the Style of Scientific Discourse.” A Rhetoric of Doing: Essays on Written Discourse in Honor of James L. Kinneavy. Ed. Stephen P. Witte, Neil Nakadate, and Roger D. Cherry. Carbondale, IL: Southern Illinois UP, 1992. 328–348.

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Wible, Scott. ” Pedagogies of the ‘Students’ Right’ Era: The Language Curriculum Research Group’s Project for Linguistic Diversity .” CCC 57 (2006): 442–78.

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Downs, Douglas, and Elizabeth Wardle. “Teaching about Writing, Righting Misconceptions: (Re)Envisioning ‘First-Year Composition’ as ‘Introduction to Writing Studies.'” CCC 58.4 (2007): 552-584.

Abstract:

In this article we propose, theorize, demonstrate, and report early results from a course that approaches first-year composition as Introduction to Writing Studies. This pedagogy explicitly recognizes the impossibility of teaching a universal academic discourse and rejects that as a goal for first-year composition. It seeks instead to improve students’ understanding of writing, rhetoric, language, and literacy in a course that is topically oriented to reading and writing as scholarly inquiry and that encourages more realistic conceptions of writing.

Keywords:

ccc58.4 Writing Students Research Course WritingStudies FYC REading Pedagogy Field Content Discourse AcademicWriting Knowledge Skills

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v60-1

Ritter, Kelly. “Before Mina Shaughnessy: Basic Writing at Yale, 1920-1960.” CCC 60.1 (2008): 12-45.

Abstract:

This article examines Yale’s “Awkward Squad” of basic writers between 1920 and 1960. Using archival materials that illustrate the socioeconomic conditions of this early, “pre-Shaughnessy” site of remedial writing instruction, I argue for a re-definition of basic in composition studies using local, institutional values rather than generic standards of correctness applied uniformly to all colleges and universities.

Keywords:

ccc60.1

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Lamos, Steve. “Literacy Crisis and Color-Blindness: The Problematic Racial Dynamics of Mid-1970s Language and Literacy Instruction for ‘High-Risk’ Minority Students.” CCC 60.1 (2008): 46-81.

Abstract:

This article argues that mid-1970s discourses of literacy crisis prompted a problematic shift toward color-blind ideologies of language and literacy within both disciplinary and institutional discussions of writing instruction for “high-risk” minority students. It further argues that this shift has continuing import for contemporary antiracist writing instruction.

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Trainor, Jennifer Seibel. “The Emotioned Power of Racism: An Ethnographic Portrait of an All-White High School.” CCC 60.1 (2008): 82-112.

Abstract

This article explores the emotioned dimensions of racist discourses at an all-white public high school. I argue that students’ racist assertions do not always or even often originate in students’ racist attitudes or belief. Instead, racist language functions metaphorically, connecting common racist ideas to nonracist feelings, values, beliefs, and associations that are learned in the routine practices and culture of school.

Works Cited

Abu-Lughod, L., and C. Lutz. Language and the Politics of Emotion. Cambridge: Cambridge UP, 1990.

Anderson, Virginia. “Confrontational Teaching and Rhetorical Practice.” College Composition and Communication 48.2 (May 1997): 197-214.

—. “Property Rights: Exclusion as Moral Action in ‘The Battle of Texas.'” College English 62.4 (March 2000): 445-72.

Banning, Marlia E. “The Politics of Resentment.” JAC 26.1/2 (2006): 67-101.

Boler, Megan. Feeling Power: Emotions and Education. London: Routledge, 1999.

Britzman, Deborah. Novel Education: Psychoanalytic Studies of Learning and Not Learning. New York: Peter Lang, 2006.

Burke, Kenneth. A Rhetoric of Motives. Berkeley: U of California P, 1950.

Cintron, Ralph. Angels’ Town: Chero Ways, Gang Life, and Rhetorics of the Everyday. Boston: Beacon, 1998.

Crowley, Sharon. Toward a Civil Discourse: Rhetoric and Fundamentalism. Pittsburgh: U of Pittsburgh P, 2006.

Cvetkovich, A. An Archive of Feelings: Trauma, Sexuality, and Lesbian Public Cultures. Durham, NC: Duke UP, 2003.

Daniell, B. A Communion of Friendship: Literacy, Spiritual Practice, and Women in Recovery. Carbondale: Southern Illinois UP, 2003.

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

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

Gorzelsky, Gwen. The Language of Experience: Literate Practices and Social Change. Pittsburgh: U of Pittsburgh P, 2005.

Gross, Daniel. The Secret History of Emotion: From Aristotle’s Rhetoric to Modern Brain Science. Chicago: U of Chicago P, 2006.

Jacobs, Dale, and Laura Micciche. A Way to Move: Rhetorics of Emotion and Composition Studies. Portsmouth, NH: Boynton/Cook, 2003.

Kates, Susan. “Literacy, Voting Rights, and the Citizenship: Schools in the South, 1957-1970.” College Composition and Communication 57.3 (Feb. 2006): 479-502.

Kennedy, Tammie, Joyce Middleton, Krista Ratcliffe, Kathleen Ethel Welch, Catherine Prendergast, Ira Shor, Thomas R. West, Ellen Cushman, Michelle Kendrick, and Lisa Albrecht. “Symposium: Whiteness Studies. Rhetoric Review 24.4 (Jan. 2005): 359-402.

Lewis, Amanda. Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities. New Brunswick, NJ: Rutgers UP, 2004.

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

—. A Place to Stand: Politics and Persuasion in a Working-Class Bar. Oxford: Oxford UP, 2002.

McIntosh, Peggy. “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies.” Race, Class, and Gender: An Anthology. Ed. M. L. Anderson and P. H. Collins. Belmont, CA: Wadsworth. 1992. 70-81.

Prendergast, C. Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education. Carbondale: Southern Illinois UP, 2003.

Quandahl, Ellen. “A Feeling for Aristotle: Emotion in the Sphere of Ethics.” Jacobs and Micciche 11-22.

Ratcliffe, Krista. Rhetorical Listening: Identification, Gender, Whiteness. Carbondale: Southern Illinois UP, 2005.

Schugurensky, Daniel. “The Eight Curricula of Multicultural Citizenship Education.” Multicultural Education 10.1 (Fall 2002): 2-6.

Strickland, Donna, and Ilene Crawford. “Error and Racialized Performances of Emotion in the Teaching of Writing.” Jacobs and Micciche 67-79.

Worsham, Lynn. “Moving beyond a Sentimental Education.” Jacobs and Micciche 161-63.

Zembylas, Michalinos. “Discursive Practices, Genealogies, and Emotional Rules: A Poststructuralist View on Emotion and Identity in Teaching.” Teaching and Teacher Education 21 (2005): 935-48.

Matthew Abraham
A conversation with Matthew Abraham, author of “Rhetoric and Composition’s Conceptual Indeterminacy as Political-Economic Work” (19:10)

Matthew Abraham is professor of English at the University of Arizona. He is the author of Out of Bounds: Academic Freedom and the Question of Palestine and Intellectual Resistance and the Struggle for Palestine.

 

 

 

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v56-4

Miller, Susan. “Review Essay: The Evidence of Our Sensibilities.” CCC 56.4 (2005): 688-700.

No abstract available.

Works Cited

Berkenkotter, Carol, Thomas N. Huckin, and John Ackerman. “Conventions, Conversations, and the Writer: Case Study of a Student in a Rhetoric Ph.D. Program.” Research in the Teaching of English 22.1 (1988): 9-41.

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

Gonzalez, Norma. I Am My Language: Discourses of Women and Children in the Borderlands. Tucson: U of Arizona P, 2001.

Robinson, Jay L. “Literacy and Lived Lives: Reflections on the Responsibilities of Teachers.” Literacy and Democracy: Teacher Research and Composition Studies in Pursuit of Habitable Spaces: Further Conversations from the Students of Jay Robinson. Ed. Cathy Fleischer and David Schaafsma. Urbana, IL: NCTE, 1998. 1-27.

Rosaldo, Renato. “Cultural Citizenship, Inequality, and Multiculturalism.” Latino Cultural Citizenship: Claiming Identity, Space, and Rights. Ed. William V. Fl ores and Ri na Benmayor. Boston: Beacon, 1997.

Scott, Joan. “The Evidence of Experience.” Critical Inquiry 17 (1991): 773-97. Rpt. in Questions of Evidence. Ed. James Chandler, Arnold I. Davidson, and Harry D. Harootunian. Chicago: U of Chicago P, 1994. 363-400. Abridged as “Experience” in Feminists Theorize the Political. Ed. Joan Scott and Judith Butler. New York: Routledge, 1992. 22-40.

Weedon, Chris. Feminist Practice and Poststructuralist Theory. Oxford: Blackwell, 1987.

Fulkerson, Richard. “Composition at the Turn of the Twenty-First Century.” CCC 56.4 (2005): 654-87.

Abstract

I argue that examining two collections of essays designed for the preparation of new writing teachers and published twenty years apart provides some important clues to what has occurred to composition studies in the interval. Building on the framework I established in two previous CCC articles, I argue that composition studies has become a less unified and more contentious discipline early in the twenty-first century than it had appeared to be around 1990. The present article specifically addresses the rise of what I call critical/cultural studies, the quiet expansion of expressive approaches to teaching writing, and the split of rhetorical approaches into three: argumentation, genre analysis, and preparation for “the” academic discourse community.

Keywords:

Discipline Mapping Students Composition Writing Process Pedagogy Teaching Approaches Courses Genre CulturalStudies Argument Teachers Axiology Field Knowledge Expressivism Discourse

Works Cited

Alcorn, Marshall W., Jr. Changing the Subject: Discourse and the Constructions of Desire. Carbondale: Southern Illinois UP, 2002.

Anderson, Charles M., and Marian M. MacCurdy, eds. Writing and Healing: Toward an Informed Practice. Urbana, IL: NCTE, 2000.

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

Axelrod, Rise B., and Charles R. Cooper. The St. Martin’s Guide to Writing. 4th ed. New York: St. Martin’s, 1994.

Bakhtin, M. M. “The Problem of Speech Genres.” Speech Genres and Other Late Essays. Ed. Caryl Emerson and Michael Holquist. Trans. Vern W. McGee. Austin: U of Texas P, 1986. 60-102.

Barnett, Timothy. Teaching Argument in the Composition Course: Background Readings. Boston: Bedford, 2002.

Bartholomae, Donald. “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.

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

Bawarshi, Anis. Genre and the Invention of the Writer: Reconsidering the Place of Invention in Composition. Logan: Utah State UP, 2003.

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

Berlin, James. “Composition and Cultural Studies.” Composition and Resistance. Ed. C. Mark Hurlbert and Michael Blitz. Portsmouth, NH: Boynton, 1991. 47-55.

—. “Contemporary Composition: The Major Pedagogical Theories.” College English 44 (Dec. 1982): 765-77.

Berlin, James, and Michael Vivion, eds. Cultural Studies in the English Classroom. Portsmouth, NH: Boynton, 1992.

Berman, Jeffrey. Risky Writing: SelfDisclosure and Self-Transformation in the Classroom. Amherst: U of Massachusetts P, 2002.

Bishop, Wendy, and Hans Ostrom, eds. Genre and Writing: Issues, Arguments, Alternatives. Portsmouth, NH: Heinemann, 1997.

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

Brand, Alice Glarden, and Richard L. Graves, eds. Presence of Mind: Writing and the Domain beyond the Cognitive. Portsmouth, NH: Boynton, 1994.

Broad, Bob. What We Really Value: Beyond Rubrics in Teaching and Assessing Writing. Logan: Utah State UP, 2003.

Bullock, Richard, and John Trimbur, eds. The Politics of Writing Instruction: Postsecondary. Portsmouth, NH: Boynton, 1991.

Burnham, Christopher. “Expressive Pedagogy: Practice/Theory. Theory/ Practice.” Tate, Rupiper, and Schick 19- 35.

Campbell, Karlyn Kohrs, and Kathleen Hall Jamieson. “Form and Genre in Rhetorical Criticism: An Introduction.” Form and Genre: Shaping Rhetorical Action. Ed. Karlyn Kohrs Campbell and Kathleen Hall Jamieson. Falls Church, VA: Speech Communication Assn., 1977. 9-32.

Clark, Irene. The Genre of Argument. Fort Worth: Harcourt, 1998.

Colombo, Gary, Robert Cullen, and Bonnie Lisle, eds. Rereading America: Cultural Contexts for Critical Thinking and Writing. 2nd ed. New York: Bedford, 1992.

Connors, Robert. “The Rise and Fall of the Modes of Discourse.” CCC 32 (Dec. 1981): 444-63.

Crusius, Timothy W., and Carolyn Channell. The Aims of Argument. 4th ed. Boston: McGraw, 2003.

Donovan, Timothy R., and Ben W. McClelland, eds. Eight Approaches to Teaching Composition. Urbana, IL: NCTE, 1980.

Durst, Russel K. <i.Collision Course:=” Conflict=”, Negotiation=”, and=” Learning=” in=” College=” Composition.=” Urbana, IL: NCTE, 1999.

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

Emmel, Barbara, Paula C. Resch, and Deborah S. Tenney, eds. Argument Revisited, Argument Redefined: Negotiating Meaning in the Composition Classroom. Thousand Oaks, CA: Sage, 1996.

Fahnestock, Jeanne, and Marie Secor. A Rhetoric of Argument. 2nd ed. New York: McGraw, 1990.

—. “Teaching Argument: A Theory of Types.” CCC 34 (Feb. 1983): 20-30.

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

Faigley, Lester, and Jack Selzer. Good Reasons. 2nd ed. New York: Addison, 2003.

Fitts, Karen, and Alan W. France, eds. Left Margins: Cultural Studies and Composition Pedagogy. Albany: SUNY P, 1995.

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

Foehr, Regina Paxton, and Susan A. Schiller, eds. The Spiritual Side of Writing: Releasing the Learner’s Whole Potential. Portsmouth, NH: Boynton, 1997.

Foss, Sonya. Rhetorical Criticism: Exploration and Practice. Prospect Heights, IL: Waveland, 1989.

Freedman, Aviva, and Peter Medway, eds. Learning and Teaching Genre. Portsmouth, NH: Boynton, 1994.

Fulkerson, Richard. “Composition in the Eighties.” CCC 41.4 (Dec. 1990): 409-29.

—. “Newsweek ‘My Turn’ Columns and the Concept of Rhetorical Genre: A Preliminary Study.” Defining the New Rhetorics. Ed. Theresa Enos and Stuart Brown. Sage Series in Written Communication 7. Newbury Park, CA: Sage, 1993. 227-43.

—. “Of Pre- and Post-Process: Reviews and Ruminations.” Composition Studies 29.2 (Fall 2001): 93-119.

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

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

George, Ann. “Critical Pedagogy: Dreaming of Democracy.” Tate, Rupiper, and Schick 92-112.

George, Diana, and John Trimbur. Reading Culture. 5th ed. New York: Pearson, 2004.

Graff, Gerald. Clueless in Academe: How Schooling Obscures the Life of the Mind. New Haven: Yale UP, 2003.

Greenbaum, Andrea. Emancipatory Movements in Composition: The Rhetoric of Possibility. Albany: SUNY P, 2002.

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

Heilker, Paul. The Essay: Theory and Pedagogy for an Active Form. Urbana, IL: NCTE, 1996.

Heimer, Carrie. “Forty-Eight Eyeballs.” What to Expect When You’re Expected to Teach. Ed. Anne Bramblett and Alison Knoblauch. Portsmouth, NH: Boynton, 2002. 11-14.

Hunt, Douglas. Misunderstanding the Assignment: Teenage Students, College Writing, and the Pains of Growth. Portsmouth, NH: Boynton, 2002.

Hurlbert, C. Mark, and Michael Blitz. Composition and Resistance. Portsmouth, NH: Boynton, 1991.

Hyland, Ken. “Genre-Based Pedagogies: A Social Response to Process.” Journal of Second Language Writing 12 (2003): 17- 29.

Jolliffe, David, Michael Keene, Mary Trachsel, and Ralph Voss, eds. Against the Grain: A Volume in Honor of Maxine Hairston. Cresskill, NJ: Hampton, 2002.

Kent, Thomas. “Introduction.” Post-Process Theory: Beyond the Writing Process Paradigm. Ed. Thomas Kent. Carbondale: Southern Illinois UP, 1999.

Levin, Harry. Prose Models: An Inductive Approach to Writing. New York: Harcourt, 1964.

Lunsford, Andrea A., and John Ruszkiewicz. Everything’s an Argument. Boston: Bedford, 1999.

McLemee, Scott. “Deconstructing Composition: The ‘New Theory Wars’ Break Out in an Unlikely Discipline.” Chronicle of Higher Education 21 Mar. 2003. A16-A17.

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

Murray, Don. “Writing as Process: How Writing Finds Its Own Meaning.” Donovan and McClelland 3-20.

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

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

Perl, Sondra. “Writing Process: A Shining Moment.” Landmark Essays on Writing Process. Ed. Sondra Perl. Davis, CA: Hermagoras, 1994. xi-xx.

Porter, Jim. Audience and Rhetoric. Englewood Cliffs, NJ: Prentice, 1992.

Ramage, John, John Bean, and June Johnson. Writing Arguments. 6th ed. New York: Pearson, 2004.

Rottenberg, Annette T. Elements of Argument. 6th ed. Boston: Bedford, 2000.

Shor, Ira. Empowering Education: Critical Teaching for Social Change. Chicago: U of Chicago P, 1987.

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

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

Straub, Richard. The Practice of Response: Strategies for Commenting on Student Writing. Cresskill, NJ: Hampton, 2000.

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

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

Tate, Gary. “Empty Pedagogical Spaces and Silent Students.” Fitts and France 269- 73.

Tate, Gary, Amy Rupiper, and Kurt Schick, eds. A Guide to Composition Pedagogies. New York: Oxford, 2001.

Tobin, Lad. “Process Pedagogy.” Tate, Rupiper, and Schick 1-18.

Trimbur, John. The Call to Write. 1st and 2nd eds. New York: Longman, 1999, 2002.

—. “Composition Studies: Postmodern or Popular.” Into the Field: Sites of Composition Studies. Ed. Anne Ruggles Gere. New York: MLA, 1993. 117-32.

— . “Cultural Studies and the Teaching of Writing.” Focuses 1.2 (1988): 5-18.

— . “Taking the Social Turn: Teaching Writing Post-Process.” CCC 45.1 (1994): 108-18.

Trimbur, John, and Diana George. “Cultural Studies and Composition.” Tate, Rupiper and Schick 71-92.

Trimbur, John, et al. “Reply to Maxine Hairston: Diversity, Ideology, and Teaching Writing.” CCC 44.2 (1993): 248-55.

Weisser, Christian R. Moving beyond Academic Discourse: Composition Studies and the Public Sphere. Carbondale: Southern Illinois UP, 2002.

Williams, Joseph M., and Gregory G. Colomb. The Craft of Argument 2nd ed. New York: Addison, 2003.

“WPA Outcomes Statement for First-Year Composition.” WPA: Writing Program Administration 23.1/2 (Fall/Winter 1999): 59-66.

Young, Richard. “Paradigms and Problems: Needed Research in Rhetorical Invention.” Research on Composing: Points of Departure. Ed. Charles R. Cooper and Lee Odell. Urbana, IL: NCTE, 1978. 29-47.

You, Xiaoye. “Ideology, Textbooks, and the Rhetoric of Production in China.” CCC 56.4 (2005): 632-53.

Abstract

This article examines a writing textbook published in the People’s Republic of China over two editions. I will argue that competing ideologies have constantly and in multifold manners dictated the ways this textbook was produced, disseminated, consumed, and reproduced: the rhetoric for a textbook’s production and existence.

Keywords:

Textbooks Composition Ideology Writing China Students Rhetoric Production Market Society Economy

Works Cited

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Brody, Miriam. Manly Writing: Gender, Rhetoric, and the Rise of Composition. Carbondale: Southern Illinois UP, 1993.

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

Connors, Robert. “The Rise and Fall of the Modes of Discourse.” CCC 32 (1981): 444-463.

DeShazer, Mary K. “Reply by Mary DeShazer.” CCC 34 (1983): 490-91.

— . “Sexist Language in Composition Textbooks: Still a Major Issue?” CCC 32 (1981): 57-64.

Ding, Wangdao, Bing Wu, Meisun Zhang, and Qiqing Guo. <I?Yingyu Xiezuo=” Shouce=” [A=” Handbook=” of=” Writing=”].=” Rev. ed. Beijing: Foreign Language Teaching and Research P, 1994.

Ding, Wangdao, Bing Wu, Zhongzai Zhang, Taijin Zhang, Dezhang Cheng, and Jiansheng Guo. Yingyu Xiezuo Shouce [A College Handbook of Composition]. Beijing: Foreign Language Teaching and Research P, 1984.

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

Gale, Xin Liu, and Fredric G. Gale, eds. (Re)Visioning Composition Textbooks: Conflicts of Culture, Ideology, and Pedagogy. Albany: SUNY P, 1999.

Hawhee, Debra. “Composition History and the Harbrace College Handbook.” CCC 50 (1999): 504-23.

Hu, Shiming, and Eli Seifman, eds. Education and Socialist Modernization: A Documentary History of Education in the People’s Republic of China, 1977- 1986. New York: AMS, 1987.

Li, Liangyou, Risheng Zhang, and Li Liu.Zhangguo Yingyu Jiaoxue Shi [A History of English Language Teaching in China]. Shanghai: Shanghai Foreign Language Education P, 1988.

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Liu, Kang. Aesthetics and Marxism: Chinese Aesthetic Marxists and Their Western Contemporaries. Durham: Duke UP, 2000.

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McMurtry, John Murray. The Structure of Marx’s World-View. Princeton: Princeton UP, 1978.

Meisner, Maurice. The Deng Xiaoping Era: An Inquiry into the Fate of Chinese Socialism 1978-1994. New York: Hill, 1996.

—. Marxism, Maoism, and Utopianism: Eight Essays. Madison: U of Wisconsin P, 1982.

Miles, Elizabeth. “Building Rhetorics of Production: An Institutional Critique of Composition Textbook Publishing.” Diss. Purdue U, 1999.

Ministry of Education of the People’s Republic of China. “[Congratulatory Telegraph from Ministry of Education of People’s Republic of China for the Sixtieth Anniversary of the Establishment of Beijing Foreign Studies University].” Online posting. 20 Sept. 2001. 30 Oct. 2001 http:// www.bfsu.edu.cn/department/xqxw/ xq/default.htm.

Ramanathan, Vai, and Dwight Atkinson. “Individualism, Academic Writing, and ESL Writers.” <i.Journal of=”” Second=”” Language=”” Writing=”” 8 (1999): 45-75.

Reynolds, Nedra. “Composition’s Imagined Geographies: The Politics of Space in the Frontier, City, and Cyberspace.” CCC 50 (1998): 12-35.

Trimbur, John. “Essayist Literacy and the Rhetoric of Deproduction.” Rhetoric Review 9 (1990): 72-86.

Wang, James C. F. Contemporary Chinese Politics: An Introduction. 6th ed. Upper Saddle River: Prentice, 1999.

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

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

Xinhua News Agency. “Nation Drafts FiveYear Blueprint.” China Daily 6 Mar. 2001: 1.

Xu, George Q. “Instruction of EFL Composition in China.” 1989. ERIC ED304019.

Zavarzadeh, Mas’ud, and Donald Morton. Theory as Resistance: Politics and Culture after (Post)structuralism. New York: Guilford, 1994.

Ritter, Kelly. “The Economics of Authorship: Online Paper Mills, Student Writers, and First-Year Composition.” CCC 56.4 (2005): 601-31.

Abstract

Using sample student analyses of online paper mill Web sites, student survey responses, and existing scholarship on plagiarism, authorship, and intellectual property, this article examines how the consumerist rhetoric of the online paper mills construes academic writing as a commodity for sale, and why such rhetoric appeals to students in first-year composition, whose cultural disconnect from the academic system of authorship increasingly leads them to patronize these sites.

Keywords:

Students Papers Authorship Writing Online Plagiarism PaperMills Composition Author Research Sources Internet Culture Essays Property

Works Cited

“About Us.” Swap Termpapers Web site. 2002. 16 Apr. 2005 http://www.swap termpapers.com/aboutus.htm. Authentic Essays Web site. 2003. 16 Nov. 2003 http://www.AuthenticEssays.com.

Edmunson, Mark. “How Teachers Can Stop Cheaters.” New York Times 9 Sept. 2003: A29.

Fain, Margaret, and Peggy Bates. “Cheating 101: Paper Mills and You.” 27 Jan. 2005. 12 Apr. 2005 http://www.coastal.edu/ library/presentations/papermil.html.

Foster, Andrea. “Plagiarism Detection Tool Creates Legal Quandary.” Chronicle of Higher Education 17 May 2002: A37+.

Genius Papers Web site. N.d. 16 Nov. 2003 http://www.GeniusPapers.com.

Horner, Bruce. “Students, Authorship, and the Work of Composition.” College English 59.5 (1997): 505-29.

Howard, Rebecca Moore. “The Ethics of Plagiarism.” The Ethics of Writing Instruction: Issues in Theory and Practice. Ed. Michael A. Pemberton. Norwood, NJ: Ablex, 2000: 79-90.

—. “Plagiarisms, Authorships, and the Academic Death Penalty.” College English 57.7 (1995): 788-806.

— . Standing in the Shadow of Giants: Plagiarists, Authors, Collaborators. Stamford, CT: Ablex, 1999.

Lohr, Steve. “In the Age of Internet, Whatever Will Be Will Be Free.” New York Times 14 Sept. 2003, sec. 4: 1+.

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

McCabe, Donald L., Linda Klebe Trevino, and Kenneth D. Butterfield. “Dishonesty in Academic Environments: The Influence of Peer Reporting Requirements.” Journal of Higher Education 72.1 (2001): 29-45.

McCollum, Kelly. “One Way to Get into College: Buy an Essay That Worked for Someone Else.” Chronicle of Higher Education 28 Feb. 1997: A25-A26.

McHenry, William. “Reflections on the Internet Paper Mills.” 1998. 15 Jan. 2002 http://www.Georgetown.edu/honor/ Papermill.html.

Mohr-Corrigan, Lori. “Role of Women: Renaissance and Today.” Purchased from the Paper Store.

Moore, Thomas H. “Colleges Try New Ways to Thwart Companies that Sell Term Papers.” Chronicle of Higher Education 9 Nov. 1988: A1+.

Pemberton, Michael. “Threshold of Desperation: Winning the Fight against Term Paper Mills.” Writing Instructor 11.3 (Spring/Summer 1992): 143-52.

Price, Margaret. “Beyond ‘Gotcha!’: Situating Plagiarism in Policy and Pedagogy.” CCC 54.1 (2002): 88-115.

Roy, Alice M. “Whose Words These Are I Think I Know: Plagiarism, the Postmodern, and Faculty Attitudes.” Perspectives on Plagiarism and Intellectual Property in a Postmodern World. Ed. Lise Buranen and Alice M. Roy. Albany, NY: SUNY P, 1999. 55-61.

Sanjek, David. “‘Don’t Have to DJ No More’: Sampling and the ‘Autonomous’ Creator.” The Construction of Authorship: Textual Appropriation in Law and Literature. Ed. Martha Woodmansee and Peter Jaszi. Durham, NC: Duke UP, 1994: 343-60.

Spigelman, Candace. Across Property Lines: Textual Ownership in Writing Groups. Studies in Writing and Rhetoric. Carbondale: Southern Illinois UP, 2000.

Whitaker, Elaine. “A Pedagogy to Address Plagiarism.” CCC 44.4 (1993): 509-14.

White, Edward M. “Student Plagiarism as an Institutional and Social Issue.” Perspectives on Plagiarism and Intellectual Property in a Postmodern World. Ed. Lise Buranen and Alice Roy. Albany: SUNY Press, 1999: 205-10.

Woodmansee, Martha. “Introduction.” The Construction of Authorship: Textual Appropriation in Law and Literature. Ed. Martha Woodmansee and Peter Jaszi. Durham, NC: Duke UP, 1994. 1-14.

Young, Jeffrey R. “The Cat-and-Mouse Game of Plagiarism Detection.” Chronicle of Higher Education 6 July 2001: A26-A27.

White, Edward M. “The Scoring of Writing Portfolios: Phase 2.” CCC 56.4 (2005): 581-600.

Abstract

Although most portfolio evaluation currently uses some adaptation of holistic scoring, the problems with scoring portfolios holistically are many, much more than for essays, and the problems are not readily resolvable. Indeed, many aspects of holistic scoring work against the principles behind portfolio assessment. We have from the start needed a scoring methodology that responds to and reflects the nature of portfolios, not merely an adaptation of essay scoring. I here propose a means for scoring portfolios that allows for relatively efficient grading where portfolio scores are needed and where time and money are in short supply. It is derived conceptually from portfolio theory rather than essay-testing theory and supports the key principle behind portfolios, that students should be involved with reflection about and assessment of their own work. It is time for the central role that reflective writing can play in portfolio scoring to be put into practice.

Keywords:

Portfolios Assessment Goals Writing Students ReflectiveLetter Program Faculty Grades Holistic Reflection

Works Cited

Belanoff, Pat, and Marcia Dickson, eds. Portfolios: Process and Product. Portsmouth, NH: Boynton, 1991.

Belanoff, Pat, and Peter Elbow. “Using Portfolios to Increase Collaboration and Community in a Writing Program.” WPA: Writing Program Administration 9.3 (1986): 27-40. Rpt. in Belanoff and Dickson 17-36.

Black, Laurel, Donald Daiker, Jeffrey Sommers, and Gail Stygall, eds. New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Portsmouth, NH: Boynton, 1994.

Diederich, Paul Bernard. Measuring Growth in English. Urbana, IL: NCTE, 1974.

Hamp-Lyons, Liz, and William Condon. Assessing the Portfolio: Principles for Practice, Theory, and Research. Cresskill, NJ: Hampton, 2000.

Haswell, Richard H., ed. Beyond Outcomes: Assessment and Instruction within a University Writing Program. Westport, CT: Ablex, 2001.

Larson, Richard L. “Portfolios in the Assessment of Writing: A Political Perspective.” White, Lutz, and Kamusikiri 271-83.

White, Edward M. “An Apologia for the Timed Impromptu Essay Test.” CCC 46.1 (Feb. 1995): 30-45.

— . Teaching and Assessing Writing: Recent Advances in Understanding, Evaluating, and Improving Student Performance. 2nd ed. San Francisco: Jossey, 1994.

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

Williamson, Michael, and Brian Huot, eds. Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations. Cresskill, NJ: Hampton, 1993.

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

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

Yancey, Kathleen Blake, and Brian Huot. Assessing Writing Across the Curriculum: Diverse Approaches and Practices. Greenwich, CT: Ablex, 1997.

Yancey, Kathleen Blake, and Irwin Weiser, eds. Situating Portfolios: Four Perspectives. Logan: Utah State UP, 1997.

McLeod, Susan, Heather Horn, and Richard H. Haswell. “Accelerated Classes and the Writers at the Bottom: A Local Assessment Story.” CCC 56.4 (2005): 556-80.

Abstract

Assessment, including writing assessment, is a form of social action. Because standardized tests can be used to reify the social order, local assessments that take into account specific contexts are more likely to yield useful information about student writers. This essay describes one such study, a multiple-measure comparison of accelerated summer courses with nonaccelerated courses. We began with the assumption that the accelerated courses would probably not be as effective as the longer courses; but our assessment found that assumption largely to be incorrect. Contextual information made it clear that students were taking summer accelerated courses strategically, for reasons we had been unaware of and in ways that forced us to reinterpret their writing and our courses.

Keywords:

AcceleratedCourses Students Summer Writing WritingCourses Study Assessment

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v58-2

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Sommers, Nancy, Carol Rutz, and Howard Tinberg. “Re-Visions: Rethinking Nancy Sommers’s ‘Responding to Student Writing,’ 1982.” CCC 58.2 (2006): 246-266.

Keywords:

ccc58.2 Re-Visions Students Writing Comments Teachers Feedback Response Papers Work Study Classrooms Drafts Commentary Development ALunsford

Sommers, Nancy. “Across the Drafts.” CCC 58.2 (2006): 248-256.

Works Cited

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Sommers, Nancy. “Responding to Student Writing.” CCC 33.2 (1982): 148-56.

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Rutz, Carol. “Recovering the Conversation: A Response to ‘Responding to Student Writing’ via ‘Across the Drafts.'” CCC 58.2 (2006): 257-261.

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Sommers, Nancy. “Responding to Student Writing.” CCC 33. 2 (1982): 148-56.

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

Tinberg, Howard. “From ‘Self-Righteous Researcher’ to ‘Fellow Teacher.'” CCC 58.2 (2006): 236-245.

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Wooten, Judith A. “Riding a One-Eyed Horse: Reining In and Fencing Out.” CCC 58.2 (2006): 236-245.

Abstract:

Keywords:

ccc58.2 ChairsAddress Horse Students Literacy Discourse Universe Language Trees VisualLiteracy Computers Texts Words BlindSide Discipline

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Kill, Melanie. “Acknowledging the Rough Edges of Resistance: Negotiation of Identities for First-Year Composition.” CCC 58.2 (2006): 213-235.

Abstract:

In the interest of better understanding the challenges of enacting new pedagogies in the classroom, the following essay focuses on the role of genre and uptake in the relational negotiation of self-presentation. I argue that to bring our teaching practices in line with our best intentions and most progressive pedagogies we need to be aware not only that reliance on the legibility associated with familiar subject positions motivates student resistance in the composition classroom but, moreover, that our interest in securing self-presentations as teachers may motivate everyday interactions that work to maintain the status quo.

Keywords:

ccc58.2 Students Writing Genre Identity Classroom Assignments Self Resistance Interaction Composition RhetoricalSituation SelfPresentation FYC MZLu

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Abstract:

Part I of this essay traces the evolution of my understanding of the exploratory essay as a discursive form and a genre for teaching writing. Part II explores my motivations for advocating a polarized definition of the essay and then concludes with a call to expand the purview of composition beyond first-year courses.

Keywords:

ccc58.2 Essay Students Writing Composition Exposition Discourse Essayist Form Self Thinking Genre Exploration

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Spellmeyer, Kurt. “Foucault and the Freshman Writer: Considering the Self in Discourse.” College English 51.7 (1989): 715-29.

Trimbur, John. “The Problem of Freshman English (Only): Toward Programs of Study in Writing.” WPA: Writing Program Administration 22.3 (1999): 9- 30.

Vielstimming, Myka. [Michael Spooner and Kathleen Blake Yancey.] “Petals on a Wet, Black Bough: Textuality, Collaboration, and the New Essay.” Passions, Pedagogies, and 21st Century Technologies . Eds. Gail E. Hawisher and Cynthia L. Selfe. Urbana, IL: National Council of Teachers of English, 1998. 89-114.

White, E. B. “Foreword.” Essays of E. B. White . New York: Harper, 1977. vii-ix.

Woolf, Virginia. “The Modern Essay.” The Common Reader. New York: Harcourt, Brace and Company, 1948. I. 293-308.

—. “Montaigne.” The Common Reader. New York: Harcourt, Brace and Company, 1948. I. 87-100.

Yancey, Kathleen Blake. “Made Not Only in Words: Composition in a New Key.” CCC 56.2 (2004): 297-328.

Zeiger, William. “The Exploratory Essay: Enfranchising the Spirit of Inquiry in College Composition.” College English 47.5 (1985): 454-466.

Mattingly, Carol. “Uncovering Forgotten Habits: Anti-Catholic Rhetoric and Nineteenth-Century American Women’s Literacy.” CCC 58.2 (2006): 160-181.

Abstract:

This article examines the connection between religion and literacy efforts on behalf of girls and young women in the early nineteenth-century United States by looking at the rapid proliferation of Catholic convent academies and the anti-Catholic sentiment that spurred the growth of proprietary academies, such as those of Mary Lyon and Catharine Beecher. It also examines how religious rhetoric influenced the curriculum in both Catholic and proprietor schools.

Keywords:

ccc58.2 Sisters Women Schools Academies Catholic Education Convent Literacy Nuns 19thC History Rhetoric Charity Seminaries AntiCatholic MLyon CBeecher Communities

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v44-1

Atwill, Janet M. Rev. of On Rhetoric: A Theory of Civic Discourse by Aristotle and George A. Kennedy. CCC 44.1 (1993): 93-95.

Daniell, Beth. Rev. of Rhetoric and Irony: Western Literacy and Western Lies by C. Jan Swearingen. CCC 44.1 (1993): 95-99.

Calderonello, Alice. Rev. of Composition and Resistance by C. Mark Hurlbert and Michael Blitz. CCC 44.1 (1993): 99-101.

McAlexander, Patricia J. Rev. of Written Language Disorders: Theory into Practice by Ann M. Bain, Laura Lyons Bailet and Louisa Cook Moates; Faking It: A Look into the Mind of a Creative Learner by Christopher M. Lee and Rosemary F. Jackson. CCC 44.1 (1993): 101-103.

Bloom, Lynn Z. Rev. of Reading and Writing the Self: Autobiography in Education and the Curriculum by Robert J. Graham. CCC 44.1 (1993): 103-105.

Ashton-Jones, Evelyn. Rev. of Rethinking Writing by Peshe C. Kuriloff; About Writing: A Rhetoric for Advanced Writers by Kristin R. Woolever; Successful Writing by Maxine Hairston; Fact and Artifact: Writing Nonfiction by Lynn Z. Bloom; Process, Form, and Substance: A Rhetoric for Advanced Writers by Richard M. Coe. CCC 44.1 (1993): 105-111.

Sheridan, Daniel. Rev. of Beginning Writing Groups. CCC 44.1 (1993): 111-112.

Brookes, Gerry H. “Town Meetings: A Strategy for including Speaking in a Writing Classroom.” CCC 44.1 (1993): 88-92.

Abstract:

Keywords:

ccc44.1 Students Writing Speaker Course TownMeetings Speaking Speech Strategy Discussion Topics Experience

Works Cited

James, William. “On a Certain Blindness in Human Beings.” The Writings of William James. Ed. John J. McDermott. New York: Random, 1967.629-45.

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

McClish, Glen. “Controversy as a Mode of Invention: The Example of James and Freud.” College English 53 (1991): 391-402.

Moffett, James. Active voice: A Writing Program Across the Curriculum. Upper Montclair: Boynton/Cook,1981.

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

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

Dutton, Sandra and Holly Fils-Aime. “Bringing the Literary Magazine into the Classroom.” CCC 44.1 (1993): 84-87.

Abstract:

Keywords:

ccc44.1 Students LiteraryMagazine Teachers Classrooms Assignments Journal Campus Gridlock

No works cited.

Mansfield, Margaret A. “Real World Writing and the English Curriculum.” CCC 44.1 (1993): 69-83.

Abstract:

Keywords:

ccc44.1 Writing Students Audience World Writers Classrooms Collaboration Experience Memos ProfessionalWriting Assignments RealWorld Curriculum English

Works Cited

Brereton, John. “Professional Writing Meets Rhetoric and Composition.” Ronald and Roskelly 71-85.

Britton, James. “The Composing Processes and the Functions of Writing.” Research on Composing: Points of Departure. Ed. Charles R. Cooper and Lee Odell. Urbana: NCTE, 1978. 13-28.

Couture, Barbara, and Jone Rymer. “Interactive Writing on the Job: Definitions and Implications of ‘Collaboration.'” Kogen 73-93.

Daiker, Donald A., and Max Morenberg, eds. The Writing Teacher as &searcher: Essays in the Theory and Practice of Class-Based Research. Portsmouth: Boynton/Cook, 1990.

Elbow, Peter. “Closing My Eyes As I Speak: An Argument for Ignoring Audience.” College English 49 (Jan. 1987): 50-69.

Kogen, Myra, ed. Writing in the Business Professions. Urbana: NCTE and the Association for Business Communication, 1989.

Lunsford, Andrea A. “The Case for Collaboration-in Theory, Research, and Practice.” Daiker and Morenberg 52-60.

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Reither, James A., and Douglas Vipond. “Writing as Collaboration.” College English 51 (Dec. 1989): 855-67.

Ronald, Kate, and Hephzibah Roskelly, eds. Farther Along: Transforming Dichotomies in Rhetoric and Composition. Portsmouth: Boynton/Cook, 1990.

Selzer, Jack. “Critical Inquiry in a Technical Writing Course.” Daiker and Morenberg 188-218.

Smith, Louise Z., ed. Audits of Meaning: A Festschrift in Honor of Ann E. Berthoff. Portsmouth: Boynton/Cook, 1988.

Jones, Robert and Joseph J. Comprone. “Where Do We Go Next in Writing across the Curriculum?” CCC 44.1 (1993): 59-68.

Abstract:

Keywords:

ccc44.1 WAC Writing Program Research Disciplines Faculty Courses Program Conventions Engineering WritingToLearn Pedagogy

Works Cited

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

Brown, Carol. “A History and Critique of Writing Across the Curriculum.” Master’s Thesis. Michigan Technological U, 1991.

Comprone, Joseph J. “Generic Constraints and Expressive Motives: Rhetorical Perspectives on Textual Problems.” The Social Perspective in Professional Communication. Beverly Hills: Sage Publications, forthcoming.

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Koen, Billy Vaughn. “Toward a Definition of the Engineering Method.” Engineering Education 75 (1984): 150-55.

Maimon, Elaine. “Collaborative Learning and Writing Across the Curriculum.” Writing Program Administration 9 (1986): 9-15.

McLeod, Susan. Strengthening Programs for Writing Across the Curriculum. San Francisco: Jossey-Bass, 1988.

—. “Writing Across the Curriculum: The Second Stage, and Beyond.” CCC 40 (Oct. 1989): 337-43.

Morris, Barbara S. Disciplinary Perspectives on Thinking and Writing. Ann Arbor: U of Michigan Composition Board, 1989.

Moss, Andrew, and Carol Holder. Improving Student Writing: A Guidebook for Faculty in All Disciplines. Pomona: California State Polytechnic U, 1988. (Distributed by Kendall/Hunt Publishers, Dubuque, Iowa.)

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

Trimmer, Joseph. Rev. of Programs that Work, ed. Toby Fulwiler and Art Young, and Disciplinary Perspectives on Thinking and Writing, by Barbara Morris. CCC 41 (Dec. 1990): 482-83.

White, Edward. “Shallow Roots or Taproots for Writing Across the Curriculum.” Association of Departments of English Bulletin 98 (Spring 1991): 29-33.

Pemberton, Michael A. “Modeling Theory and Composing Process Models.” CCC 44.1 (1993): 40-58.

Abstract:

Keywords:

ccc44.1 Models Writing Cognitive Process Composition Data Theory Research LFlower JHayes Epistemology Paradigm

Works Cited

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Berkenkotter, Carol. “Decisions and Revisions: The Planning Strategies of a Publishing Writer.” CCC 34 (May 1983): 156-69.

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

Berthoff, Ann E. “The Problem of Problem Solving.” CCC 22 (Oct. 1971): 237-42.

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

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Brand, Alice G. The Psychology of Writing: The Affective Experience. New York: Greenwood P, 1989.

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Cooper, Marilyn, and Michael Holzman. “Reply by Marilyn Cooper and Michael Holzman.” CCC 36 (Feb. 1985): 97-100.

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Elbow, Peter. “Closing My Eyes as I Speak: An Argument for Ignoring Audience.” College English 49 (Jan. 1987): 50-69.

Emig, Janet. “Inquiry Paradigms and Writing.” CCC 33 (Feb. 1982): 64-75.

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

Faust, David. The Limits of Scientific Reasoning. Minneapolis: U of Minnesota P, 1984.

Flower, Linda. “Cognition, Context, and Theory Building.” CCC 40 (Oct. 1989): 282-311.

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

—. “Response to Marilyn Cooper and Michael Holzman, ‘Talking about Protocols.”’ CCC 36 (Feb. 1985): 94-97.

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

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Hairston, Maxine. “The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing.” CCC 33 (Feb. 1982): 76-88.

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

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Hesse, Mary. “Models versus Paradigms in the Natural Sciences.” The Use of Models in the Social Sciences. Ed. L. Collins. Boulder: Westview, 1976. 1-15.

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

Kuhn, Thomas S. “Second Thoughts on Paradigms.” The Structure of Scientific Theories. Ed. Frederick Suppe. Urbana: U of Illinois P, 1974.459-99.

Laudan, Larry. Science and Relativism: Some Key Controversies in the Philosophy of Science. Chicago: U of Chicago P, 1990.

Lauer, Janice. “Heuristics and Composition.” CCC 23 (Dec. 1970): 396-404.

Marcus, George, and Michael M.J. Fischer. Anthropology as Cultural Critique: An Experimental Moment in the Human Sciences. Chicago: U of Chicago P, 1986.

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

Murray, Donald M. “Response of a Laboratory Rat-or, Being Protocoled.” CCC 34 (May 1983): 169-72.

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

Rosaldo, Renato. “Where Objectivity Lies: The Rhetoric of Anthropology.” The Rhetoric of the Human Sciences: Language and Argument in Scholarship and Human Affairs. Ed. John S. Nelson, Allan Megill, and Donald N. McCloskey. Madison: U of Wisconsin P, 1987. 87-110.

Rose, Mike. ” Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism .” CCC 39 (Oct. 1988): 267-302.

Scardamalia, Marlene, and Carl Bereiter. “Knowledge Telling and Knowledge Transforming in Written Composition.” Reading, Writing and Language Learning. Vol. 2 of Advances in Applied Psycholinquistics. Ed. Sheldon Rosenberg. Cambridge: Cambridge UP, 1987. 142-75.

Schriver, Karen A. “Theory Building in Rhetoric and Composition: The Role of Empirical Scholarship.” Rhetoric Review 7 (Spring 1989): 272-88.

Steinberg, Erwin R. “Protocols, Retrospective Reports, and the Stream of Consciousness.” College English 48 (Nov. 1986): 697-712.

Stotsky, Sandra. “On Planning and Writing Plans-Or Beware of Borrowed Theories!” CCC 41 (Feb. 1990): 37-57.

Suppes, Patrick. Studies in the Methodology and Foundations of Science. Dordrecht: D. Reidel, 1969.

“Theory in Communication: Panel and Workshop Report.” CCC 9 (Oct. 1958): 170-71.

Killingsworth, M. Jimmie. “Product and Process, Literacy and Orality: An Essay on Composition and Culture.” CCC 44.1 (1993): 26-39.

Abstract:

Keywords:

ccc44.1 Writing Process Literacy Orality Composition Culture Students Pedagogy Teachers Classrooms SecondaryOrality KBruffee PElbow JBerlin

Works Cited

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

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

Bruffee, Kenneth. “Collaborative Learning: Some Practical Models.” College English 34 (Feb. 1973): 634-43.

Coles, William E., Jr. “The Teaching of Writing as Writing.” College English 29 (Nov. 1967): 111-16.

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

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

—. Writing without Teachers. New York: Oxford UP, 1973.

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

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

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

Freire, Paulo. Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. New York: Continuum, 1990.

Gere, Anne Ruggles. Writing Groups. Carbondale: Southern Illinois UP, 1987.

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

Greenbaum, Leonard A., and Rudolf B. Schmerl. “A Team Learning Approach to Freshman English.” College English 29 (Nov. 1967): 135-52.

Hairston, Maxine. “The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing.” CCC 33 (Feb. 1982): 76-88.

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

Harris, Muriel. Teaching One-to-One: The Writing Conference. Urbana: NCTE, 1986.

Hawisher, Gail E., and Cynthia L. Selfe. ” The Rhetoric of Technology and the Electronic Writing Class .” CCC 42 (Feb. 1991): 55-65.

Hunter, Lynette. “A Rhetoric of Mass Communication: Collective or Corporate Public Discourse.” Oral and Written Communication: Historical Approaches. Ed. Richard Leo Enos. Newbury Park: Sage, 1990. 216-61.

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Larson, Richard L. “Discovery through Questioning: A Plan for Teaching Rhetorical Invention.” College English 30 (Nov. 1969): 126-34.

Matalene, Carolyn B., ed. Worlds of Writing: Teaching and Learning in Discourse Communities at Work. New York: Random, 1989.

McLuhan, Marshall. The Gutenberg Galaxy. Toronto: U of Toronto P, 1962.

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

Myers, David. “The Origins of Creative Writing.” Unpublished paper, 1990.

Nern, Michael G. “How I Avoided Becoming a Victim of the Process Approach.” Technical Writing Teacher 18 (Winter 1991): 81-84.

Noble, David F. America by Design: Science, Technology, and the Rise of Corporate Capitalism. New York: Oxford UP, 1977.

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

Ochsner, Robert S. Physical Eloquence and the Biology of Writing. Albany: State U of New York P, 1990.

Ohmann, Richard. “Literacy, Technology, and Monopoly Capital.” College English 47(Nov. 1985): 675-89.

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

Popper, Karl R. The Open Society and Its Enemies. 2 vols. Princeton: Princeton UP, 1966.

Pumphrey, Jean. ‘Teaching English as a Creative Art.” College English 34 (Feb. 1973): 666-73.

Scholes, Robert. Textual Power: Literary Theory and the Teaching of English. New Haven: Yale UP, 1985.

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

Sheils, Merrill. “Why Johnny Can’t Write.” Speaking of Words: A Language Reader. Ed. James MacKillop and Donna Woolfolk Cross. New York: Holt, 1978. 2-7.

Tannen, Deborah. “The Myth of Orality and Literacy.” Linguistics and Literacy. Ed. William Frawley. New York: Plenum, 1982. 37-50.

Welch, Kathleen E. “Electrifying Classical Rhetoric: Ancient Media, Modern Technology, and Contemporary Composition.” Journal of Advanced Composition 10 (Winter 1990): 22-38.
Wolcott, Willa. ” Writing Instruction and Assessment: The Need for Interplay between Process and Product .” CCC 38 (Feb. 1987): 40-46.

Young, Richard E. “Paradigms and Problems: Needed Research in Rhetorical Invention.” Research on Composing: Points of Departure. Ed. Charles C. Cooper and Lee Odell. Urbana: NCTE, 1978. 29-48.

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

Cook, William W. “Writing in the Spaces Left.” CCC 44.1 (1993): 9-25.

Abstract:

Keywords:

ccc44.1 ChairsAddress FDouglass REllison Narrative Texts Voice Oratory SlaveNarratives Power Book Name Action Freedom

Works Cited

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Renan, Ernest. “What Is a Nation?” Bhabha 8-22.

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Reynolds, Nedra, et al. “Review: Fragments in Response: An Electronic Discussion of Lester Faigley’s Fragments of Rationality.” CCC 45.2 (1994): 264-273.

Berthoff, Ann E., Beth Daniell, JoAnn Campbell, C. Jan Swearingen, and James Moffett. “Interchanges: Spiritual Sites of Composing.” CCC 45.2 (1994): 237-263.

Haswell, Richard and Susan Wyche-Smith. “Adventuring into Writing Assessment.” CCC 45.2 (1994): 220-236.

Abstract:

The authors discuss what they deem a “success story” of how they and writing faculty reclaimed their land grant university’s assessment program. They offer the narrative of their work in contrast to what they perceive as a stereotyped story of teachers victimized by administrative interests. They claim the “moral is that writing teachers should be leery of assessment tools made by others” but “should, and can, make their own.”

Keywords:

ccc45.2 Students Assessment Writing Exams PlacementExam Teachers Literature Courses Readers University Holistic Testing

Works Cited

Anson, Chris M., and Robert L. Brown, Jr. “Large-Scale Portfolio Assessment.” Belanoff and Dixon 248-69.

Baker, Eva L. and Edys Quellmalz. Results of pilot Studies: Effects of Variations in Writing Task Stimuli on the Analysis of Student Writing Performance. Studies in Measurement and Methodology No.2: Effects of Topic Familiarity. EDRS No. ED213728, 1979.

Barritt, Loren, Patricia L. Stock, and Francelia Clark. “Researching Practice: Evaluating Assessment Essays.” CCC 37 (1986): 315-27.

Belanoff, Pat. “The Myths of Assessment.” Journal of Basic Writing 10 (1991): 54-67.

Belanoff, Pat, and Marcia Dickson, eds. Portfolios: Process and Product. Portsmouth: Boynton/Cook, 1991.

Bernhardt, Stephen A. “Text Revisions by Basic Writers: From Impromptu First Draft to Take-Home Revision.” Research in the Teaching of English 22 (1988): 266-80.

Bizzell, Patricia. “Composing Processes: An Overview.” The Teaching of Writing. 85th Yearbook of the National Society for the Study of Education (Pan II). Ed. Anthony R. Petrosky and David Bartholomae. Chicago: National Society for the Study of Education, 1986.49-70.

Boomer, Garth. “Assessment of Writing.” Directions and Misdirections in English Evaluation. Ed. Peter J. A. Evans. Toronto: Canadian Council of Teachers of English, 1985. 63-64.

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Breland, Hunter M., et al. Assessing Writing Skill. Research Monograph No. 11. New York: College Entrance Examination Board, 1987.

— and Roberta J. Jones. “Perceptions of Writing Skills.” Written Communication 1 (1984): 101-19.

Brooks, Elaine. Interviews with Students and Colleagues: What Can We Learn? EDRS No. ED314958, 1989.

Brossell, Gordon and Barbara Hoetker Ash. “An Experiment with the Wording of Essay Topics.” CCC 35 (1984): 423-25.

Caroll, Karen and Sandra Murphy. A Study of the Construction of the Meanings of a Writing Prompt by Its Authors, the Student Writers, and the Raters. EDRS No. ED230576, 1982.

Charney, Davida. “The Validity of Using Holistic Scoring to Evaluate Writing: A Critical Overview.” Research in the Teaching of English 18 (1984): 65-81.

Clark, Michael. “Evaluating Writing in an Academic Setting.” fforum: Essays on Theory and Practice in the Teaching of Writing. Ed. Patricia Stock. Upper Montclair: Boynton/Cook, 1983.59-79.

Cohen, Elaine, et al. Approaches to Predicting Student Success: Findings and Recommendations from a Study of California Community Colleges. EDRS No. ED310808, 1989.

Condon, William, and Liz Hamp-Lyons. “Introducing a Portfolio-Based Writing Assessment.” Belanoff and Dickson 231-47.

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

Ewell, Peter. “To Capture the Ineffable: New Forms of Assessment in Higher Education.” Review of Research in Higher Education 17 (1991): 75-125.

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Fitzgerald, Kathryn. “Rhetorical Implications of School Discourse for Writing Placement.” Journal of Basic Writing 7 (1988): 61-72.

Freedman, Sara Warshauer, and William S. Robinson. “Testing Proficiency in Writing at San Francisco State University.” CCC 33 (1982): 393-98.

Gorman, Thomas P., Alan C. Purves, and R. E. Degenhart. The LEA Study of Written Composition I: The International Writing Tasks and Scoring Scales. Vol. 5 of International Studies in Educational Achievement. Oxford: Pergamon, 1988.

Haswell, Richard. Contrasting Ways to Appraise Improvement in a Writing Course: Paired Comparison and Holistic. EDRS No. ED294315, 1989.

Haswell, Richard, Lisa Johnson-Shull, and Susan Wyche-Smith. “Shooting Niagara: Making Portfolio Assessment Serve Instruction at a State University.” Conference on New Directions in Portfolio Assessment. Miami OR, October 1992.

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Johns, Ann M. “Interpreting an English Competency Examination: The Frustrations of an ESL Science Student.” Written Communication 8 (1991): 379-401.

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Loofbourrow, Peggy T. Composition in the Context of CAP: A Case Study of the Interplay Between Assessment and School Life. Berkeley: National Center for the Study of Writing and Literacy, 1992.

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—. “Unexpected Direction of Change in Writing Performance.” Properties of Writing Tasks: A Study of Alternative Procedures for Holistic Writing Assessment. Ed. Leo Ruth. EDRS No. ED230576, 1982. 473-568.

Millward, Jody. “Placement and Pedagogy: UC Santa Barbara’s Preparatory Program. Journal of Basic Writing 9 (1990): 99-113.

Morante, Edward A. “A Primer on Placement Testing.” Issues in Student Assessment. New Directions for Community Colleges No. 59. Ed. Dorothy Bray and Marcia J. Belcher. San Francisco: Jossey-Bass, 1987. 55-63.

Peyton, Joy Kreeft, et al. “The Influence of Writing Task on ESL Students’ Written production.” Research in the Teaching of English 24 (1990): 142-71.

Plasse, Lorraine A. The Influence of Audience on the Assessment of Student Writing. EDRS No. ED229760, 1982.

Quellmalz, Edys S. “Designing Writing Assessments: Balancing Fairness, Utility, and Cost.” Educational Evaluation and Policy Analysis 6 (1984): 63-72.

Raforth, Bennett A. “Audience and Information.” Research in the Teaching of English 23 (1989): 273-90.

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

Ruth, Leo, and Sandra Murphy. Designing Tasks for the Assessment of Writing. Norwood, NJ: Ablex, 1988.

Scharton, Maurice. “Models of Competence: Responses to a Scenario Writing Assignment.” Research in the Teaching of English 23 (1989): 163-80.

Smith, Laura, et al. Characteristics of Student Writing Competence: An Investigation of Alternative Scoring Systems. Los Angeles: University of California, Los Angeles Center for the Study of Evaluation, 1980.

Smith, William L. “Teachers Informing Placement Testing: A New Method Based on Teacher Expertise.” Conference on College Composition and Communication. Cincinnati, April, 1992.

Stock, Patricia, and Jay L. Robinson. “Taking on Testing: Teachers as Tester- Researchers.” English Education 19 (1987): 93-121.

White, Edward. “The Damage of Innovations Set Adrift.” Bulletin of the American Association for Higher Education 43 (1990): 3-5.

White, Edward, and Leon Thomas. “Racial Minorities and Writing Skills Assessment in the California State University and Colleges.” College English 43 (1981): 276-83.

Wiener, Harvey S. “Evaluating Assessment Programs in Basic Skills.” Journal of Developmental Education 13 (Winter 1989): 24-26.

Winters, Lynn. The Effects of Differing Response Criteria on the Assessment of Writing Competence. EDRS No. ED212659, 1982.

Smith, Jeff. “Against ‘Illegeracy’: Toward a New Pedagogy of Civic Understanding.” CCC 45.2 (1994): 200-219.

Abstract:

Smith proposes a solution to what he deems the lack of comprehensive and operative clout of the concept of illiteracy. Illiteracy fails to adequately describe a larger cultural failure in education and mass media. He proposes the word illegeracy as a multivalent solution. Illegeracy, he argues is more inclusive than the word illiteracy to describe “a missing skill, an unhappy state and a social (in)action that follows in consequence.” Furthermore he claims illegeracy applies to a wider berth of citizens, not just to students. Three problems that contribute to illegeracy are an inability to read, a failure to see choices, and an abdicating of political power.

Keywords:

ccc45.2 Students Issues People System Government Society Illegeracy Questions Problems Knowledge Teachers Citizens Media Writing Community Civic Pedagogy

Works Cited

Berman, Paul. “Introduction: The Debate and its Origins.” Debating P.c. Ed. Paul Berman. New York: Dell, 1992. 1-26.

Colombo, Gary, Robert Cullen, and Bonnie Lisle, eds. Re-Reading America: Cultural Contexts for Critical Thinking and Writing. 2nd ed. New York: Bedford/St. Martin’s, 1992.

Dionne, E.J., Jr. Why Americans Hate Politics. New York: Simon, 1991.

Fulghum, Robert. All I Really Need to Know I Learned in Kindergarten. New York: Knopf, 1989.

Greider, William. Who Will Tell the People: The Betrayal of American Democracy. New York: Simon, 1992.

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

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

Rose, Mike. “What’s Wrong with Remedy: A College Try.” Los Angeles Times 23 April 1989: Opinion 1, 3.

Rothman, Donald, “Caliban in the Composition Classroom.” The Right to Literacy. Ed. Andrea Lunsford, Helene Moglen, and James Slevin. New York: MLA, 1990. 12027.

Sledd, Andrew. “Readin’ Not Riotin’: The Politics of Literacy.” College English 50 (1988): 495-508.

“Understanding the Riots-Six Months Later.” Series of articles. Los Angeles Times 16-20 Nov. 1992: Sec JJ.

Wolff, Robert Paul. “A Discourse on Grading.” The Ideal of the University. Boston: Beacon, 1969. 58-68.

Glenn, Cheryl. “Sex, Lies, and Manuscript: Refiguring Aspasia in the History of Rhetoric.” CCC 45.2 (1994): 180-199.

Abstract:

Glenn reconstructs the life and rhetoric of Aspasia of Miletus, a woman rhetor of the firth century BCE as part of a larger project in challenging dominant contemporary rhetorical history and theory that neglects women. Against lists and indices of primary works in rhetorical history do not mention women, many have assumed women have not been involved in rhetorical history. A remapping of such unquestioned scholarship is necessary for a more gender representative “understanding of rhetorics of the past [that] underwrites our capacity for further theorizing.”

Keywords:

ccc45.2 BraddockAward Aspasia Pericles Rhetoric Women Socrates History Athens Men Plato Oration Speech Funeral Truth Xenophon Polis Politics Power Tradition Influence

Works Cited

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Ballif, Michelle. “Re/Dressing Histories; Or, On Re/Covering Figures Who Have Been Laid Bare by Our Gaze.” Rhetoric Society Quarterly 22 (1992): 91-98.

Biesecker, Barbara. “Coming to Terms with Recent Attempts to Write Women into the History of Rhetoric.” Philosophy and Rhetoric 25 (1992): 140-61.

Bizzell, Patricia. “Opportunities for Feminist Research in the History of Rhetoric.” Rhetoric Review II (1992): 50-58.

—. “The Praise of Folly, The Woman Rhetor, and Post-Modern Skepticism.” Rhetoric Society Quarterly 22 (1992): 7-17.

Bizzell, Patricia, and Bruce Herzberg. The Rhetorical Tradition: Readings from Classical Times to the Present. Boston: Bedford-St. Martin’s, 1990.

Blair, Carole. “Contested Histories of Rhetoric: The Politics of Preservation, Progress, and Change.” Quarterly Journal of Speech 78 (1992): 403-28.

—, and Mary L. Kahl. “Introduction: Revising the History of Rhetorical Theory.” Western Journal of Speech Communication 54 (1990): 148-59.

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Cole, Susan Guettel. “Could Greek Women Read and Write?” Foley 219-45.

Corbett, Edward P. J. Classical Rhetoric for the Modern Student. 3rd ed. New York: Oxford UP, 1990.

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Flaceliere, Robert. Love in Ancient Greece. 1960. Trans. James Cleugh. London: Frederick Muller, 1962.

Foley, Helene P. Reflections of Women in Antiquity. New York: Gordon, 1981.

Glenn, Cheryl. “Author, Audience, and Autobiography: Rhetorical Technique in The Book of Margery Kempe.” College English 53 (1992): 540-53.

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—. “Performing Feminisms, Histories, Rhetorics.” Rhetoric Society Quarterly 22 (1992): 1-6.

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

Jarratt, Susan L., and Rory Ong. “Aspasia: Rhetoric, Gender, and Colonial Ideology.” Lunsford, Reclaiming Rhetorica, in press.

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Just, Roger. Women in Athenian Law and Life. London: Routledge, 1989.

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Ober, Josiah. Mass and Elite in Democratic Athens. Princeton: Princeton Up, 1989.

Peaden, Catherine. “Feminist Theories, Historiographies, and Histories of Rhetoric: The Role of Feminism in Historical Studies.” Kneupper 116-26.

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—. Republic. Trans. Paul Shorey. 2 vols. Cambridge: Harvard UP, 1982.

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Pomeroy, Sarah. Goddesses, Whores, Wives, and Slaves. New York: Schocken, 1975.

—. Women’s History and Ancient History. Chapel Hill: U of North Carolina P, 1991.

Quintilian. Institutio aratoria. Trans. H. E. Butler. 1920. 4 vols. London: Heinemann, 1969.

Schaps, David M. “The Woman Least Mentioned: Etiquette and Women’s Names.” Classical Quarterly 27 (1977): 323-3 I.

Scott, Joan Wallach. Gender and the Politics of History. New York: Columbia UP, 1988.

Selfe, Cynthia. “Aspasia: The First Woman Rhetorician.” Unpublished essay.

Smith, Barbara Herrnstein. .Contingencies of Value.” Contingencies of Value. Cambridge: Harvard UP, 1988. 30-53.

Sprague, Rosamond Kent, ed. The Older Sophists. Columbia: U of South Carolina P, 1972.

Stallybrass, Peter. “Patriarchal Territories: The Body Enclosed.” Ferguson et al. 123-44.

Swearingen, C. Jan. Rhetoric and Irony. New York: Oxford UP, 1991.

Taylor, A. E. Plato, the Man and his Work. 7th ed. London: Methuen, 1960.

Thucydides. History of the Peloponnesian War. Trans. Rex Warner. London: Penguin, 1954.

Vernant, Jean-Pierre. Myth and Society in Ancient Greece. 1974. New York: Zone, 1980.

—. Myth and Thought Among the Greeks.1965. London: Routledge, 1983.

—. The Origins of Greek Thought. 1962. Ithaca: Cornell UP, 1982.

Vidal-Naquet, Pierre. The Black Hunter. Trans. Andrew Szegedy-Maszak. Baltimore: Johns Hopkins UP, 1986.

Waithe, Mary Ellen, ed. A History of Women Philosophers, Vol. 1/600 BC-500 AD. Dordrecht: Martinus Nijhoff, 1987. 4 vols.

Warhol, Robyn R., and Diane Price Herndl. Feminisms. New Brunswick: Rutgers UP, 1991.

Xenophon. Memorabilia and Oeconomicus. Trans. E. C. Marchant. Cambridge: Harvard UP, 1988.

Miller, Richard E. “Composing English Studies: Towards a Social History of the Discipline.” CCC 45.2 (1994): 164-179.

Abstract:

Miller first reviews how histories of English Studies demarcate a hierarchical division of labor where intellectual work is deemed the province of literary studies not composition. He suggests an alternative history, one which deem the student work rather than literary text would serve as the principal object of study in the composition field, one he deems the “single most institutional function” of English departments, one rife with positive political possibilities of discussion, and one that would “provide a common ground” upon which the relationship between composition and literary studies might be reworked.

Keywords:

ccc45.2 Composition Work EnglishStudies History Student EWatkins Field LiteraryStudies GGraff Institutions Practices Writing Conflicts Discipline

Works Cited

Bartholomae, David. “Producing Adult Readers: 1930-50.” The Right to Literacy. Eds. Andrea A. Lunsford, Helene Moglen, and James Slevin. MLA 1990: 13-27.

Connors, Robert J. “Writing the History of Our Discipline.” An Introduction to Composition Studies. Eds. Erika Lindemann and Gary Tate. New York: Oxford UP, 1991. 49-71.

Graff, Gerald. Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education. W.W. Norton: New York. 1992.

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

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

—. Textual Carnivals: The politics of Composition. Carbondale and Edwardsville: Southern Illinois UP, 1991.

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

Ohmann, Richard. English in America. New York: Oxford UP, 1976.

Said, Edward. The World, the Text, and the Critic. Cambridge, MA: Harvard UP, 1983.

Slevin, James F. “Depoliticizing and Politicizing Composition Studies.” The Politics of Writing Instruction: Postsecondary. Eds. Richard Bullock, John Trimbur, and Charles Schuster. Portsmouth, NH: Boynton/Cook, 1991. 1-22.

Strain, Margaret M. “Toward a Hermeneutic Model of Composition History: Robert Carlsen’s ‘The State of the Profession 1961-1962.'” Journal of Advanced Composition. Winter 93: 217-240.

Varnum, Robin. “The History of Composition: Reclaiming Our Lost Generations.” Journal of Advanced Composition. Winter 92: 39-56.

Watkins, Evan. Work Time: English Departments and the Circulation of Cultural Value. Stanford, CA: Stanford UP, 1989.

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Halloran, S. Michael and John Hollow. Rev. of The English Coalition Conference: Democracy through Language by Richard Lloyd-Jones and Andrea A. Lunsford. CCC 41.4 (1990): 472-475.

Phelps, Louise Wetherbee. Rev. of Developing Successful College Writing Programs by Edward M. White. CCC 41.4 (1990): 475-477.

Chapman, David W. Rev. of Advanced Placement English: Theory, Politics, and Pedagogy by Gary A. Olson, Elizabeth Metzger, and Evelyn Ashton-Jones. CCC 41.4 (1990): 477-478.

Greenberg, Karen L. Rev. of Creating Writers: Linking Assessment and Writing Instruction by Vicki Spandel and Richard J. Stiggins. CCC 41.4 (1990): 478-480.

White, Edward M. Rev. of A Program Development Handbook for the Holistic Assessment of Writing by Norbert Elliot, Maximino Plata, and Paul Zelhart. CCC 41.4 (1990): 480-481.

Trimmer, Joseph F. Rev. of Programs That Work: Models and Methods for Writing across the Curriculum by Toby Fulwiler and Art Young; Disciplinary Perspectives on Thinking and Writing by Barbara S. Morris. CCC 41.4 (1990): 481-483.

Harris, Joseph. Rev. of Discourse and the Construction of Society: Comparative Studies of Myth, Ritual, and Classification by Bruce Lincoln. CCC 41.4 (1990): 483-484.

Guilford, Chuck. “Creating a Learning Flow for Exploratory Writing.” CCC 41.4 (1990): 460-465.

Cleary, Linda Miller and Earl Seidman. “In-Depth Interviewing in the Preparation of Writing Teachers.” CCC 41.4 (1990): 465-471.

Laib, Nevin. “Conciseness and Amplification.” CCC 41.4 (1990): 443-459.

Abstract:

In this article, the author argues for a more balanced approach to style, one that recognizes both the value of conciseness as well as the art of amplification through elaboration, emphasis, and copiousness of style. The author points out that the difference between the two – a style that values brevity and disclosure and one that values superfluity and repetition – is not cut and dry; a plain style can be just as deceptive as an elaborate one and a redundant paragraph can be more understandable than a concise one. He surveys how amplification is taught in classical, medieval, and contemporary rhetoric and offers fifteen amplification strategies that teachers can have students practice and use to enrich their own writing.

Keywords:

ccc41.4 Amplification Style Elaboration Children Conciseness Texts Development Emphasis Paragraph Repetition Substance Rhetoric Teaching

Works Cited

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Markels, Robin Bell. A New Perspective on Cohesion in Expository Paragraphs. Carbondale: Southern Illinois UP, 1984.

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Zukowski-Faust, Jean. In conversation. 1986.

Podis, JoAnne M. and Leonard A. Podis. “Identifying and Teaching Rhetorical Plans for Arrangement.” CCC 41.4 (1990): 430-442.

Abstract:

The authors in this article offer a new taxonomy of rhetorical heuristics for arrangement of academic prose, an area of study they claim has been largely ignored in the past decade of composition research. They base their rhetorical patterns, such as “obvious before remarkable” and “presentation before refutation,” on current cognitive processing theories, which place importance on text readability and retention, ease of processing, and a sense of orientation in the text. The authors warn composition teachers against using the heuristics as rigid prescriptions, pointing out that good, persuasive writing reflects the audience’s expectations and contains creative rhetorical choices. Arrangement is never foolproof, for it is also affected, as literary theory shows, by the social and historical parameters of the writer, which may compromise the author’s control over his or her language choices.

Keywords:

ccc41.4 Arrangement Plans Students Order Reader Texts Audience Readability Patterns Schemes Organization Control Writing

Works Cited

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Comley, Nancy R., and Robert Scholes. “Literature, Composition, and the Structure of English.” Composition and Literature: Bridging the Gap. Ed. Winifred Bryan Horner. Chicago: U of Chicago P, 1983.96-109.

Corbett, Edward P. J. The Little Rhetoric and Handbook. New York: Wiley, 1977.

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

—. “The Topic Sentence Revisited.” CCC 37 (Dec. 1986): 431-39.

Dillon, George 1. Constructing Texts: Elements of a Theory of Composition and Style. Bloomington: Indiana UP, 1981.

Eagleton, Terry. Marxism and Literary Criticism. London: Methuen, 1976.

Enos, Richard Leo. “Ciceronian Dispositio as an Architecture for Creativity in Composition: A Note for the Affirmative.” Rhetoric Review 4 (Sept. 1985): 108-10.

Fish, Stanley. Is There a Text in this Class? Cambridge: Harvard UP, 1980.

Flores, Ralph. The Rhetoric of Doubtful Authority. Ithaca: Cornell UP, 1984.

Hartwell, Patrick. “Grammar, Grammars, and the Teaching of Grammar.” College English 47 (Feb. 1985): 105-27.

—. “Teaching Arrangement: A Pedagogy.” College English 40 (Jan. 1979): 548-54.

Haswell, Richard H. “The Organization of Impromptu Essays.” CCC 37 (Dec. 1986): 402-15.

Kintsch, Walter. “Comprehension and Memory of Text.” Handbook of Learning and Cognitive Processes. Vol. 6. Ed. W. K. Estes. Hillsdale: Erlbaum, 1978. 57-86.

Kintsch, Walter, and Teun A. van Dijk. “Toward a Model of Text Comprehension and Production.” Psychological Review 85 (Sept. 1978): 363-94.

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

Kroll, Barry M. “Writing for Readers: Three Perspectives on Audiences.” CCC 35 (May 1984): 172-85.

Larson, Richard. “Structure and Form in Non-Narrative Prose.” Teaching Composition: Twelve Bibliographical Essays. Ed. Gary Tate. Rev. ed. Fort Worth: Texas Christian UP, 1987. 39-82.

Meyer, Bonnie J. F. The Organization of Prose and Its Effects on Memory. Amsterdam: North Holland, 1975.

Phelps, Louise Wetherbee. “Cross-sections in an Emerging Psychology of Composition.” Research in Composition and Rhetoric. Ed. Michael G. Moran and Ronald F. Lunsford. Westport; Greenwood, 1984. 27-69.

Podis, Leonard A. “Teaching Arrangement: Defining a More Practical Approach.” CCC 31 (May 1980): 197-204.

Selzer, Jack. “Teaching Arrangement: A Rhetorical Approach.” Conference on College Composition and Communication Convention. Atlanta, Mar. 1987.

White, Edward M. “Post-Structural Literary Criticism and the Response to Student Writing.” CCC 35 (May 1984): 186-95.

Fulkerson, Richard. “Composition Theory in the Eighties: Axiological Consensus and Paradigmatic Diversity.” CCC 41.4 (1990): 409-429.

Abstract:

This article argues that in the 1980s, the field of composition moved toward a general axiological agreement of what makes good writing – rhetorical understanding that takes into account the needs of the audience – but disagreed on the methods for teaching toward this end. The author points out that the many trends in writing instruction piloted in the 1980s, such as discourse analysis and writing across the curriculum, are differing pedagogical models for the same purpose: audience and context awareness. He also points out that although there are many ways for achieving the same goal in teaching composition, some textbooks and handbooks advocate exercises and assignments that do not support the rhetorical axiology that the field seems ready to endorse.

Keywords:

ccc41.4 Writing Audience Composition Axiology Process Pedagogy Theory Students JBerlin Epistemology Philosophy Teaching Discourse

Works Cited

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Coles, William, and James Vopat. What Makes Writing Good. Lexington: Heath, 1985.

Coney, Mary B. “Contemporary Views of Audience: A Rhetorical Perspective.” Technical Writing Teacher 19 (Fall 1987): 319-26.

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Cooper, Marilyn, and- Michael Holzman. Writing as Social Action. Portsmouth: Boynton, 1989.

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

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—. “Collaborative Learning and Composition: Boon or Bane?” Rhetoric Review 7 (Fall 1988): 58-85.

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Durst, Russel K. “The Mongoose and the Rat in Composition Research: Insights from the RTE Annotated Bibliography.” CCC 41.4 (1990): 393-408.

Abstract:

This article analyzes five years (1984-1989) of empirical studies of composition from the Research in the Teaching of English Annotated Bibliography, examining the major patterns and trends in composition research. The author points out that composition is being called on to solve the literacy crisis in American education, and in order to contribute to the solution, more research focused on minority, middle school, and high school writers needs to be conducted by composition scholars. The author also warns against creating divisions over theoretical frameworks or methodologies because these debates can stall the production of research and knowledge.

Keywords:

ccc41.4 Research Studies Writing Students Composition College Instruction Texts Assessment Process Bibliography Contexts Holistic

Works Cited

Anson, Chris, and Hildy Miller. ”Journals in Composition: An Update.” CCC 39 (May 1988): 198-216.

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

Armstrong, Cheryl. The Poetic Dimensions of Revision. ERIC, 1986. ED 278 024.

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

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

Black, Kathleen. “Audience Analysis and Persuasive Writing at the College Level.” Research in the Teaching of English 23 (Oct. 1989): 231-53.

Breland, Hunter. Assessing Writing Skill. ERIC, 1987. ED 286 920.

Breland, Hunter, and Roberta Jones. “Perceptions of Writing Skills.” Written Communication 1 (Jan. 1984): 101-19.

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

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

Brossell, Gordon, and Barbara Hoetker Ash. “An Experiment with the Wording of Essay Topics.” CCC 35 (Dec. 1984): 423-25.

Charney, Davida. “The Validity of Using Holistic Scoring to Evaluate Writing: A Critical Overview.” Research in the Teaching of English 18 (Feb. 1984): 65-81.

Connor, Ulla, and Janice Lauer. “Understanding Persuasive Essay Writing: A Linguistic/Rhetorical Approach.” Text 5 (Winter 1985): 309-26.

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

Cox, Beverly, and Elizabeth Sulzby. “Children’s Use of Reference in Told, Dictated, and Handwritten Stories.” Research in the Teaching of English 18 (Dec. 1984): 345-66.

Crowhurst, Marion. “Cohesion in Argument and Narration at Three Grade Levels.” Research in the Teaching of English 21 (May 1987): 185-201.

Doheny-Farina, Stephen. “Writing in an Emerging Organization: An Ethnographic Study.” Written Communication 2 (April 1986): 158-85.

Dyson, Ann. “Negotiating among Multiple Worlds: The Space/Time Dimensions of Young Children’s Composing.” Research in the Teaching of English 22 (Dec. 1988): 355-90.

—. “Transitions and Tensions: Interrelationships between the Drawing, Talking, and Dictating of Young Children.” Research in the Teaching of English 20 (Dec. 1986): 379-409.

Ede, Lisa, and Andrea Lunsford. “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy.” CCC 35 (May 1984): 155-71.

Elbow, Peter, and Patricia Belanoff. “State University of New York, Stony Brook: Portfolio Based Evaluation Program.” New Directions in College Writing Programs. Ed. Paul Connolly and Theresa Vilardi. New York: MLA, 1986. 95-105.

Elliott, Audrey. “Throwing the Well-Wrought Urn: The Relationship between Concepts and Evaluation Moves in Revision Processes of Three Writers of Fictional Narratives.” DAI 49 (1988): 1393A.

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Faigley, Lester, and Stephen Witte. “Analyzing Revision.” CCC32 (Dee. 1981): 400-14.

Fitzgerald, Jill. “Research on Revision in Writing.” Review of Educational Research 57 (Winter 1987): 481-506.

Florio, Susan, and Christopher Clark. “The Functions of Writing in an Elementary Classroom.” Research in the Teaching of English 16 (Feb. 1982): 115-30.

Flower, Linda. “Writer-Based Prose: A Cognitive Basis for Problems in Writing.” College English 41 (Jan. 1979): 19-37.

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

Goodlad, John. A Place Called School. New York: McGraw, 1984.

Graves, Donald. Balance the Basics: Let Them Write. New York: Ford Foundation, 1978.

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

Henning, Grant, and Fred Davidson. Scalar Analysis of Composition Ratings. ERIC, 1987. ED 287 285.

Herrington, Anne. “The First Twenty Years of Research in the Teaching of English and the Growth of a Research Community in Composition Studies.” Research in the Teaching of English 23 (May 1989): 117-37.

—. “Writing in Academic Settings: A Study of the Contexts for Writing in Two College Chemical Engineering Courses.” Research in the Teaching of English 19 (Dee. 1985): 331-61.

Hillocks, George. Research on Written Composition. Urbana: National Conference of Research on English, 1986.

Hoskins, Suzanne. “The Use of Top-Level Structure by Entering Freshmen.” DAI 44 (1983): 3025A.

Humes, Ann. “Research on the Composing Process.” Review of Educational Research 53 (Summer 1983): 201-16.

Kantor, Kenneth, Dan Kirby, and Judith Goetz. “Research in Context: Ethnographic Studies in English.” Research in the Teaching of English 15 (Oct. 1981): 293-310.

Knoblauch, CH., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Montclair: Boynton, 1984.

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Matsuhashi, Ann. “Pausing and Planning: The Tempo of Written Discourse Production.” Research in the Teaching of English 15 (May 1981): 113-34.

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

McCully, George. “Writing Quality, Coherence, and Cohesion.” Research in the Teaching of English 19 (Oct. 1985): 268-82.

Meyer, Bonnie. The Organization of Prose and Its Effect upon Memory. Amsterdam: North Holland,1975.

Mishler, Elliott. “Meaning in Context: Is There any Other Kind?” Harvard Educational Review 49 (Feb. 1979): 1-19.

Mitchell, Karen, and Judith Anderson. Reliability of Holistic Scoring for the 1985 MCAT Essays. ERIC, 1986. ED 285 913.

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