Category: Uncategorized

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v51-4

Porter, James E., et. al. “Institutional Critique: A Rhetorical Methodology for Change.” CCC 51.4 (2000): 610-642.

Abstract:

We offer institutional critique as an activist methodology for changing institutions. Since institutions are rhetorical entities, rhetoric can be deployed to change them. In its effort to counter oppressive institutional structures, the field of rhetoric and composition has focused its attention chiefly on the composition classroom, on the department of English, and on disciplinary forms of critique. Our focus shifts the scene of action and argument to professional writing and to public discourse, using spatial methods adapted from postmodern geography and critical theory.

Keywords:

ccc51.4 BraddockAward InstitutionalCritique Change Activism Spatial Action University Mapping PostmodernGeography Material Institution

Works Cited

Benhabib, Seyla. Situating the Self: Gender, Community, and Postmodernism in Contemporary Ethics. New York: Routledge, 1992.

Berlin, James A., and Michael J. Vivion, eds. Cultural Studies in the English Classroom. Portsmouth, NH: Heinemann- Boynton/Cook, 1992.

B�rub�, Michael. The Employment of English: Theory, Jobs, and the Future of Literary Studies. New York: New York UP, 1998.

Blyler, Nancy Roundy, and Charlotte Thralls, eds. Professional Communication: The Social Perspective. Newbury Park, CA: Sage, 1993.

Blythe, Stuart. “Institutional Critique, Postmodern Mapping, and the Department of English.” Conference on College Composition and Communication, March 1998, Chicago, IL.

—. Technologies and Writing Center Practices: A Critical Approach. Diss. Purdue U, 1997.

Bourdieu, Pierre. Homo Academicus. Trans. Peter Collier. Stanford: Stanford UP, 1990.

Bourdieu, Pierre, and Jean-Claude Passeron. Reproduction in Education, Society and Culture. Trans. Richard Nice. Newbury Park, CA: Sage, 1990.

Clark, Gregory, and Stephen Doheny-Farina. “Public Discourse and Personal Expression.” Written Communication 7 (1990): 456-81.

Clifford, John, and John Schilb, eds. Writing Theory and Critical Theory. New York: MLA, 1994.

Council of Writing Program Administrators. “Evaluating the Intellectual Work of Writing Administration.” Writing Program Administration 22 (1998): 85-104.

Cushman, Ellen. “Critical Literacy and Institutional Language.” Research in the Teaching of English 33 (1999): 245-74.

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

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

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

Downing, David B., ed. Changing Classroom Practices: Resources for Literary and Cultural Studies. Urbana: NCTE, 1994.

Downing, David B., and James J. Sosnoski, eds. “Cultural Studies and Composition: Conversations in Honor of James Berlin (Special Issue).” Works and Days 14 (1996).

DuBois, W.E.B. The Souls of Black Folk. New York: Vintage Books, 1990.

Duin, Ann Hill, and Craig J. Hansen, eds. Nonacademic Writing: Social Theory and Technology. Mahwah, NJ: Lawrence Erlbaum, 1996.

Flower, Linda S., and John R. Hayes. “Problem- Solving Strategies and the Writing Process.” College English 39 (1977): 449-61.

Foucault, Michel. “Of Other Spaces.” Diacritics 16 (1986): 22-27.

—. “Space, Knowledge, Power.” The Foucault Reader. Ed. Paul Rabinow. New York: Pantheon, 1984. 239-56.

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

Gere, Anne Ruggles, ed. Into the Field: Sites of Composition Studies. New York: MLA, 1993.

Giddens, Anthony. The Constitution of Society: Outline of the Theory of Structuration. Berkeley: U of California P, 1984.

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

Goffman, Erving. Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. Garden City: Anchor Books, 1961.

Grabill, Jeffrey T. Situating Literacies and Community Literacy Programs: A Critical Rhetoric for Institutional Change. Diss. Purdue U, 1997.

Hansen, Kristine. “Face to Face with Part- Timers: Ethics and the Professionalization of Writing Faculties.” Janangelo and Hansen 23-45.

Haraway, Donna. “AManifesto for Cyborgs: Science, Technology, and Socialist Feminism in the 1980s.” Reprinted in Feminism/ Postmodernism. Ed. Linda J. Nicholson. New York: Routledge, 1990. 190-233.

Harvey, David. Justice, Nature, and the Geography of Difference. Cambridge: Blackwell, 1996.

Horkheimer, Max. Critical Theory: Selected Essays. Trans. Matthew J. O’Connell et al. New York: Herder and Herder, 1972.

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

Janangelo, Joseph. “Theorizing Difference and Negotiating Differends: (Un)naming Writing Programs: Many Complexities and Strengths.” Janangelo and Hansen 3-22.

Janangelo, Joseph, and Kristine Hansen, eds. Resituating Writing: Constructing and Administering Writing Programs. Portsmouth, NH: Heinemann-Boynton/Cook, 1995.

Kinneavy, James L. A Theory of Discourse: The Aims of Discourse. New York: Norton, 1971.

Lather, Patti. Getting Smart: Feminist Research and Pedagogy with/in the Postmodern. New York: Routledge, 1991.

Lauer, Janice M. “The Feminization of Rhetoric and Composition Studies?” Rhetoric Review 13 (1995): 276-86.

Leitch, Vincent B. Cultural Criticism, Literary Theory, Poststructuralism. New York: Columbia UP, 1992.

Lewis, Magda. “Interrupting Patriarchy: Politics, Resistance and Transformation in the Feminist Classroom.” Luke and Gore 167-91.

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

Maher, Frances A., and Mary Kay Thompson Tetreault. The Feminist Classroom. New York: Basic Books, 1994.

Massey, Doreen B. Space, Place, and Gender. Minneapolis: U of Minnesota P, 1994.

—. Spatial Divisions of Labor: Social Structures and the Geography of Production. 2nd ed. New York: Routledge, 1995.

McLeod, Susan. “The Foreigner: WAC Directors as Agents of Change.” Janangelo and Hansen 108-16.

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

MLA Commission on Professional Service. “Making Faculty Work Visible: Reinterpreting Professional Service, Teaching, and Research in the Fields of Language and Literature.” Profession ’96 (1996): 161-216.

Nelson, Cary. “How to Reform the MLA: An Opening Proposal.” Profession ’96 (1996): 44-49.

Odell, Lee, and Dixie Goswami, eds. Writing in Nonacademic Settings. New York: Guilford P, 1985.

Phelps, Louise Wetherbee. “Becoming a Warrior: Lessons of the Feminist Workplace.” Feminine Principles and Women’s Experience in American Composition and Rhetoric. Eds. Louise Wetherbee Phelps and Janet Emig. Pittsburgh: U of Pittsburgh P, 1995. 289-339.

—. Composition as a Human Science: Contributions to the Self-Understanding of a Discipline. New York: Oxford UP, 1988.

Porter, James E. Rhetorical Ethics and Internetworked Writing. Greenwich: Ablex, 1998.

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

Roen, Duane. “Writing Administration as Scholarship and Teaching.” Academic Advancement in Composition Studies: Scholarship, Publication, Promotion, Tenure. Ed. Richard C. Gebhardt and Barbara Genelle Smith Gebhardt. Mahwah, NJ: Lawrence Erlbaum, 1997. 43-56.

Rose, Gillian. Feminism and Geography: The Limits of Geographical Knowledge. Minneapolis: U of Minnesota P, 1993.

Schuster, Charles I. “Foreword.” Janangelo and Hansen ix-xiv.

Sibley, David. Geographies of Exclusion: Society and Difference in the West. London: Routledge, 1995.

Soja, Edward W. Thirdspace: Journeys to Los Angeles and Other Real-and-Imagined Places. Cambridge: Blackwell, 1996.

Sosnoski, James J. Token Professionals and Master Critics: A Critique of Orthodoxy in Literary Studies. Albany: SUNY P, 1994.

Sosnoski, James J., and David B. Downing. “A Multivalent Pedagogy for a Multicultural Time: A Diary of a Course.” Pretext 14 (1993): 307-40.

Spilka, Rachel, ed. Writing in the Workplace: New Research Perspectives. Carbondale: Southern Illinois UP, 1993.

Stanley, Liz. “Feminist Praxis and the Academic Mode of Production: An Editorial Introduction.” Feminist Praxis: Research, Theory, and Epistemology in Feminist Sociology. Ed. Liz Stanley. London: Routledge, 1990. 3-19.

Street, Brian V. Literacy in Theory and Practice. Cambridge: Cambridge UP, 1984.

Sullivan, Patricia, and Jennie Dautermann, eds. Electronic Literacies in the Workplace: Technologies of Writing. Urbana: NCTE/Computers and Composition, 1996.

Sullivan, Patricia, and James E. Porter. “Remapping Curricular Geography: Professional Writing in/and English.” Journal of Business and Technical Communication 7 (1993): 389-422.

—. Opening Spaces: Writing Technologies and Critical Research Practices. Greenwich: Ablex, 1997.

Swales, John. Other Floors, Other Voices: A Textography of a Small University Building. Mahwah, NJ: Lawrence Erlbaum, 1998.

The WPA Executive Committee. “Evaluating the Intellectual Work of Writing Program Administrators: A Draft.” Writing Program Administrator 20 (1996): 92-103.

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

Bacon, Nora. “Building a Swan’s Nest for Instruction in Rhetoric.” CCC 51.4 (2000): 589-609.

Abstract:

When a composition teacher incorporated community-based writing assignments into her course, she found that the curriculum did not support students’ transitions to nonacademic settings. Her success in transforming the curriculum suggests that the writing classroom can function not only as a site for “general writing skills instruction” but also for analysis of rhetorical variation.

Keywords:

ccc51.4 Students Writing Texts Community Curriculum NonAcademic Audience Course

Works Cited

Adler-Kassner, Linda, Robert Crooks, and Ann Watters, eds. Writing the Community: Concepts and Models for Service-Learning in Composition . Washington, DC: American Association for Higher Education, 1997.

Anderson, Worth, Cynthia Best, Alycia Black, John Hurst, Brandt Miller, and Susan Miller. ” Cross-Curricular Underlife: A Collaborative Report on Ways with Academic Words .” College Composition and Communication 41 (1990): 11-36.

Anson, Chris M., and L. Lee Forsberg. “Moving Beyond the Academic Community: Transitional Stages in Professional Writing.” Written Communication 7 (1990): 200-31.

Bacon, Nora. “Student Writers in the Real World.” Experiential Education (Oct. 1990): 8+.

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

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

Connors, Robert. “The New Abolitionism: Toward a Historical Background.” Petraglia 3-26.

Deans, Thomas. Writing Partnerships: Service-Learning in Rhetoric and Composition . Urbana, IL: National Council of Teachers of English, in press.

Doheny-Farina, Stephen. “Writing in an Emerging Organization: An Ethnographic Study.” Written Communication 3 (1986): 158-85.

Ede, Lisa. Work in Progress: A Guide to Writing and Revising. New York: St. Martin’s P, 1996.

Faigley, Lester. “Nonacademic Writing: The Social Perspective.” Odell and Goswami 231-48.

Faigley, Lester, and Kristine Hansen. “Learning to Write in the Social Sciences.” College Composition and Communication 36 (1985): 140-49.

Fulkerson, Richard. ” Composition Theory in the Eighties: Axiological Consensus and Paradigmatic Diversity .” College Composition and Communication 41 (1990): 409-29.

Heilker, Paul. “Rhetoric Made Real: Civil Discourse and Writing Beyond the Curriculum.” Adler-Kassner, Crooks, and Watters 71-76.

Herrington, Anne J. “Writing in Academic Settings: A Study of the Contexts for Writing in Two College Chemical Engineering Courses.” Research in the Teaching of English 19 (1985): 331-59.

Hill, Charles A., and Lauren Resnick. “Creating Opportunities for Apprenticeship in Writing.” Petraglia 145-58.

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

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

Odell, Lee, and Dixie Goswami, eds. Writing in Nonacademic Settings. New York: Guilford P, 1985.

Petraglia, Joseph, ed. Reconceiving Writing, Rethinking Writing Instruction. Mahwah, NJ: Lawrence Erlbaum, 1995.

Rivers, William E. “From the Garret to the Fishbowl: Thoughts on the Transition from Literary to Technical Writing.” Matalene 64-79.

Rogoff, Barbara. “Introduction: Thinking and Learning in Social Context.” Everyday Cognition: Its Development in Social Context. Ed. Barbara Rogoff and Jean Lave. Cambridge, MA: Harvard UP, 1984. 1-8.

Watters, Ann, and Marjorie Ford. Writing for Change: A Community Reader. New York: McGraw-Hill, 1994.

Zimmerman, Muriel, and Hugh Marsh. “Storyboarding an Industrial Proposal: A Case Study of Teaching and Producing Writing.” Matalene 203-21.

Gleason, Barbara. “Evaluating Writing Programs in Real Time: The Politics of Remediation.” CCC 51.4 (2000): 560-588.

Abstract:

A case study of the evaluation of a three-year pilot project in mainstreaming basic writers at City College of New York suggests that the social and political contexts of a project need to be taken into account in the earliest stages of evaluation. This project’s complex evaluation report was virtually ignored by college administrators.

Keywords:

ccc51.4 Students Writing Evaluation Courses Remedial BasicWriting Mainstreaming Research Politics

Works Cited

Adams, Peter Dow. “Basic Writing Reconsidered.” Journal of Basic Writing 12 (1993): 22-36.

Adelman, Clifford. New College Course Map and Transcript Files: Changes in Course- Taking and Achievement, 1972-1993. U.S. Department of Education Report, 1995. Washington, D.C.: U. S. Government Printing Office.

Arenson, Karen. “With New Admissions Policy, CUNY Steps Into the Unknown.” The New York Times 28 May 1998: A1.

Astin, Alexander W. What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass, 1993.

Baker, Tracey, and Peggy Jolly. “The ‘Hard Evidence’: Documenting the Effectiveness of a Basic Writing Program.” Journal of Basic Writing 18 (1999): 27-39.

Barry, Dan. “For Assemblyman, Hearing Turns Into Night in a Jail Cell.” The New York Times 28 May 1998: B6.

Bartholomae, David. “The Tidy House: Basic Writing in the American Curriculum.” Journal of Basic Writing 12 (1993): 4-21.

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

Buettner, Russ. “Few at Hostos Pass HS Level English Exam.” Daily News 17 September 1997: 8.

—. “CCNY’s Fall from Grace.” Daily News 23 November 1997: 28-29.

CCCC Committee on Assessment. “Writing Assessment: A Position Statement.” College Composition and Communication 46 (1995): 430-37.

City Facts 1998-1999. City College of New York Office of Institutional Research, 3.

Crain, William, and Barbara Gleason. “Skills Tests Block Opportunity at CUNY.” The Knowledge Factory. Official Newsletter of the CCNY chapter of the PSC-CUNY Dec.-Jan. 1997: 57. Rpt. in The New York Amsterdam News 11 Dec.-17 Dec. 1997: 13, 30.

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

Davis, Barbara Gross, Michael Scriven, and Susan Thomas. The Evaluation of Composition Instruction. 2nd ed. New York: Teachers College P, 1987.

Dougherty, Kevin. The Contradictory College: The Conflicting Origins, Impacts, and Futures of the Community College. Albany: SUNY P, 1994.

Elbow, Peter, and Pat Belanoff. “State University of New York at Stony Brook Portfolio-based Evaluation Program.” Portfolios: Process and Product. Eds. Pat Belanoff and Marcia Dickson. Portsmouth, NH: Heinemann- Boynton/Cook, 1991. 3-16.

Englehard, George, Jr., Belita Gordon, and Stephen Gabrielson. “The Influences of Mode of Discourse, Experiential Demand, and Gender on the Quality of Student Writing.” Research in the Teaching of English 26 (1992): 315-36.

Gilyard, Keith. Report on the FIPSE Enrichment Approach Pilot Project at The City College of The City University of New York. February 1997.

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

Gleason, Barbara. “Something of Great Constancy: Storytelling, Story Writing, and Academic Literacy.” Attending to the Margins: Writing, Researching, and Teaching on the Front Lines. Eds. Michelle Hall Kells and Valerie Balester. Portsmouth, NH: Heinemann-Boynton/ Cook, 1999. 97-113.

—. “When the Writing Test Fails: Assessing Assessment at an Urban College.” Writing in Multicultural Settings. Eds. Carol Severino, Juan C. Guerra, and Johnella E. Butler. New York: MLA, 1997. 307-24.

Gleason, Barbara, and Mary Soliday. The City College Writing Program: An Enrichment Approach to Language and Literacy. FIPSE Application Proposal No. P116A30689. 3 March 1993.

—. The City College Writing Program: An Enrichment Approach to Language and Literacy: Three Year Pilot Project, 1993-1996, Final Report. FIPSE Grant No. P116A30689. May 1997.

Gonzalez, David. “History Moves a Professor to Protest.” The New York Times 30 May 1998: B1.

Grego, Rhonda, and Nancy Thompson. “Repositioning Remediation.” College Composition and Communication 47 (1996): 62-84.

Groden, Suzy Q. Evaluation Report of “An Enrichment Approach to Language and Learning” at The City College of The City University of New York: Year One of a Three-Year FIPSE Pilot Project. November 1994.

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Guba, Egon G., and Yvonne S. Lincoln. Fourth Generation Evaluation. Newbury Park, CA: Sage, 1989.

Hairston, Maxine. “What Freshman Directors Need to Know about Evaluating Writing Programs.” WPA: Writing Program Administration 3 (1979): 11-16.

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Herbert, Bob. “Cleansing CUNY.” The New York Times 28 May 1998: A29.

“Hostos Victory a CUNY Failure.” Daily News 16 July 1997: 32.

Janger, Matthew. A Statistical Analysis of Student Progress and Achievement in the Pilot Writing Project at City College of New York. May 1997.

Kutz, Eleanor, Suzy Q. Groden, and Vivian Zamel. The Discovery of Competence: Teaching and Learning with Diverse Student Writers. Portsmouth, NH: Heinemann-Boynton/Cook, 1993.

Lavin,David E., Richard D. Alba, and Richard A. Silberstein. Right Versus Privilege: The Open Admissions Experiment at the City University of New York. New York: Free P, 1981.

Lavin, David E., and David Hyllegard. Changing the Odds: Open Admissions and the Life Chances of the Disadvantaged. New Haven: Yale UP, 1996.

Lavin, David E., and Elliot Weininger. New Admissions Policy & Changing Access to CUNY’s Senior and Community Colleges: What are the Stakes? Prepared for Higher Education Committee, The New York City Council. CUNY Graduate School and University Center. May 1999.

Leo, John. “A University’s Sad Decline.” U.S. News and World Report. 15 August 1994: 20.

Lindemann, Erika. “Evaluating Writing Programs: What an Outside Evaluator Looks For.” WPA:Writing Program Administration 3 (1979): 17-24.

MacDonald, Heather. “Downward Mobility: The Failure of Open Admissions at City University.” City Journal Summer 1994: 10-20.

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McCourt, Frank. “Hope and Education.” The New York Times 21 May 1998: A33.

Otheguy, Ricardo. The Condition of Latinos in the City University of New York; A Report to the Vice Chancellor for Academic Affairs and to the Puerto Rican Council on Higher Education. June 1990.

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

Phelps, Louise Wetherbee. “The Institutional Logic of Writing Programs: Catalyst, Laboratory, and Pattern for Change.” The Politics of Writing Instruction: Postsecondary. Eds. Richard H. Bullock and John Trimbur. Portsmouth, NH: Heinemann-Boynton/ Cook, 1991. 155-70.

Presley, John. “Evaluating Developmental English Programs in Georgia.” WPA: Writing Program Administration 8 (1984): 47-56.

Purves, Alan C. “Apologia Not Accepted.” College Composition and Communication 46 (1995): 549-51.

Purvis, Teresa M. “The Two-Year Community College: Into the 21st Century.” College Composition and Communication 46 (1995): 557-65.

Rodby, Judith. “Revising a First-Year Writing Program: Cultural Studies Workshops Replace Basic Writing.” Conference in College Composition and Communication, Washington D.C., March 1995.

Rose, Mike. “Remedial Writing Courses: A Critique and a Proposal.” College English 45 (1983): 109-28.

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

Royer, Daniel J., and Roger Gilles. “Directed Self-Placement: An Attitude of Orientation.” College Composition and Communication 50(1998): 54-70.

Shaughnessy, Mina. “Open Admissions and the Disadvantaged Teacher.” College Composition and Communication 24 (1973): 401-04.

Soliday, Mary. “Translating Self and Difference through Literacy Narratives.” College English 56 (1994): 511-26.

Soliday, Mary, and Barbara Gleason. “From Remediation to Enrichment: Evaluating a Mainstreaming Project.” Journal of Basic Writing 16 (1997): 64-78.

Staples, Brent. “Blocking Promising Students from City University.” The New York Times 26 May 1998: A20.

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

Traub, James. “Annals of Education: Class Struggle.” The New Yorker 20 September 1994: 76-90.

—. City on a Hill: Testing the American Dream at City College. Reading, MA: Addison-Wesley, 1994.

Ward, Marc. “Myths about College English as a Second Language.” Chronicle of Higher Education 26 September 1997.

Watson, Judith. CUNY Remediation/ESL Backgrounder. CUNY Board of Trustees Office. Undated manuscript.

White, Edward. “Apologia for the Timed Impromptu Essay Test.” College Composition and Communication 46 (1995): 30-45.

—. Developing Successful College Writing Programs. San Francisco: Jossey- Bass, 1989.

Wiener, Jon. “School Daze.” Review of City on a Hill by James Traub. The Nation 7 November 1994: 522.

“Will Hostos Ever Learn?” Daily News 22 September 1997: 24.

Witte, Stephen, and Lester Faigley. Evaluating College Writing Programs. Carbondale: Southern Illinois UP. 1983.

Comfort, Juanita Rodgers. “Becoming a Writerly Self: College Writers Engaging Black Feminist Essays.” CCC 51.4 (2000): 540-559.

Abstract:

This article asserts that personal essays by black feminist writers such as June Jordan might be used to teach first-year and advanced student writers how to connect their personal and social identities in ways that will enhance the rhetorical impact of their writing while transcending mere “confession” or self-indulgence.

Keywords:

ccc51.4 JJordan AfricanAmerican Feminism Personal Writers Students Essay Women Essay Identity

Works Cited

Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. New York: Routledge, 1990.

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

Drew, Julie. “Cultural Composition: Stuart Hall on Ethnicity and the Discursive Turn.” JAC 18 (1998): 171-96.

Forman, Janis, ed. What Do I Know: Reading, Writing, and Teaching the Essay. Portsmouth, NH: Heinemann-Boynton/Cook, 1996.

Halloran, S. Michael. “On the End of Rhetoric, Classical and Modern.” Professing the New Rhetorics: A Sourcebook. Eds. Theresa Enos and Stuart C. Brown. Englewood Cliffs, NJ: Blair/Prentice, 1994. 331-43.

Harris, Wendell. “Reflections on the Peculiar Status of the Personal Essay.” College English 58 (1996): 934-53.

Harvey, Gordon. “Presence in the Essay.” College English 56 (1994): 642-54.

hooks, bell. Black Looks: Race and Representation. Boston: South End, 1992.

Jordan, June. “Requiem for the Champ.” Technical Difficulties: African-American Notes on the State of the Union. Ed. June Jordan. New York: Vintage/Random, 1994. 221-26.

Kirsch, Gesa E., and Joy S. Ritchie. ” Beyond the Personal: Theorizing a Politics of Location in Composition Research .” College Composition and Communication 46 (1995): 7-29.

Kitzinger, Celia. “Liberal Humanism as an Ideology of Social Control: The Regulation of Lesbian Identities.” Shotter and Gergen 83-98.

Mittlefehldt, Pamela Klass. “AWeaponry of Choice: Black American Women Writers and the Essay.” Politics of the Essay: Feminist Perspectives. Eds. Ruth- Ellen Boetcher Joeres and Elizabeth Mittman. Bloomington: Indiana UP, 1993. 196-208.

Morrison, Toni. Playing in the Dark: Whiteness and the Literary Imagination. Cambridge, MA: Harvard UP, 1992.

Murray, Kevin. “Construction of Identity in the Narratives of Romance and Comedy.” Shotter and Gergen 177-205.

Shotter, John, and Kenneth J. Gergen. Texts of Identity. London: Sage, 1989.

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

West, Cornell. “The New Cultural Politics of Difference.” October 53 (Summer 1990): 93-109.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v50-1

Kathleen A. Welsch. “History as Complex Storytelling.” Rev. of Composition-Rhetoric: Backgrounds, Theory, and Pedagogy by Robert J. Connors. CCC 50.1 (1998): 116-122.

Keywords:

ccc50.1 RConnors Story History Practice Composition CompositionRhetoric Tradition Inquiry Discipline Narrative SNorth

Works Cited

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

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

Fulkerson, Richard. “Call Me Horatio: Negotiating Between Cognition and Affect in Composition.” Rev. of Presence of Mind: Writing and the Domain Beyond the Cognitive , Alice Glarden Brand and Richard L. Graves, eds.; The Spiritual Side of Writing: Releasing the Learner’s Whole Potential , Regina Paxton Foehr and Susan A. Schiller, eds.; and Notes on the Heart: Affective Issues in the Writing Classroom by Susan H. McLeod; Getting Restless: Rethinking Revision in Writing Instruction by Nancy Welch. CCC 50.1 (1998): 91-115.

Keywords:

ccc50.1 Writing Students Revision SMcLeod NWelch Spiritual Classroom Course Research Composition Process Pedagogy Cognition Affect

Works Cited

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

Lorch, Sue. “Confessions of a Former Sailor.” Writers on Writing. Ed. Thomas Waldrep. New York: Random, 1985. 165-72.

McLeod. Susan. “Pygmalion or Golem? Teacher Affect and Efficacy.” CCC 46 (1995): 369-84.

Pennebaker, James. “Self-Expressive Writing: Implications for Health, Education and Welfare.” Nothing Begins with N. Ed. Pat Belanoff, Peter Elbow, and Sheryl Fontaine. Carbondale: Southern Illinois UP, 1991. 139-47.

Perl, Sondra. “Understanding Composing.” CCC 31 (1980): 363-69.

Segal, Judy, Anthony Par�, Doug Brent, and Douglas Vipond. “The Researcher as Missionary: Problems with Rhetoric and Reform in the Disciplines.” CCC 50.1 (1998): 71-90.

Abstract:

Segal, Par�, , Brent, and Vipond are rhetoricians doing workplace ethnography in the fields of medicine, social work, and psychology. In this essay they explore the usefulness and ethics of returning their observations to their study subjects. They particularly focus on resisting the “colonial, self-righteous attitude evoked by [their] title” of academic rhetorician and researcher (73).

Keywords:

ccc50.1 Discourse Practices Practitioners Writing Work Rhetoric Disciplines Knowledge Community Students Research Missionary

Works Cited

Anderson, P. V., R. J. Brockmann, and C. R. Miller, eds. New Essays in Technical and Scientific Communication: Research, Theory, and Practice. Farmingdale: Baywood, 1983.

Bakhtin, M. M. “The problem of speech genres.” In Speech Genres and Other Late Essays. Ed. C. Emerson and M. Holquist. Trans. V. W. McGee. Austin: U of Texas P, 1986. 60-102.

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

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

Bourdieu, P. Outline of a Theory of Practice. Trans. R. Nice. New York: Cambridge Up, 1977.

Brodkey, Linda. “Writing Ethnographic Narratives.” Written Communication 4 (1987): 25-50.

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—. ” Teaching Discourse and Reproducing Culture: A Critique of Research and Pedagogy in Professional and NonAcademic Writing .” CCC 44 (1993): 349-63.

—. “Writing Ethnography: Representation, Rhetoric. and Institutional Practices.” College English 53 (1991): 320-32.

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Reid, I., ed. The Place of Genre in Learning. Geelong: Deakin UP, 1987.

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

—, ed. Understanding Scientific Prose. Madison: U of Wisconsin P, 1993.

Smart, Graham. “Genre as Community Invention: A Central Bank’s Response to Its Executives’ Expectations as Readers.” Writing in the Workplace: New Research Perspectives. Ed. Rachel Spilka. Carbondale: Southern Illinois Up, 1993. 124-40.

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Swales, John. Genre Analysis. New York: Cambridge UP, 1990.

Vipond, Douglas. Writing and Psychology: Understanding Writing and its Teaching from the Perspective of Composition Studies. Westport: Praeger, 1993.

Vitanza, Victor. “Three Countertheses: Or, A Critical In(ter)vention into Composition Theories and Pedagogies.” Contending With Words: Composition and Rhetoric in a Postmodern Age. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 139-72.

Winsor, Dorothy. “An Engineer’s Writing and the Corporate Construction of Knowledge.” Written Communication 6 (1989): 270-85.

Royer, Daniel J. and Roger Gilles. “Directed Self-Placement: An Attitude of Orientation.” CCC 50.1 (1998): 54-70.

Abstract:

This is a narrative of the development of student-directed placement in non-credit bearing preparatory English classes, asking “students to measure their own perceptions of themselves against [faculty] expectations” (62). Royer and Gilles describe the system’s elegance, simplicity and “rightness,” as well as its appeal to “everybody”: students, instructors, and administration.

Keywords:

ccc50.1 Students Writing SelfPlacement English Placement Orientation Assessment Teachers

Works Cited

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Elbow, Peter. “Writing Assessment in the Twenty-First Century: A Utopian View.” Composition in the Twenty-First Century: Crisis and Change. Ed. Lynn Bloom, Donald Daiker, and Edward White. Carbondale: Southern Illinois Up, 1996.

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

Huot, Brian. “Toward a New Theory of Writing Assessment.” CCC 47 (1996): 549-66.

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Soliday, Mary. ” From the Margins to the Mainstream: Reconceiving Remediation .” CCC 47 (1996): 85-100.

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Prendergast, Catherine. “Race: The Absent Presence in Composition Studies.” CCC 50.1 (1998): 36-53.

Abstract:

Prendergast examines the ingrained racialized sensibility of American society, and focuses on the “absent absence” of writing about racism in composition. She analyzes writing strategies and genre choices of critical race theorists Derek Bell and Patricia Williams and suggests that composition should participate in deliberate dissonance about racialized education, developing theories about race that “do not reinscribe people of color as either foreign or invisible, nor leave whiteness uninvestigated” (51).

Keywords:

ccc50.1 Race Racism Law Composition Theory Students Discourse Women Color School Authority SBHeath Rights Culture DBell PWilliams

Works Cited

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—. Address. Wisconsin Union Theater, Madison, WI, 10 Feb. 1995.

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Laurence, Patricia. “The Vanishing Site of Mina Shaughnessy’s Errors and Expectations.” Journal of Basic Writing 12.2 (1993): 18-28.

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Mahala, Daniel. and Jody Swilky. “Telling Stories, Speaking Personally: Reconsidering the Place of Lived Experience in Composition.” JAC 16 (1996): 363-88.

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Matsuda, Mari, Charles Lawrence, lIT, Richard Delgado, Richard, and Kimberle Crenshaw. Words that Wound: Critical Race Theory, Assaultive Speech and the First Amendment. San Francisco: Westview, 1993.

Minda, Gary. Postmodern Legal Movements. New York: New York Up, 1995.

Mortensen, Peter, and Gesa Kirsch. “On Authority in the Study of Writing.” CCC 44 (1993): 556-71.

Pratt, Mary 1.. “Arts of the Contact Zone.” Profession 91 (1991): 33-40.

Rieder, Jonathan. “Tawana and the Professor.” The New Republic 21 Oct. 1991: 39-42.

Russell, Jennifer M. “On Being a Gorilla in Your Midst, or The Life of One Blackwoman in the Legal Academy.” Delgado, Critical 498-501.

Shaughnessy, Mina. Errors and Expectations. New York: Oxford Up, 1977.

Thernstrom, Abigail. “Almost ad Nauseam.” National Review 16 Nov. 1992: 58-59.

Villanueva, Victor, Jr. “Maybe a Colony: And Still Another Critique of the Comp Community” JAC 17 (1997): 83-190.

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—. “A Rare Case Study of Muleheadedness and Men.” Race-ing Justice, En-Gendering Power: Essays on Anita Hill, Clarence Thomas and the Social Construction of Reality. Ed. Toni Morrison. New York: Pantheon, 1992.159-71.

—. “Notes from a Small World.” New Yorker 29 April 1996: 87-92.

—. Personal interview. 20 April 1996.

Reynolds, Nedra. “Composition’s Imagined Geographies: The Politics of Space in the Frontier, City, and Cyberspace.” CCC 50.1 (1998): 12-35.

Abstract:

Reynolds extends investigation into composition’s assumptions about place and space by exposing the role of discourse in the social construction of writing spaces and work environments. She uses scholarship in postmodern geography to identify the tendency of space becoming transparent as technology induces time-space compression, masking the need to address and remedy the politics and power imbalances evident in the debilitated spaces and places where writing, writing instruction, and knowledge-making take place.

Keywords:

ccc50.1 Space Composition Writing Frontier City Geography Material Spatial SpaceTimeCompression Politics Students Cyberspace Metaphor MShaughnessy

Works Cited

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Shaughnessy, Mina. Errors and Expectations. New York: Oxford Up, 1977.

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

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Wiener, Harvey S. Rev. of Errors and Expectations, by Mina P. Shaughnessy. College English 38 (1977): 715-17.

Wilson, Elizabeth. “The Rhetoric of Urban Space.” New Left Review 209 (1995): 146-60.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v47-4

Amy J. Devitt. “Review Essay: Genre, Genres, and the Teaching of Genre.” Rev. of Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power by Carol Berkenkotter and Thomas N. Huckin; Genre and the New Rhetoric by Aviva Freedman and Peter Medway; Learning and Teaching Genre by Aviva Freedman and Peter Medway. CCC 47.4 (1996): 605-615.

Gottschalk, Katherine K., et al. “Interchanges: Contested Ground: Defining Writing Courses.” CCC 47.4 (1996): 594-604.

Charney, Davida. “Empiricism Is Not a Four-Letter Word.” CCC 47.4 (1996): 567-593.

Abstract:

Keywords:

ccc47.4 Research Methods Science Scientists Objectivity Critics Qualitative Empiricism Knowledge Authority Discourse

Works Cited

Bazerman, Charles. Shaping Written Knowl­edge: The Genre and Activity of the Experimen­tal Article in Science. Madison: D of Wisconsin P. 1989.

Bereiter, Carl. “Implications of Postmodern­ism for Science, or, Science as Progressive Discourse.” Educational Psychologist 2 9 (1994): 3-12.

Bereiter, Carl and Marlene Scardamalia. The Psychology of Written Composition. Hillsdale: Erlbaum, 1987.

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

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

Blakeslee, Ann. “Inventing Scientific Discourse: Dimensions of Rhetorical Knowledge in Phys­ics.” Diss. Carnegie Mellon D, 1993.

Blyler, Nancy Roundy. “Research as Ideology in Professional Communication.” Technical Communication Quarterly 4 (1995): 285-313.

Charney, Davida. “A Study in Rhetorical Reading: How Evolutionists Read ‘The Spandrels of San Marco.”’ Understanding Scientific Prose. Ed. Jack Selzer. Madison: U of Wisconsin P. 1993. 203-31.

Connors, Robert J. “Composition Studies and Science.” College English 45 (1983): 1-20.

Cross, Geoffrey. “Ethnographic Research in Business and Technical Writing: Between Extremes and Margins.” Journal of Business and Technical Communication 8 (1994): 118-34.

Cushman, Ellen. ” The Rhetorician as an Agent of Social Change .” CCC 47 (1996): 7-28.

Dombrowski, Paul. “Post-Modernism as the Resurgence of Humanism in Technical Communication Studies.” Technical Commu­nication Quarterly 4 (1995): 165-85.

Fahnestock, Jeanne. “Accommodating Science: The Rhetorical Life of Scientific Facts.” Written Communication 3 (1986): 275-96.

Fahnestock, Jeanne, and Marie Secor. “The Stases in Scientific and Literary Argument.” Written Communication 5 (1988): 427-43.

Faigley, Lester. “Nonacademic Writing: The Social Perspective.” Writing in Non­academic Settings. Eds. Lee Odell and Dixie Goswami. New York: Guilford, 1985. 3-83.

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

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

Flynn, Elizabeth. ” Feminism and Scientism .” CCC 46 (1995): 353-69.

Fluehr-Lobban, Carolyn. “Informed Consent in Anthropological Research: We Are Not Exempt.” Human Organization 53 (1994): 1-10.

Haack, Susan. Evidence and Inquiry: Towards Reconstruction in Epistemology. Oxford: Black­well, 1993.

Harding, Sandra. “Is There a Feminist Meth­od?” Feminism and Science. Ed. Nancy Tuana. Bloomington: Indiana UP, 1989. 17-32.

Hayes, John R. “Taking Criticism Seriously.” RTE 27 (1993): 305-15.

Herndl, Carl G. ” Teaching Discourse and Re­producing Culture: A Critique of Research and Pedagogy in Professional and Non-Ac­ademic Writing .” CCC 44 (1993): 349-63.

—. “Writing Ethnography: Representa­tion, Rhetoric, and Institutional Practices.” College English 53 (1991): 320-32.

Hidi, Suzanne, and Valerie Anderson. “Producing Written Summaries: Task Demands, Cognitive Operations, Implica­tions for Instruction.” Review of Educational Research 56 (1986): 473-93.

Jayaratne, Toby E., and Abigail Stewart. “Quantitative and Qualitative Methods in the Social Sciences.” Beyond Methodology: Feminist Scholarship as Lived Research. Eds. Mary Fonow and Judith Cook. Blooming­ton: Indiana UP, 1991. 85-106.

Kaufer, David, and Kathleen Carley. Commu­nication at a Distance: The Influence of Print on Sociocultural Organization and Change. Hills­dale: Erlbaum, 1993.

Kirsch, Gesa and Joy S. Ritchie. ” Beyond the Personal: Theorizing a Politics of Location in Composition Research .” CCC 46.1 (1995): 7-29.

Kitcher, Philip. The Advancement of Science: Sci­ence without Legend. Objectivity without Illusions. New York: Oxford UP, 1993.

Lay. Mary. “Feminist Theory and the Re­definition of Technical Communication.” Journal of Business and Technical Communica­tion 5 (1991): 348-70.

MacDonald, Susan Peck. Professional Academic Writing in the Humanities and Social Sciences. Carbondale: Southern Illinois UP, 1994.

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Selzer, Jack, ed. Understanding Scientific Prose. Madison: U of Wisconsin P, 1993.

Shumway, David R. “Science, Theory, and the Politics of Empirical Studies in the En­glish Department.” Writing Theory and Criti­cal Theory. Eds. John Clifford and John Schilb. New York: MLA, 1994. 148-58.

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

Thompson, Dorothea. “Arguing for Experi­mental Facts in Science: A Study of Re­search Article Results Sections in Biochemistry.” Written Communication 10 (1993): 106-30.

Watson, Richard. “Ozymandias, King of Kings: Postprocessual Radical Archaeology as Critique.” American Antiquity 55 (1990): 673-89.

Winsor, Dorothy. “The Construction of Knowledge in Organizations: Asking the Right Questions about the Challenger.” Journal of Business and Technical Communica­tion 4 (1990): 7-20.

—. “An Engineer’s Writing and the Corporate Construction of Knowledge.” Written Communication 6 (1989): 270-85.

Huot, Brian. “Toward a New Theory of Writing Assessment.” CCC 47.4 (1996): 549-566.

Abstract:

Huot claims many composition teachers are frustrated by or uninterested in writing assessment in part because current writing assessments suffer from positivist assumptions. Tests therefore are invalid and problematic. To solve these problems, Huot proposes a theory of writing assessment that would lead to testing measures. New writing assessments would have a recognizable theoretical foundation and take into account localized context and rhetoric as assessment factors.

Keywords:

ccc47.4 Assessment Writing Students Context Raters Reliability Placement Validity Reading Ability Methods

Works Cited

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Diederich, Paui. John W. French and Sydell T. Carlton. Factors in Judgments of Writing Quality. Princeton: Educational Testing Ser­vice, 1961. RB No. 61-15. ERIC ED 002 172.

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Elbow, Peter and Patricia Belanoff. “State University of New York at Stony Brook Portfolio-based Evaluation Program.” Port­folios: Process and Product. Ed. Pat Belanoff and Marcia Dickson. Portsmouth, NH: Boynton/Cook, 1991. 3-16.

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Harris, Joseph. Personal Correspondence, June, 1996.

Haswell, Richard and Susan Wyche-Smith. “A Two-Tiered Rating Procedure for Place­ment Essays.” Assessment in Practice: Putting Principles to Work on College Campuses. Ed. Trudy Banta. San Francisco: Jossey Bass, 1995.204-07.

Huot, Brian. “The Influence of Holistic Scoring Procedures on Reading and Rating Student Essays.” Williamson and Huot 206-36.

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Levinson, Stephen C. Pragmatics. New York: Cambridge UP, 1983.

Messick, Samuel. “Meaning and Values in Test Validation: The Science and Ethics of Assessment.” Educational Researcher 18.2 (1989): 5-11.

Moss, Pamela A. “Can There be Validity Without Reliability?” Educational Researcher 23.2 (1994): 5-12.

—. “Enlarging the Dialogue in Education­al Measurement: Voices From Interpretive Research Traditions.” Educational Researcher 25.1 (1996): 20-28.

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—. “Validity in High Stakes Writing Assessment Problems and Possibilities.” Assessing Writing (1994): 109-28.

Pula, Judith J., and Brian Huot “A Model of Background Influences on Holistic Raters.” Williamson and Huot. 237-65.

Purves Allan C. “Apologia Not Accepted.” CCC 46 (1995): 549-50.

—. “Reflections on Research and Assess­ment in Written Composition.” Research in the Teaching of English 26 (1992): 108-22.

Robertson, Alice. “Teach, Not Test: A Look at a New Writing Placement Procedure.” WPA: 18 (1994): 56-63.

Smith, William L. “Assessing the Reliability and Adequacy of Using Holistic Scoring of Essays as a College Composition Placement Program Technique.” Williamson and Huot. 142-205.

White, Edward M. ” Apologia for the Timed Impromptu Essay Test .” CCC 46 (1995): 30-45.

—. “Holistic Scoring: Past Triumphs and Future Challenges.” Williamson and Huot 79-108.

—. ” Language and Reality in Writing Assessment .” CCC 40 (1990): 187-200.

—. “Response to Allen Purves,” CCC 46 (1995): 550-51.

—. Teaching and Assessing Writing. 2nd Ed. San Francisco: Jossey-Bass, 1994.

Williamson, Michael M. “The Worship of Ef­ficiency: Untangling Theoretical and Practi­cal Considerations in Writing Assessment.” Assessing Writing 1 (1994): 147-74.

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

Grimm, Nancy Maloney. “Rearticulating the Work of the Writing Center.” CCC 47.4 (1996): 523-548.

Abstract:

Grimm argues for a stronger presence of writing center voices in composition scholarship and conceptualizes the writing center as a site to help close the gap between theory and practice in academic literacy.

Keywords:

ccc47.4 WritingCenters Students Literacy Relationships Composition University Community Language Practice

Works Cited

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Bushman, Donald E. “Past Accomplishments and Current Trends in Writing Center Re­search: A Bibliographic Essay.” The Writing Center: New Directions. Eds. Ray Wallace and Jeanne Simpson. New York: Garland, 1991. 27-37.

Cooper, Marilyn. “Why Are We Talking About Discourse Communities? Or, Foundationalism Rears Its Ugly Head Once More.” Marilyn Cooper and

Michael Holzman. Writing as Social Action. Portsmouth: Heinemann, 1989.

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Hall, Stuart. “On Postmodernism and Articu­lation.” Journal of Communication Inquiry 10 (1986): 45-60.

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

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—. The Dance of Deception: Pretending and Truth-Telling in Women’s Lives. New York: HarperCollins, 1993.

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Smith, Louise Z. “Family Systems Theory and the Form of Conference Dialogue.” The Writing Center Journal 11.2 (Spring 1991): 61-72.

Spooner, Michael. “Circles and Centers: Some Thoughts on the Writing Center and Academic Book Publishing.” Writing Lab Newsletter 17:10 (June 1993): 1-3.

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Trachsel. Mary. “Nurturant Ethics and Aca­demic Ideals: Convergence in the Writing Center.” The Writing Center Journal 16.1 (Fall 1995): 24-45.

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

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Minock, Mary. “A(n) (Un)Certain Synergy: Rhetoric, Hermeneutics, and Transdisciplinary Conversations about Writing.” CCC 47.4 (1996): 502-522.

Abstract:

Minock analyzes outcomes of the WAC program she directed at Wayne State University and argues for a pragmatic rhetoric of integrative theory and practice to help establish effective WAC programs. She finds that WAC faculty achieve consensus on grading standards but not on giving advice to students on how to improve their essays. To improve WAC effectiveness, she proposes a theory informed practice that forms a hermeneutic: a “series of dialogic understanding.” This hermeneutic would help faculty acknowledge and consider disciplinary biases within a framework of larger rhetorical concerns.

Keywords:

ccc47.4 Writing Faculty Rhetoric Students WAC Theory Conversations Audience Community Hermeneutics Disciplines Interdisciplinary

Works Cited

Beale, Walter H. A Pragmatic Theory of Rhetoric. Carbondale: Southern Illinois UP, 1987.

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

Gadamer, Hans-Georg. “Hermeneutics as Practical Philosophy.” After Philosophy: End or Transformation? Ed. Kenneth Baynes, James Bohman, and Thomas McCarthy. Cambridge: MIT P, 1987. 325-38.

—. “Rhetoric, Hermeneutics, and the Critique of Ideology: Metacritical Com­ments on Truth and Method.” The Herme­neutic Reader: Texts of the German Tradition from the Enlightenment to the Present. Ed Kurt Mueller-Vollmer. New York: Continuum, 1992. 274-92.

—. Truth and Method. 2nd ed. Rev. trans. Joel Weinsheimer and Donald G. Marshall. New York: Crossroads, 1989.

Gere, Anne Ruggles, ed. Into the Field: Sites of Composition. New York: MLA, 1993.

Halden-Sullivan, Judith. “The Phenomenol­ogy of Process.” Gere 44-59.

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

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Maimon, Elaine P. “Beaver College.” Pro­grams That Work: Models and Methods for Writing Across the Curriculum. Ed. Toby Fulwiler and Art Young. Portsmouth, NH: Boynton, 1990. 142-61.

McLeod, Susan H. “The Foreigner: WAC Di­rectors as Agents of Change.” Resituating Writing. Ed. Joseph Janangelo and Kristine Hansen. Portsmouth: Boynton, 1995. 108­116.

Peritz, Janice H. “When Learning Is Not Enough: Writing Across the Curriculum and the (Re)turn to Rhetoric.” Journal of Advanced Composition 14 (1994): 431-54.

Phelps, Louise Wetherbee. Composition As a Human Science: Contributions to the Self-Understanding of a Discipline. New York: Oxford, 1988.

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Schildgen, Brenda Deen. “Reconnecting Rhetoric and Philosophy in the Composi­tion Classroom.” Gere 30-43.

Slosson, Edwin Emery. “From Great Ameri­can Universities (1910).” The Origins of Literary Studies in America: A Documentary Anthology. Ed. Gerald Graff and Michael Warner. New York: Routledge, 1989. 168­70.

Spellmeyer, Kurt. “Being Philosophical About Composition: Hermeneutics and the Teaching of Writing.” Gere 9-29.

Veysey, Laurence R. The Emergence of the American University. Chicago: U Chicago P, 1965.

Walvoord, Barbara E. “Getting Started.” Writ­ing Across the Curriculum: A Guide to Developing Programs. Ed. Susan H. McLeod and Margot Soven. Newbury Park: Sage, 1992. 12-31.

Kuriloff, Peshe C. “What Discourses Have in Common: Teaching the Transaction between Writer and Reader.” CCC 47.4 (1996): 485-501.

Abstract:

Kuriloff argues that instructors should teach discourse conventions of multiple academic disciplines and audience awareness to college students. He analyses sample academic sociology and literary essays written by a professor and a number of students to illustrate common discourse practices across disciplines. Citing H. Paul Grice’s Cooperative Principle, Kuriloff argues for a greater emphasis upon reader-writer interaction in composition pedagogy.

Keywords:

ccc47.4 Readers Students Discourse Writing Community Transaction Conventions DiscourseCommunities Authority Audience

Works Cited

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Anson, Chris. “Toward a Multidimensional Model of Writing in the Academic Disci­plines.” Writing in Academic Disciplines, Vol. 2. Ed. David A. Jolliffe. Norwood: Ablex, 1988. 1-33.

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

Camfield, Gregg. “Sentimental Liberalism and the Problem of Race in Huckleberry Finn.” Nineteenth-Century Literature 46 (1991): 96-113.

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Gistrak, Jennifer. “The Dearth of Male Role Models in Tom Sawyer and Huck Finn: Im­plications for Family Life.” The Samuel P. and Ida S. Mandell Undergraduate Essay Awards 1992-1993. Writing Across the University, University of Pennsylvania. 34-­45.

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

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

Lee, Helen. “Stay Outta My Space and I’ll Stay Outta Yours: The Social Order of Privacy at Scherr Pool.” The Samuel P. and Ida S. Mandell Undergraduate Essay Awards 1993-1994. Writing Across the University, University of Pennsylvania. 61-66.

MacDonald, Susan Peck. Professional Academic Writing in the Humanities and Social Sciences. Carbondale: Southern Illinois P, 1994.

Pratt, Mary Louise. “Linguistic Utopias.” The Linguistics of Writing. Eds. Nigel Fabb, Derek Attridge, Alan Durant, and Colin MacCabe. New York: Methuen, 1987. 48-66.

Slevin, James F. “Genre Theory, Academic Discourse and Writing Within Disciplines.” Audits of Meaning. Ed. Louise Z. Smith. Portsmouth: Boynton, 1988. 3-16.

Workshop and Panel Reports of the 1956 Conference on College Composition and Communication, March 22, 23, 24, The New York Statler, New York City.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v47-2

Poulakos, John. “Review: Aristotle’s Voice, Our Ears.” Rev. of Aristotle’s Voice: Rhetoric, Theory and Writing in America by Jasper Neel. CCC 47.2 (1996): 293-301.

Holdstein, Deborah H., Carolyn R. Miller, and James J. Sosnoski. “Interchanges: Counterpostings on a Genre of Email.” CCC 47.2 (1996): 279-292.

Spooner, Michael and Kathleen Yancey. “Postings on a Genre of Email.” CCC 47.2 (1996): 252-278.

Abstract:

Keywords:

ccc47.2 Genre Email Writing Computers Form Technology Class Context Students Classroom Conventions Online Audience

Works Cited

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<artsxnet>. “Hillbilly in Cyberspace.” Cybermind Discussion List [online]. Available email: CYBERMIND<LISTSERV@WORLD.STD.COM>. 6 July 1994.

Bakhtin, Mikhail. “The Problem of Speech Genres.” The Rhetorical Tradition. Ed. Patricia Bizzell and Bruce Herzberg. Boston: Bedford, 1990. 944-64.

<baldwine>. “Define cybermind.” Cybermind Discussion List [online]. Available email: CYBERMIND<LISTSERV@WORLD.STD.COM>. 6 July 1994.

Barker, Thomas, and Fred Kemp. “A Postmodern Pedagogy for the Writing Classroom.” Computers and Community. Ed. Carolyn Handa. Portsmouth: Boynton, 1990. 1-27.

Barry, Dave. “Through Internet, Cybermuffin Shares Intimate Computer Secrets.” Knight-Ridder Newspapers 6 February 1994.

Bitzer, Lloyd. “The Rhetorical Situation.” Contemporary Rhetoric. Ed. Douglas Ehninger. Glenview: Scott, 1972. 39-49.

Bolter, Jay David. Writing Space . Hillsdale: Erlbaum, 1991.

<ccrmitta>. “Email.” Writing Center Discussion List [online]. Available email: WCENTER <LISTPROC@UNICORN.ACS.TTU.EDU>. 1 November 1993.

Colins, Gail. “The Freddy Krueger in Your Computer.” Working Woman April 1994: 62.

Cooper, Marilyn, and Cynthia Selfe. “Computer Conferences and Learning: Authority, Resistance, and Internally Persuasive Discourse.” College English 52 (1991): 847-69.

<csjhs>. “Email.” Writing Center Discussion List [online]. Available email: WCENTER <LISTPROC@UNICORN.ACS.TTU.EDU>. 8 November 1993.

“PR.” Writing Center Discussion List [online]. Available email: WCENTER <LISTPROC@UNICORN.ACS.TTU.EDU>. 8 July 1994.

Eldred, Janet Carey, and Ron Fortune. “Exploring the Implications of Metaphors for Computer Networks and Hypermedia.” Hawisher and LeBlanc 58-74.

Elmer-DeWitt, Philip. “Bards of the Internet.” Time July 1994: 66-67.

Fahnestock, Jeanne. “Genre and Rhetorical Craft.” Research in the Teaching of English 27 (1993): 265-71.

Freedman, Aviva. “Show and Tell? The Role of Explicit Teaching in the Learning of New Genres.” Research in the Teaching of English 27

(1993): 222-52.

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

Green, Bill, and Allison Lee. “Writing Geography: Literacy, Identity, and Schooling.” Freedman and Medway 207-24.

<harrism>. “Email.” Writing Center Discussion List [online]. Available email: WCENTER <LISTPROC@UNICORN. ACS. TTU. EDU>. 9 November 1993.

Hawisher, Gail. “Electronic Meetings of the Minds: Research, Electronic Conferences, and Composition Studies.” Hawisher and LeBlanc 81-10l.

Hawisher, Gail, and Paul LeBlanc, eds. Re-imagining Computers and Composition. Portsmouth: Boynton, 1992.

Hawisher, Gail, and Charles Moran. “Electronic Mail and the Writing Instructor.” College English 55 (1993): 627-43.

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

Hunt, Russell. “Speech Genres, Writing Genres, School Genres, and Computer Genres.” Freedman and Medway 243-62.

<johnmc>. “Elements of emai1 distribution.” Megabyte University Discussion List [online]. Available emai1: MBU-L <LISTPROC@UNICORN. ACS. TTU. EDU>. 5 Jul 1994.

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

Larson, Richard. “The ‘Research Paper’ in the Writing Course: A Non­Form of Writing.” College English 44 (1982): 811-16.

Leitch, vincent. “(De)Coding (Generic) Discourse”. Genre 24 (Spring 91): 83-98.

Lewis, Peter H. “No More Anything Goes: Cyberspace Gets Censors.” New York Times 29 June 1994: Business-Technology 3-4.

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<lysana>. “Virtual communities.” Cybermind Discussion List [online]. Available emai1: CYBERMIND<LISTSERV@WORLD.STD.COM>. 6 July 1994.

<malgosia>. “Virtual communities.” Cybermind Discussion List [online]. Available emai1: CYBERMIND<LISTSERV@WORLD.STD.COM>. 4 July 1994.

<marius>. “virtual communities.” Cybermind Discussion List [online]. Available email: CYBERMIND<LISTSERV@WORLD.STD.COM>. 5 July 1994.

<mspooner>. “Early final thoughts.” Emai1 to K. Yancey [online]. Available email: <mspooner@press.usu.edu>. 13 December 1994.

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

Moran, Charles. “Computers and English: What Do We Make of Each Other?” College English 54 (1992): 193-98.

<mul1anne>. “Emai1.” Writing Center Discussion List [online]. Available email: WCENTER <LISTPROC@UNICORN. ACS. TTU. EDU>. 5 November 1993.

<newmann> “Emai1.” Writing Center Discussion List [online]. Available email: WCENTER <LISTPROC@UNICORN. ACS. TTU. EDU>. 29 October 1993.

Rodrigues, Raymond and Dawn Rodrigues. Teaching Writing with a Wordprocessor. Urbana: NCTE, 1986.

Schryer, Catherine. “Records as Genre.” Written Communication 10 (1993): 200-34.

Seabrook, John. “E-mail from Bill.” The New Yorker 10 January 1994: 48-62.

“My First Flame.” The New Yorker 6 June 1994: 70-79.

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

<skeevers>. ~Signature.” Business Communication Discussion List [online]. Available emai1: BIZCOM <LISTSERV@EBBS. ENGLISH. VT. EDU>. 6 June 1994.

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

<swilbur>. “Beauty in cyberspace?” Cybermind Discussion List [online]. Available emai1: CYBERMIND<LISTSERV@WORLD.STD.COM>. 5 July 1994.

Taylor, Paul. “Social Epistemic Rhetoric and Chaotic Discourse.” Hawisher and LeBlanc 131-48.

Weathers, Winston. “Grammars of Style.” Rhetoric and Composition. Ed. Richard L. Graves. Upper Montclair: Boynton, 1984. 133-47.

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

Zamierowski, Mark. “The Virtual Voice in Network Culture.” Voices on Voice: Perspectives, Definition, Inquiry . Ed. Kathleen Yancey. Urbana: NCTE, 1994. 275-98.

Straub, Richard. “The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive’ and ‘Facilitative’ Commentary.” CCC 47.2 (1996): 223-251.

Abstract:

Straub challenges the dominant view that teacher commentary is directive or facilitative. Straub claims that these labels belie a simplistic dualism and eschew critique of actual teacher’s comments in favor of figurative description and a discussion of loosely defined attitudes. Straub evaluates the different comments on one student’s paper made by composition teachers Edward White, Jane Peterson, Peter Elbow and Ann Gere to better define a way to label and interpret comments and encourage all teachers to examine and improve their written comments on student essays.

Keywords:

ccc47.2 Comments Student Writing Response Control Teacher Reader Directive Facilitative Revision EndComments

Works Cited

Anson, Chris, ed. Writing and Response: Theory, Practice, Research. Urbana: NCTE, 1989.

Anson, Chris. “Response Styles and Ways of Knowing.” Anson 332-66.

Baumlin, Tita French, and James Baumlin. “Paper Grading and the Rhetorical Stance.” Lawson et al. 171-82.

Bazerman, Charles. “Reading Student Texts: Proteus Grabbing Proteus.” Lawson et al. 139-46.

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

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

Burkland, Jill, and Nancy Grimm. “Motivating Through Responding.” Journal of Teaching Writing 5.2 (Fall 1986): 237-46.

Chiseri-Strater, Elizabeth. “Evaluation as Acts of Reading, Response, and Reflection.” Nuts and Bolts: A Practical Guide to Teaching College Composition. Ed. Thomas Newkirk. Portsmouth: Boynton, 1993. 179-202.

Danis, M. Francine. “The Voice in the Margins: Paper-Marking as Conversation.” Freshman English News 15.3 (Winter 1987): 18-20.

Elbow, Peter, and Pat Belanoff. Sharing and Responding. New York: Random, 1989.

Flynn, Elizabeth. “Learning to Read Student Papers from a Feminist Perspective.” Lawson et al. 49-58.

Fuller, David. “Teacher Commentary That Communicates: Practicing What We Preach in the Writing Class.” Journal of Teaching Writing 6.2 (Fall 1987): 307-17.

Horvath, Brooke. “The Components of Written Response: A Practical Synthesis of Current Views.” Rhetoric Review 2 (1984): 136-56.

Knoblauch, C. H. and Lil Brannon, “Teacher Commentary on Student Writing: The State of the Art.” Freshman English News 10 (Fall 1981): 1-4.

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

Krest, Margie. “Monitoring Student Writing: How Not to Avoid the Draft.” Journal of Teaching Writing 7 (1988): 27-39.

Lawson, Bruce, Susan Sterr Ryan, and W. Ross Winterowd, Eds. Encountering Student Texts: Interpretive Issues in Reading Student Writing. Urbana: NCTE, 1989.

Moxley, Joseph. “Responding to Student Writing; Goals, Methods, Alternatives.” Freshman English News 17 (Spring 1989): 349-11.

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

Probst, Robert E. “Transactional Theory and Response to Student Writing.” Anson 68-79.

Rule, Rebecca. “Conferences and Workshops: Conversations on Writing in Process.” Nuts and Bolts: A Practical Guide to Teaching College Composition. Ed. Thomas Newkirk. Portsmouth: Boynton, 1993. 43-65.

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

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

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

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

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

Horner, Bruce. “Discoursing Basic Writing.” CCC 47.2 (1996): 199-222.

Abstract:

Horner explains why and how insights of the basic writing movement got lost in composition discourse and the importance of recovering such history and insights from the movement. Horner argues that the terms of basic writing and its discourse (stemming from the 1970s public debate on open admissions at universities) represents a necessary response to institutional power that would marginalize students “deemed unprepared for college.”

Keywords:

ccc47.2 Students Writing Admissions Teachers OpenAdmissions BasicWriting Teaching Discourse MShaughnessy Programs Frontier

Works Cited

Agnew, Spiro T. “Toward a ‘Middle Way’ in College Admissions.” Educational Record 51 (Spring 1970): 106-11.

Bartholomae, David. “The Tidy House: Basic Writing in the American Curriculum.” Journal of Basic Writing 12.1 (Spring 1993): 4-21.

—. “Writing on the Margins: The Concept of Literacy in Higher Education.” Enos 66-83.

Bartholomae, David and Anthony Petrosky. Facts, Artifacts. and Counterfacts. Upper Montclair: Boynton. 1986.

Board of Higher Education. The City of New York. Statement of Policy by the Board of Higher Education. 9 July 1969.

Bourdieu, Pierre. Homo Academicus. Trans. Peter Collier. Stanford UP, 1988.

—. Language and Symbolic Power. Ed. John B. Thompson. Trans. Gino Raymond and Matthew Adamson. Cambridge. MA: Harvard UP, 1991.

“Brooklyn College Graduates First Group of Open Admissions Students June 6.” Office of College Relations, Brooklyn College of the City University of New York. 6 June 1974.

Buckley, William E, Jr. “Among the Illiterate at CUNY.” Rochester Times- Union 8 June 1976.

“The Case for Open Admissions.” Editorial. Change Summer 1973: 9-10.

Connors, Robert J. “Basic Writing Textbooks: History and Current Avatars.” Enos 259-74.

“CUNY Open-Admissions Plan Found Benefiting Whites Most.” Chronicle of Higher Education 2 October 1978.

Davidson, Carl. “Toward a Student Syndicalist Movement, or University Reform Revisited.” Position Paper, Students for a Democratic Society National Convention. August 1966. Rpt. The New Radicals in the Multiversity and other SDS Writings on Student Syndicalism (1966-67). Chicago: Kerr, 1990.

D’Eloia, Sarah G. “Teaching Standard Written English.”‘ Journal of Basic Writing 1.1 (Spring 1975): 5-13.

Enos, Theresa, ed. A Sourcebook for Basic Writing Teachers. New York: Random, 1987.

Evans, Rowland, and Robert Novak. “The Wrecking of a College.” Editorial. Washington Post 24 December 1974.

Faigley, Lester. Fragments of Rationality. Pittsburgh: U of Pittsburgh P, 1992.

Gould, Christopher, and John Heyda. “Literacy Education and the Basic Writer: A Survey of College Composition Courses.” Journal of Basic Writing 5.2 (Fall 1986): 8­27.

Graff, Harvey J. “The Legacies of Literacy: Continuities and Contradictions in Western Society and Culture.” Literacy, Society, and Schooling. Ed. Suzanne de Castell, Allan Luke, and Kieran Egan. Cambridge Up, 1986.61-86.

“Hard Work Pays Off: Open Enrollment Success Story.” Long Island Press 12 June 1974.

Healy, Timothy S. “New Problems-New Hopes.” Change Summer 1973: 24-29.

—. “Will Everyman Destroy the University?'” Saturday Review 20 December 1969.

Horner, Bruce. “Mapping Errors and Expectations for Basic Writing: From the ‘Frontier Field’ to ‘Border Country.”’ English Education 26 (1994): 29-51.

Horning, Alice S. “The Connection of Writing to Reading: A Gloss on the Gospel of Mina Shaughnessy.” College English 40 (1978): 264-68.

The Journal of Basic Writing. New York: Instructional Resource Center, City University of New York, 1975-.

Kaplan, Barbara. “Open Admissions: A Critique.” Liberal Education 58 (1972): 210-21.

Katz, Michael B. Reconstructing American Education. Cambridge, MA: Harvard Up, 1987.

Keniston, Kenneth. “What’s Bugging the Students?” Educational Record 51 (Spring 1970): 116-29.

Kibbee, Robert J. Testimony before the New York State Joint Legislative Committee on Higher Education. November 1971. CUNY Archives.

“Lad Finds Open Way to Degree.” New York Daily News 5 June 1974.

Laurence, Patricia. “The Vanishing Site of Mina Shaughnessy’s Errors and Expectations;” Journal of Basic Writing 12.2 (Fall 1993): 18-28.

Lu, Min-Zhan. “Representations of the ‘Other’: Theodore Dreiser and Basic Writers.” Diss. U. of Pittsburgh, 1989.

Lunsford, Andrea. “Politics and Practices in Basic Writing.” Enos 246-58.

Mayhew, Lewis B. “Student Activism and Protest.” Educational Administration Quarterly 7.1 (Winter 1971): 91-94.

Miller, Susan. Textual Carnivals. Carbondale: Southern Illinois UP, 1991.

“News from Hunter College.” News and Publications Bureau, Hunter College. 20 May 1974.

“News: Open Admissions Freshman 1.”‘ The City University of New York. Press Release. 18 September 1970.

“News: Open Admissions Freshman II.” The City University of New York. Press Release. 18 September 1970.

“News: Open Admissions Freshman III.” The City University of New York. Press Release. 18 September 1970.

“News: Open Admissions Freshman IV.” The City University of New York. Press Release. 18 September 1970.

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

“Open Admission Found of Benefit to Whites, Too.” New York Times 29 December 1978.

“Open Admissions.” News Center 4, WNBC TV. New York, NY. Transcript. 9 May 1974.

“Open Admissions: American Dream or Disaster?'” Time 19 October 1970: 63-66.

”’Open Enrollment’ Results Told.” Washington Post 18 November 1971.

“Report Card on Open Admissions: Remedial Work Recommended.” Solomon Resnik and Barbara Kaplan. New York Times Magazine 9 May 1971: 26-28; 32-39; 421-46.

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

Roskelly, Hephzibah, ed. “Survival of the Fittest: Ten Years in a Basic Writing Program.” Journal of Basic Writing 7.1 (1988): 13-29.

Shaughnessy, Mina P. “Basic Writing.” Teaching Composition: i 0 Bibliographical Essays. Ed. Gary Tate. Forth Worth: Texas Up, 1976. 137-67.

—. “Basic Writing and Open Admissions.” Intradepartmental Memorandum to Theodore Gross. 10 December 1970. City College Archives, City College of New York.

—. “The English Professor’s Malady.” Journal of Basic Writing 3 (Fall/Winter 1980): 91-97.

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

—. Introduction, 1975. Journal of Basic Writing 1 (Spring): 1-4.

—. “The Miserable Truth.” Journal of Basic Writing 3.1 (Fall/Winter 1980): 109-14.

—. “A Second Report: Open Admissions.” City College of New York Department of English Newsletter 2.1 (January 1972): 5-8. City College Archives, City College of New York.

Shor, Ira. Critical Teaching and Everyday Life. Boston: South End, 1980.

—. Culture Wars. U of Chicago P, 1986. Slevin, James F. “Depoliticizing and Politicizing Composition Studies.” The Politics of Writing instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth, NH: Heinemann, 1991. 1-21.

Stoerker, C. Frederick. “Open Admissions: Emerging Concept in Higher Education: A Look at the Implications of a New Experiment in New York City.” Christian Century 26 August 1970: 1013-1017.

Todorovich, Miro. “By Way of History.” The idea of a Modern University. Ed. Sidney Hook, Paul Kurtz, and Miro Todorovich. Buffalo, NY: Prometheus, 1974. xiii-xv.

Trimbur, John. “Cultural Studies and Teaching Writing.” Focuses 1.2 (1988): 5-18.

Wagner, Geoffrey. The End of Education. New York: Barnes, 1976.

Weiner, Howard R. “The Instructor and Open Admissions.” Urban Education October 1970: 287-94.

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

“You Don’t Need a Weatherman to Know Which Way the Wind Blows.” New Left Notes 18 June 1969. Rpt. University Crisis Reader. II: Confrontation and Counterattack. Ed. Immanuel Wallerstein and Paul Starr. New York: Random, 1971. 260-93.

Marback, Richard. “Corbett’s Hand: A Rhetorical Figure for Composition Studies.” CCC 47.2 (1996): 180-198.

Abstract:

Marback theorizes about open-hand and closed fist rhetorics. He analyzes events within the U.S. college composition community and in U.S. politics in1968 that inform Edward P.J Corbett’s 1969 CCC article “The Rhetoric of the Open Hand and the Rhetoric of the Closed Fist.” Marback claims that Corbett overestimates possibilities for ideal open communication. Open hand rhetorics can neutralize discourse by inscribing an exclusive liberal humanistic discourse that idealizes democratic free exchange and privileges reasoned written discourse over political material rhetorics. Marback further claims that this figurative discourse of open vs. closed hands impacts Donald Murray’s formative ideas of expressivism as evidenced by his 1969 article, “Finding Your Own Voice: Teaching Composition in an Age of Dissent.” Rhetorics of the open hand discipline the student to have to “hold the pen” and therefore precludes closed fist rhetorics. Closed fist rhetorics must be more vigorously interpreted, accurately defined and understood as a practice “mediated by the realities” of race, class and gender

Keywords:

ccc47.2 Rhetoric Composition ECorbett OpenHand ClosedFist Power Students Values Writing Violence Expression Protest Education

Works Cited

Baker, Houston A., Jr.. “Critical Memory and the Black Public Sphere.” Public Culture 7 (1994): 3-33.

”’Black Power’ at the Olympics.” U.S. News and World Report 28 Oct. 1968: 10.

Browne, Robert M., “Response.” CCC 21 (1970): 187-90.

Corbett, Edward P. J. “The Rhetoric of the Open Hand and the Rhetoric of the Closed Fist.” CCC 20 (1969): 288-96.

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

Fraser, Nancy. “Rethinking the Public Sphere: A Critique of Actually Existing Democracy.” Habermas and the Public Sphere. Ed. Craig Calhoun. Cambridge: MIT Press, 1993.

Giroux, Henry. Border Crossings: Cultural Workers and the Politics of Education. New York: Routledge, 1992.

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

Howell, Wilbur Samuel. “Renaissance Rhetoric and Modern Rhetoric: A Study in Change.” Poetics, Rhetoric, and Logic: Studies in the Basic Disciplines of Criticism. Ithaca: Cornell UP, 1975.

Irmscher, William F.. “In Memoriam.” CCC 19 (1968): 105.

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

Kerner Commission. Report of the National Advisory Commission on Civil Disorders. New York: Bantam Books, 1968.

Murray, Donald. “Finding Your Own Voice: Teaching Composition in an Age of Dissent.” CCC 20 (1969): 118-23.

New University Conference Caucus of CCCC. “Counterstatement.” CCC 20 (1969): 238-41.

“The Olympics.” Time 25 Oct. 1968: 62.

“The Olympics in Retrospect.” Ebony. 24 Dec. 1968: 160-1.

Peller, Gary. “Race Consciousness.” After Identity: A Reader in Law and Culture. Ed. Dan Danielsen and Karen Engle. New York: Routledge, 1995.

Secretary’s Report. CCC 20 (1969): 267-72. Sherriffs, Alex C. and Kenneth B. Clark.

“How Relevant is Education in America Today?” Rational Debate Seminars. Washington, D.C.: American Enterprise Institute for Public Policy Research, 1970.

Trimbur, John. “Counterstatement.” CCC 44 (1993): 248-49.

Voss, Ralph. “Counterstatement.” CCC 44 (1993): 256-57.

West, Cornell. Race Matters. Boston: Beacon, 1993.

Will, George F. “Radical English.” Washington Post 16 Sept. 1990: B7.

Lunsford, Andrea A. and Lisa Ede. “Representing Audience: ‘Successful’ Discourse and Disciplinary Critique.” CCC 47.2 (1996): 167-179.

Abstract:

Lunsford and Ede critique their published essay “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy.” Their purpose is to resist “the lure of totalized oppositionalizing readings” through a critical inquiry that foregrounds the “rhetoricity ” of the article. By reflecting upon what it means to represent audience and by examining discourses that inform the article, the authors seek to raise questions about what makes for “‘successful’ discourse, disciplinary critique and progress.”

Keywords:

ccc47.2 Audience Success Students AudienceAddressed AudienceInvoked Schooling Critique Discourse Field Writing

Works Cited

Aristotle. The Rhetoric of Aristotle. Trans. and ed. Lane Cooper. Englewood Cliffs: Prentice, 1932.

Aronowitz, Stanley, and Henry A. Giroux. postmodern Education: Politics, Culture, and Social Criticism. Minneapolis: U of Minnesota P, 1991.

Bialostosky, Don H. “Liberal Education, Writing, and the Dialogic Self.” Contending with Words: Composition and Rhetoric in a Postmodern Age. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 11-22.

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. Berkeley: U of California P, 1966.

Cintron, Ralph. “Wearing a Pith Helmet at a Sly Angle: or, Can Writing Researchers Do Ethnography in a Postmodern Era?” Written Communication 10 (1993): 371-412.

Comfort, Juanita. “Negotiating Identity in Academic Writing: Experiences of African American Women Doctoral Students.” Diss. Ohio State U, 1995.

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

Harris, Joseph. “CCC in the 90s.” CCC 45 (1994): 7-9.

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

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

Kirsch, Gesa and Joy S. Ritchie. ” Beyond the Personal: Theorizing a Politics of Location in Composition Research .” CCC 46.1 (1995): 7-29.

Long, Russell C. “Writer-Audience Relationships: Analysis or Invention?” CCC 31 (1980): 221-26.

Mitchell, Ruth, and Mary Taylor. “The Integrating Perspective: An Audience- Response Model for Writing.” College English 41 (1979): 247-71.

Mohanty, Chandra Talpade. “On Race and Voice: Challenges for Liberal Education in the 1990s.” Between Borders. Ed. Henry A. Giroux and Peter McLaren. New York: Routledge, 1994. 145-66.

Ong, Walter J. “The Writer’s Audience Is Always A Fiction.” PMLA 90 (1975): 9-21. Richards, 1. A. The Philosophy of Rhetoric. London: Oxford UP, 1936.

Shaughnessy, Mina P. Errors and Expectations. New York: Oxford UP, 1977.

Worsham, Lynn. “Writing against Writing: The Predicament of Ecriture Feminine in Composition Studies.” Contending with Words: Composition and Rhetoric in a Postmodern Age. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 82-104.

Maricela Guzman: Case #3

Characterization of Institution

Research I (for what many call our main campus)

I work at one of four “campus colleges” within  this system.  Some persist in referring to these campus colleges as “branch” campuses.

Characterization of Department

B.A. granted in Professional Writing

We do not have departments at our college; the English faculty are housed  in the Division of Liberal Arts.  The Director of our Writing Center is a half-time appointment, in which capacity he reports to the Director of the Learning Center.  He teaches English/writing courses for the other half of his time, for which he is evaluated by the Head of the Liberal Arts Division.

How would this case turn out in your department?  At your university/college?

Although there are a number of relevant variables that are not mentioned in the case (notably, how much did she teach and how was her teaching evaluated? how much bearing did her writing center duties have on her evaluation?), I am confident that her accomplishments would have been sufficient for her to be recommended for tenure by her division and by the college on the basis of her scholarship.  I also conclude from the case that appropriately selected external reviewers would have evaluated her work favorably. 

On the strength of these endorsements, I conclude that the University Promotion & Tenure Committee, which is the final level of tenure review prior to the case being sent to the Provost for approval, would also have recommended tenure.  Assuming that our college’s criteria for Promotion and Tenure clearly validated the kind of research and scholarship that Guzman produced and given the support of the division, the college, and external reviewers, the university committee would very likely have recommended tenure as well.  In such a situation, I can’t imagine the Provost overriding these recommendations.

However, I think it bears mentioning that if Guzman had been housed at what many persist in considering our “main campus”  (and not at a branch campus), she might not have gotten tenure.  This is because the departments at that institution tend to have a much narrower definition of what constitutes acceptable scholarship and research; this typically takes the form of identifying a list of “A” journals, where candidates for tenure are expected to publish the majority of their scholarship and research.  Faculty at our college tend to have more flexibility in placing their work in a wider range of refereed publications, so long as tenure-track faculty continue to publish quality scholarship and research.

What are the Department Chair’s responsibilities toward Guzman?  Which did she/he fulfill?  Fail?

The Department Head’s responsibility is to help Guzman make satisfactory progress toward promotion and tenure, to communicate with her candidly and explicitly about her progress toward that goal, and to give her reliable guidance for accomplishing that goal. 

In charging the Personnel Committee, the Department Head could have been more explicit up front in clarifying the department’s policies concerning acceptable scholarship and/or letting the committee know that Guzman was authorized and expected to produce scholarship in specific areas and venues.  When the Chair of the Committee informed the Head about the “mixed review,” the Head should have visited with the Committee to encourage them to translate their mixed review into explicit guidelines for the future. 

The Head is to be applauded for his continued support of Guzman, but he is not doing her any favors if his support ignores significant opposition within the department.  Given such opposition, the Head should be encouraging to Guzman to pursue research that will align her more closely with the intellectual culture of the department.  Lacking a background in composition, Guzman seems out of synch with even the high tech side of English studies, and if she is to become part of the professional community of an English department, she may be well advised to channel her research in directions that are more consistent with the prevailing paradigm of that discipline.

What are the Personnel Committee’s responsibilities toward Guzman?  Which did they fulfill?  Fail?

From what I can tell, the Chair of the Personnel Committee fulfilled his/her responsibilities, which were to oversee the review of Guzman’s dossier and to communicate the results of that evaluation to the candidate.  Where the Chair seems to have failed is in allowing the committee to convey this mixed message to the candidate.  If the promotion & tenure process is to work, the committee must provide feedback and direction to the candidate that will help her focus her efforts for the remainder of the process.  The Chair could have insisted that the committee translate its ambivalence into unambiguous recommendations.  For example, does the committee’s ambivalence signify that the candidate should or should not pursue her scientific scholarship?  The mixed message fails to give Guzman the direction she needs, leaving her open to interpret the recommendation either way.

What are the responsibilities of the Dean?  Which did she/he fulfill?  Fail?

Based on my assumption that the Dean represents the “administrators of the branch campus” referenced at the beginning of the case, I would say the Dean caused the problem by hiring someone for a position for which they were seemingly not qualified.  The Dean apparently does not understand that the position of Director of the Writing Center is not a “technology” position.  By hiring a technology person–and not a composition person–for this job, the Dean increases the likelihood that this employee will not produce scholarship in the composition field. 

The Dean or “administrators” should certainly have consulted with the Department Head about the appropriateness of this person’s qualifications for the job; hiring a Writing Center director because she might help develop a new program in technology and culture smacks of pretzel logic.  However, if they are going to proceed with the hiring of someone who does not have the most appropriate background, then there should have been an understanding in writing, at the outset, of the kinds of expectations there would be for the person holding this position.  Guzman might have requested such clarification in writing herself, but it would have helped if the Dean had offered to clarify those expectations in writing.

It is not clear to me what bearing the insistence that Guzman teach more has on the tenure case.  I assume that her contract (assuming she has one) specifies that she will teach a minimal amount, if at all.  If the responsibilities of the Writing Center Director have been redefined, then I think the Dean should speak with Guzman and the Department Head about renegotiating the contract.

What are Guzman’s responsibilities?  Which did she fulfill?  Fail?

Guzman’s responsibilities are to direct the writing center and to maintain her scholarship and research; the case does not state whether she has any teaching responsibilities.  She was also expected to contribute in some unspecified way to the development of a new program in technology and culture.  The case does not say whether and how she is evaluated as writing center director and whether this has any bearing on her evaluation of tenure.  It therefore appears that the real issue here is whether she has fulfilled her responsibility to publish sufficient research and scholarship to satisfy the criteria for tenure. 

All indications are that the quality and quantity of her published research and scholarship should be sufficient to meet the criteria for tenure.  If pressed, I would say that she should have insisted upon clarification in writing from the Department Head about what would constitute acceptable scholarship and research.  Because she was getting “mixed” signals, she should have insisted upon explicit clarification from the Chair about what would constitute an acceptable focus and outlet for her research. The purpose of the Promotion & Tenure process is to give the candidate formative feedback about her progress toward tenure.  If the committees and administrators are doing their job of communicating candidly and explicitly with the candidate, then she puts herself at risk if she opts to ignore their advice.

What went wrong?  What went right?

As I state above, I think this case got off to a wrong start with the “administration’s” decision to hire Guzman as Writing Center Director; the case does not indicate that the English department concurred with this decision or even that it was consulted.  (Was this viewed as a “staff” hire?  To whom does Guzman report as Writing Center Director?)  As talented as she may be, Guzman does not present the credentials and qualifications that candidates for this position are typically expected to have.  All of the problems devolve from that initial questionable hiring decision.

But, once the decision is made to hire this person, then both the candidate and the administration have a responsibility, respectively, to obtain and to clarify the criteria for her to succeed in the position.  Throughout this case, this kind of clarification seems to have been lacking.  In fact, a failure of communication accounts for most of the problems.  In this case, there seem to have been only two moments in the process at which the candidate got any kind of feedback on her progress: at the 3rd year review and in the 5th year.  Shouldn’t the Head have been reviewing  and evaluating Guzman’s work all along?  Was she not appointed a faculty mentor from the department in which she was being evaluated?  And shouldn’t the Head have been encouraging some kinds of research and discouraging others?  And shouldn’t these recommendations have been made explicit not only to her but to others who would be responsible for evaluating her work? 

Finally, the Writing Center Director issue seems to be something of a red herring in this case.  Guzman was hired to do a job she was not really qualified for; an “assistant” was hired to handle most of the work; the administration observes at some point that Guzman is not doing much in the Writing Center and recommends that she teach more.  I do not believe this is the typical career path for most Writing Center Directors.

Sherry Richer: Case #4

Characterization of Institution

Small Private Engineering School

Characterization of Department

Department of Liberal Arts. B.A. granted in Liberal Arts

How would Sherry Richer’s case turn out in your department?  At your university/college?

History says it’s a no-go. And I don’t think the Chair/Committee would be out of line here. The tenure expectations seemed pretty clear to Richer (at least based on the narrative), so the fact that she hasn’t met the requirements would be grounds for non-tenure. The key issue would be, it seems, how Richer was being rewarded for her administrative work. How will that count in her tenure case? As with most administrative/service posts, it’s common for such work to get lost. I think that WPA discussions and strategies might be useful here.

The problem turns (at least in this aspect of the argument) on whether or not her institution allows people to be tenured based primarily on service. If that’s not feasible—and it doesn’t sound like it is—then it doesn’t seem she has a case. And I don’t think she should be surprised.

I also would have to say, I think denying tenure would be appropriate in this case. Her position is at a “major research university” (rather than a teaching university); she would seem obligated to doing research. Of course, in one sense she is—but she’s failing to (a) construct her work as research (in the eyes of the university) and (b) circulate her research findings in ways that make the available, long-term, to the community.  Conference presentations are a start, but they’re only a start. And although CCCC and C&W are somewhat selective, their acceptance rate is relatively high (compared to peer-edited journals, especially research-oriented journals). And she’s failed to translate her work into what would seem to be the most natural (and probably acceptable) category in terms of tenure:  a scholarship of teaching. Why isn’t she publishing journal articles on her mentoring and teaching?  Those would seem to be obvious ways to make her work visible in an institutionally valued way.

What are the Department Chair’s responsibilities toward Richer?  Which did she/he fulfill?  Fail?

The chair succeeded by creating the position in the first place—the structure of the post seems well suited to the work that Richer wants to do.  But they have failed in making Richer successful—there’s no mention anywhere of reviews prior to the one the case ends on. The chair had a responsibility much earlier to alert Richer that she needed to adjust her strategies in order to be successful for tenure. (Although the chair’s failure to do so may provide Richer with a loophole—if she wasn’t making adequate progress, she should have been informed of this much earlier.)

For her part, Richer also seems to have failed to self-assess her progress, at least in a proactive way. From the narrative, she senses that she’s not doing well but fails to do anything substantive to reposition herself. For example, the major tenure issue appears to be a lack of publication—that is, she thinks she needs a book, but she doesn’t appear to be planning on writing a book. It’s not so much that the journal article was in an online journal, but that all she has at this point is a single chapter and an article in a small journal. The focus on all of her service work (assessment, running an online conference, etc.) are only going to allow her to martyr herself to The Cause.

This has become, I think, something of a trend in composition (and in computers and writing): the insistence that service replace scholarship in academia. For example, running an online conference is, I agree, both a great deal of work and an invaluable service to the community. Teaching in a computer-based classroom is a lot of work and a lot of fun (sometimes).  Knowing HTML is a valuable job skill. Being able to install and configure software is extremely helpful. But these service and teaching activities do not replace research and scholarship. Ideally, the different aspects of the job (teaching, service, scholarship) need to exist in some sort of healthy balance. But that balance needs to be negotiated with an institution, not assumed.

One thing to consider is the effect of allowing non-scholarly work to be substituted for scholarship in academic tenure. Although in this case we may find ourselves leaning toward rewarding Richer for doing socially valued work, once we decouple scholarship from its research components, that opens the door to a host of other activities that may be used to substitute for scholarship. For example, corporate-sponsored research in sciences and engineering–which are already crowding out traditional research– will become the norm.

My own institution is currently considering the possibility that textbooks be counted as scholarship. I am arguing against this because I see the two entities as very different. (I should add that I’ve authored two textbooks, so this move would actually *help* me out a great deal in terms of promotion—but I think it would have a negative effect on the discipline and academia in general.)

What are the Personnel Committee’s responsibilities toward Richer?  Which did they fulfill?  Fail?

They either need (a) earlier reviews, or (b) more clearly articulated requirements for administrative/service positions.

What are the responsibilities of the Dean?  Which did she/he fulfill?  Fail?

It will depend on the climate at the institution. There’s not much info about this, but if the university community seems like it’s pushing hard at teaching and technology as institutional goals, there’s  a chance the Dean could negotiate some sort of agreement that part of Richer’s service work substitutes in some way for scholarship. (As I said above, I’m not sure I agree with that—but if that substitution is formally spelled out as part of the terms of her appointment as director of the center, then I don’t see it as necessarily obviating scholarship in general.

What are Richer’s responsibilities?  Which did she/he fulfill?  Fail?

She has lived up to the teaching and service aspects of the job (which may be enough to make the university fight hard to keep her); she’s failed to adequately assess her situation and then fix what seem to be pretty clear problems.

What went wrong?  What went right?

Not enough communication on the part of anyone here.

CCC Appendices on the Web

Teacher Education
Janet Alsup, Elizabeth Brockman, Jonathan Bush, and Mark Letcher.  “Seeking Connections, Articulating Commonalities: English Education, Composition Studies, and Writing Teacher Education.”  CCC 62.4 (June 2011).

•  Appendix in PDF Format

Research Centers
Brian Gogan, Kelly Belanger, Ashley Patriarca, Megan O’Neill. “Research Centers as Change Agents: Reshaping Work in Rhetoric and Writing.” CCC 62.2 (December 2010).

This list of Research Centers compiled by the authors.

• The complete directory can be downloaded in PDF
• Viewed the Directory on the web in three parts: 1962-1966; 1980-1999; 2000-2010.
• Please note that the directory does not contain any research centers between 1967-1980.