Category: Uncategorized

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v54-1

Braun, Lundy. Rev. of Out of the Dead House: Nineteenth-Century Women Physicians and theWriting of Medicine by Susan Wells. CCC. 54.1 (2002): 143-146.

Islam, Suhail. Rev. of Life-Affirming Acts: Education As Transformation in the Writing Classroom by Hector Julio Vila. CCC. 54.1 (2002): 146-150.

Salvatori, Mariolina Rizzi. Rev. of Activist Rhetorics and American Higher Education: 1885-1937 by Susan Kates. CCC. 54.1 (2002): 150-153.

Martins, David. Rev. of Student Writing: Access, Regulation, Desire by  Theresa M. Lillis. CCC. 54.1 (2002): 153-156.

Pinard, Mary. Rev. of The Politics of Writing Centers. Jane Nelson and Kathy Evertz, eds. CCC. 54.1 (2002): 156-158.

Flynn, Elizabeth A. Rev. of Alternative Rhetorics: Challenges to the Rhetorical Tradition. Laura Gray-Rosendale and Sibylle Gruber, eds. CCC. 54.1 (2002): 158-161.

Rhodes, Jacqueline. “‘Substantive and Feminist Girlie Action’: Women Online.” CCC. 54.1 (2002): 116-142.

Abstract:

Radical feminist textuality of the 1960s and today provides a suggestive example of networked and collectively literate action, action dependent on the constant and visible contextualization of self and writing within the discourses that shape us. In this essay, I argue that an articulation of radical feminist textuality can benefit both scholarship and classroom, in that it situates writers as rhetorical agents who can write, resist, and, finally act within a network of discourses and identifications.

Keywords:

ccc54.1 Women Feminism Online Web Websites Internet Action Network Technology Space Textuality Agency

Works Cited

Brail, Stephanie. “The Price of Admission: Harassment and Free Speech in the Wild, Wild West.” Cherny and Weise 141-57.

Burbules, Nicholas C. “Rhetorics of the Web: Hyperreading and Critical Literacy.” Page to Screen: Taking Literacy into the Electronic Era . Ed. Ilana Snyder. New York: Routledge, 1998. 102-22.

Camp, L. Jean. “We Are Geeks, and We Are Not Guys: The Systers Mailing List.” Cherny and Weise 114-25.

Canadian Women Internet Association (CWIA). 29 Sept. 1999. Home page. 13 Mar. 2002 <http://www.herplace.org/>.

Caughie, Pamela L. “Passing As Pedagogy: Feminism in(to) Cultural Studies.” English Studies/Culture Studies: Institutionalizing Dissent . Ed. Isaiah Smithson and Nancy Ruff. Urbana: U of Illinois P, 1994. 76-93.

Cherny, Lynn, and Elizabeth Reba Weise, eds. Wired Women: Gender and New Realities in Cyberspace . Seattle: Seal, 1996.

Coyle, Karen. “How Hard Can It Be?” Cherny and Weise 42-55.

Cybergrrl. Home page. 10 Mar. 2002 <http://www.cybergrrl.com>.

Cybergrrl, Inc. 2001 “Client Services.” 13 Mar. 2002 <http://www.cgim.com/service.html>.

—. 2000 “Online Entertainment.” 13 Mar. 2002 <http://www.cgim.com/entertain.html>.

Dertouzos, Michael . What Will Be: How the New World of Information Will Change Our Lives . New York: HarperEdge- HarperCollins, 1997.

Eastman, Sheila. Online posting. 10 May 1999. CWIA Guestbook . 14 May 1999 <http://www.women.ca/cgi-bin/signguest.pl?guestfile=women.main&guesttitle=CWIA+Guestbook&mailto=femail@women.ca&mailsubj=CWIA+Guestbook>.

Femina. 2001. “About Femina.” 04 Mar. 2002 <http://femina.cybergrrl.com/about.html>.

Flores, Mary J. “Computer Conferencing: Composing a Feminist Community of Writers.” Handa 106-17.

Freeman, Jo. The Politics of Women’s Liberation: A Case Study of an Emerging Social Movement and Its Relation to the Policy Process . New York: David McKay, 1975.

Gallardo, Susana L. “Chicanas Chingonas.” 25 May 2001. Making Face, Making Soul: A Chicana Feminist Homepage . 28 Feb. 2002 <http://chicanas.com/chingonas.html>.

—. “huh.” Making Face, Making Soul: A Chicana Feminist Homepage . 04 Mar. 2002 <http://chicanas.com/huh.html>.

Giroux, Henry A., and Patrick Shannon. “Cultural Studies and Pedagogy as Performative Practice: Toward an Introduction .” Education and Cultural Studies: Toward a Performative Practice . Ed. Giroux and Shannon. New York: Routledge, 1997. 1-9.

Handa, Carolyn, ed. Computers and Community: Teaching Composition in the Twenty-First Century . Portsmouth: Boynton/Cook-Heinemann, 1990.

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

Hawisher, Gail E., and Cynthia L. Selfe. “Inventing Postmodern Identities: Hybrid and Transgressive Literacy Practices on the Web.” Global Literacies and the World-Wide Web. Ed. Hawisher and Selfe. New York: Routledge, 2000. 277-89.

Hawisher, Gail E., and Patricia Sullivan. “Women on the Networks: Searching for E-Spaces of Their Own.” Jarratt and Worsham 172-97.

Hole, Judith, and Ellen Levine. Rebirth of Feminism. New York: Quadrangle, 1971.

hooks, bell. Outlaw Culture: Resisting Representations. New York: Routledge, 1994.

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

Johnson-Eilola, Johndan. Nostalgic Angels: Rearticulating Hypertext Writing . Norwood, NJ: Ablex, 1997.

—. “Reading and Writing in Hypertext: Vertigo and Euphoria.” Literacy and Computers: The Complications of Teaching and Learning with Technology . Ed. Cynthia L. Selfe and Susan Hilligoss. New York: MLA. 195-219.

LeCourt, Donna, and Luann Barnes. “Writing Multiplicity: Hypertext and Feminist Textual Politics.” Computers and Composition 16.1 (1999): 55-71.

Lorde, Audre. “The Master’s Tools Will Never Dismantle the Master’s House.” Sister Outsider: Essays and Speeches by Audre Lorde. Trumansburg, NY: Crossing P, 1984. 110-13.

Lunsford, Andrea A., Helene Moglen, and James Slevin, eds. The Right to Literacy. New York: MLA, 1990.

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

Morgan, Robin, ed. Sisterhood Is Powerful: An Anthology of Writings from the Women’s Liberation Movement . New York: Random, 1970.

Nguyen, Mimi. Exoticize My Fist! 11 Mar. 2002 <http://members.aol.com/Critchicks>.

—. “Original Statement.” Sept. 1997. Exoticize My Fist! 09 Mar. 2002 <http://members.aol.com/Critchicks/original.html>.

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

Selfe, Cynthia L. “Technology in the English Classroom: Computers through the Lens of Feminist Theory.” Handa 118-39.

“Statement of Purpose.” 2002. Feminista! 4 Jun. 2002 <http://www.feminista.com/>.

Wahlstrom, Billie J. “Communication and Technology: Defining a Feminist Presence in Research and Practice.” Literacy and Computers: The Complications of Teaching and Learning with Technology . Ed. Cynthia L. Selfe and Susan Hilligoss. New York: MLA, 1994. 171-85.

Wench. “About Wench.” 4 Jun. 2002 <http://www.wench.com/about/>.

—. 1996. “Forward.” 12 Sept. 1998 <http://www.wench.com/>.

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

Abstract:

Plagiarism is difficult, if not impossible, to define. In this paper, I argue for a contextsensitive understanding of plagiarism by analyzing a set of written institutional policies and suggesting ways that they might be revised. In closing, I offer examples of classroom practices to help teach a concept of plagiarism as situated in context.

Keywords:

ccc54.1 Plagiarism Students Policy Document RHoward Writing Author Ideas Citation Pedagogy Collaboration

Works Cited

“About Plagiarism.” Document, Writing Program, University of Massachusetts- Amherst, 2002.

“About Plagiarism.” Writing Program, University of Massachusetts-Amherst. 19 January 2002 <http://writingprogram.hfa.umass.edu/firstyear/plagiarism.html/>.

Atkins, Thomas, and Gene Nelson. “Plagiarism and the Internet: Turning the Tables.” English Journal 90 (2001): 101-04.

Bakhtin, M. M. “Discourse in the Novel.” The Dialogic Imagination. Ed. Michael Holquist. Trans. Caryl Emerson and Michael Holquist. Austin: U of Texas P, 1981. 259-422.

Begoray, Deborah L. “The Borrowers: Issues in Using Previously Composed Text.” English Quarterly 28 (1996): 60-69.

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

Bowden, Darsie. “Stolen Voices: Plagiarism and Authentic Voice.” Composition Studies 24 (1996): 5-18.

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

Buranen, Lise. “But I Wasn’t Cheating: Plagiarism and Cross-Cultural Mythology.” Buranen and Roy 63-74.

Buranen, Lise, and Alice M. Roy, eds. Perspectives on Plagiarism and Intellectual Property in a Postmodern World. Albany: State U of New York P, 1999.

Cooper, Marilyn M. Letter to the author. 6 December 2001.

Curtis, Marcia, Benjamin Balthaser, Michael Edwards, Zan Goncalves, Robert Hazard, Noria Jablonski, Brian Jordan, and Shauna Seliy. The Original Text-Wrestling Book . Dubuque, IA: Kendall/Hunt, 2001.

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

Dowling, Carolyn. “Word Processing and the Ongoing Difficulty of Writing.” Computers and Composition 11 (1994): 227-35.

Ede, Lisa, and Andrea A. Lunsford. “Collaboration and Concepts of Authorship.” PMLA 116 (2001): 354-69.

Fitzsimmons, Anne. “Annotation As an Ethical Practice.” Reflections in Writing 18 (1998). 31 January 2002 <http://wrt.syr.edu/pub/reflections/18/fitzsimmons.html>.

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

Freire, Paulo. Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. New York: Continuum, 1970.

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

Herrington, Anne. Classroom lecture, University of Massachusetts-Amherst, 5 November 1999.

Howard, Rebecca Moore. “Plagiarisms, Authorships, and the Academic Death Penalty.” College English 57 (1995): 788-806.

—. “Sexuality, Textuality: The Cultural Work of Plagiarism.” College English 62 (2000): 473-91.

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

Kaufman, Rona. “The Politics of Citation: Owning and Owning-Up-To in the Composition Classroom.” Unpublished manuscript, University of Michigan-Ann Arbor, 1999.

Kucich, John. “Plagiarism.” Online memo to students in English Dept., University of Michigan-Ann Arbor. 19 January 2002 <http://www.lsa.umich.edu/english/undergraduate/plag.htm>.

Lunsford, Andrea A., and Lisa Ede. “Collaborative Authorship and the Teaching of Writing.” Woodmansee and Jaszi. 417-38.

Lunsford, Andrea A., and Susan West. ” Intellectual Property and Composition Studies .” College Composition and Communication 47 (1996): 383-411.

Mattison, Mike. Classroom lecture, University of Massachusetts-Amherst, 23 November 1999.

Moraga, Cherríe. Loving in the War Years/Lo que nunca pasó por sus labios . Boston: South End, 1983.

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

“Plagiarism.” Document, Department of English, University of Michigan-Ann Arbor, 2002.

“Plagiarism.” Document, University of Michigan Libraries, University of Michigan-Ann Arbor, 2002. Shen, Fan. “The Classroom and the Wider Culture: Identity As a Key to Learning English Composition (Staffroom Interchange).” College Composition and Communication 40 (1989): 459-66.

Spigelman, Candace. ” Habits of Mind: Historical Configurations of Textual Ownership in Peer Writing Groups .” College Composition and Communication 49 (1998): 234-55.

Stygall, Gail. “Women and Language in the Collaborative Writing Classroom.” Feminism and Composition Studies: In Other Words. Ed. Susan C. Jarratt and Lynn Worsham. New York: MLA, 1998. 252-75.

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

Vielstimmig, Myka. “Petals on a Wet, Black Bough: Textuality, Collaboration, and the New Essay.” Passions, Pedagogies, and 21st Century Technologies. Ed. Gail E. Hawisher and Cynthia L. Selfe. Logan: Utah State UP and Urbana, IL: NCTE, 1999. 89-114.

Welch, Barbara. “A Comment on ‘Plagiarisms, Authorships, and the Academic Death Penalty.'” College English 58 (1996): 855-58.

Wilgoren, Jodi. “School Cheating Scandal Tests a Town’s Values.” New York Times 14 Feb. 2002, natl. ed.: A1+.

Wilson, Henry L. “When Collaboration Becomes Plagiarism: The Administrative Perspective.” Buranen and Roy 211-18.

Woodmansee, Martha. “On the Author Effect: Recovering Collectivity.” Woodmansee and Jaszi 15-28.

Woodmansee, Martha, and Peter Jaszi, eds. The Construction of Authorship: Textual Appropriation in Law and Literature. Durham: Duke UP, 1994.

Young, Jeffrey R. “The Cat-and-Mouse Game of Plagiarism Detection.” Chronicle of Higher Education 6 July 2001. 28 Feb. 2002 <http://chronicle.com/free/v47/i43/43a02601.htm>.

Kumamoto, Chikako D. “Bakhtin’s Others and Writing As Bearing Witness to the Eloquent ‘I.'” CCC. 54.1 (2002): 66-87.

Abstract:

Mikhail Bakhtin’s dialogism and his irenic view of the cultural other inform this article that builds the multiple voice of the eloquent “I” as a dialectic self-construction where codes of meaning are inscribed. The eloquent “I” cultivates a deepened self-dialogue and offers students an epistemological and rhetorical discipline, bearing witness to their imaginative, meaningful interiority and their written, public articulation of it.

Keywords:

ccc54.1 Self Writing Students Others MBakhtin Discourse Understanding Epistemology Community Knowledge Culture Experience

Works Cited

Bakhtin, Mikhail. Art and Answerability: Early Philosophical Essays by M. M. Bakhtin . Ed. Michael Holquist and Vadim Liapunov. Trans. and notes by Liapunov. Supplement trans. Kenneth Brostrom. Austin: U of Texas P, 1990.

—. “Author and Hero in Aesthetic Activity.” Art and Answerability 4-256.

—. “Discourse in the Novel.” The Dialogic Imagination. Ed. Michael Holquist. Trans. Caryl Emerson and Michael Holquist. Austin: U of Texas P, 1981. 259-422.

—. “From Notes Made in 1970-71.” Speech Genres & Other Late Essays . Tran. Vern W. McGee. Ed. Caryl Emerson and Michael Holquist. Austin: U of Texas P, 1986. 132-58.

—. “The Problem of Speech Genres.” Speech Genres 60-102.
 —. “The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis.” Speech Genres 103-31.

—. “Response to a Question from the Novy Mir Editorial Staff.” Speech Genres 1-7.
 —. “Toward a Methodology for the Human Sciences.” Speech Genres 159-72.

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

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

Bizzell, Patricia. “What Happens When Basic Writers Come to College?” College Composition and Communication 37 (1986): 294-301.

Brummett, Barry. “Some Implications of ‘Process’ or ‘Intersubjectivity’: Postmodern Rhetoric.” Philosophy and Rhetoric 9 (1976): 21-51.

Clifford, James. “On Ethnographic Allegory.” Writing Culture: The Poetics and Politics of Ethnography . Ed. J. Clifford and G. Marcus. Berkeley: U of California P, 1986. 98-121.

Coles, William F. The Plural I: The Teaching of Writing. New York: Holt, Rinehart, & Winston, 1978.

Dentith, Simon. Bakhtinian Thought: An Introductory Reader . New York: Routledge, 1995.

Dodds, Jack. Roles for Writers and Readers: A Rhetorical Anthology. New York: Macmillan, 1986.

Emerson, Caryl. The First Hundred Years of Mikhail Bakhtin . Princeton, NJ: Princeton UP, 1997.

Emerson, Caryli, and Michael Holquist. Introduction. Speech Genres & Other Late Essays . Tran. Vern W. McGee. Ed. Emerson and Holquist. Austin: U of Texas P, 1986. ix-xxiii.

Faigley, Lester. “Judging Writing, Judging Selves.” College Composition and Communication 40.4 (Dec. 1989): 394-412.

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

Geertz, Clifford. “Thick Description: Toward an Interpretive Theory of Culture.” The Interpretation of Culture. Ed. Geertz. London: Hutchenson, 1975. 3-30.

Greenblatt, Stephen. Renaissance Self- Fashioning: From More to Shakespeare . Chicago: U of Chicago P, 1980.

Halasek, Kay. A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies. Carbondale: Southern Illinois UP, 1999.

Harris, Joseph. “The Plural Text/The Plural Self: Roland Barthes and William Coles.” College English 49.2 (Feb. 1987): 158-70.

Hawthorne, Nathaniel. The Scarlet Letter: A Romance. Introduction by Nina Baym. Notes by Thomas E. Connolly. New York: Penguin, 1983.

Holquist, Michael, and Vadim Liapunov. Introduction. Art and Answerability: Early Philosophical Essays by M. M. Bakhtin . By M. M. Bakhtin. Ed. Holquist and Liapunov. Trans. and notes by Liapunov. Supplement trans. Kenneth Brostrom. Austin: U of Texas P, 1990. ix-xlix.

Hume, David. A Treatise of Human Nature Book 1. Ed. D. G. C. McNabb. Glasgow: Fontana Collins, 1962.

Keller, Evelyn Fox. “The Gender/Science System: Or, Is Sex to Gender As Nature Is to Science?” Hypatia 2.3: 37-49.

Kent, Thomas. “On the Very Idea of a Discourse Community.” College Composition and Communication 42.4 (Dec. 1991): 425-45.

Kinneavy, James. A Theory of Discourse. Englewood Cliffs, NJ: Prentice Hall, 1971. Knoeller, Christian. Voicing Ourselves: Whose Words We Use When We Talk about Books . Albany: State U of New York P, 1998.

Morris, Pam, ed. The Bakhtin Reader: Selected Writings of Bakhtin, Medvedev, and Voloshinov . Glossary by Graham Roberts. Auckland: Arnold, 1994.

Murray, Donald. “All Writing Is Autobiography.” College Composition and Communication 42.1 (Feb. 1991): 66-74.

Newkirk, Thomas. The Performance of Self in Student Writing . Portsmouth, NH: Boyton/Cook (Heinemann), 1997.

Newman, John Henry. The Idea of the University. Ed. Frank M. Turner. New Haven: Yale UP, 1996.

Qualley, Donna J. “Being Two Places at Once: Feminism and the Development of ‘Both/And’ Perspectives.” Pedagogy in the Age of Politics: Writing and Reading (in) the Academy . Ed. Patricia A. Sullivan and Donna J. Qualley. Urbana, IL: NCTE, 1994. 25-42.

—. Turns of Thoughts: Teaching Composition As Reflexive Inquiry . Portsmouth, NH: Boynton/Cook (Heinemann), 1997.

Rodriguez, Richard. Hunger of Memory. Boston: David Godine, 1981.

Said, Edward W. “Identity, Authority, and Freedom: The Potentate and the Traveler.” Boundary 2 21.3 (Fall 1994): 1-18.

Sartre, Jean-Paul. “The Purpose of Writing.” Between Existentialism and Marxism . Trans. John Mathews. New York: Pantheon Books, 1974.

Spariosu, Mihai I. The Wreath of Wild Olive: Play, Liminality, and the Study of Literature . New York: SUNY P, 1997.

Todorov, Tzvetan. Mikhail Bakhtin: The Dialogical Principle . Trans. Wlad Godzich. Minneapolis: U of Minnesota P, 1984.

—. Nous et les autres: La reflexion francaise sur la diversite humanine . Paris: Editions du Seuil, 1989.

Urban, Greg. “The ‘I’ of Discourse.” Semiotics, Self, and Society . Ed. Benjamin Lee and Greg Urban. Berlin: Monton du Gruyter, 1991. 27-51.

Webber, Joan. The Eloquent “I”: Style and Self in Seventeenth-Century Prose . Madison: U of Wisconsin P, 1968.

Weiss, Timothy. On the Margins: The Art of Exile in V.S. Naipaul . Amherst: U of Massachusetts P, 1992.

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

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

Abstract:

The role of the professor in community service writing courses factors into the teaching, research, and overall institutional viability of these initiatives, yet too little has been written about the role of the professor in service learning. Through an analysis of recent publications on service learning and data gathered during an outreach initiative at University of California, Berkeley, this article reveals a few of the obstacles that hinder the sustainability of community literacy programs. I find that professors in service learning courses can better sustain these initiatives when they view the community site as a place where their research, teaching, and service contribute to a community’s self-defined needs and students’ learning.

Keywords:

ccc54.1 ServiceLearning Students Community Research Writing Faculty Program Courses Literacy

Works Cited

Addison, Joanne. “Data Analysis and Subject Representation in Empowering Composition Research.” Written Communication 14 (1997): 106-28.

Adler-Kassner, Linda, Robert Crooks, and Ann Watters, eds. Writing the Community: Concepts and Models for Service Learning in Composition . Urbana, IL: NCTE, 1997.

Anson, Chris. “On Reflection: The Role of Logs and Journals in Service-Learning Courses.” Adler-Kassner et al. 167-80.

Bacon, Nora. “Community Service Writing: Problems, Challenges, Questions.” Adler- Kassner et al. 39-56.

Brack, Gay, and Leanna Hall. “Combining the Classroom and the Community: Service Learning in Composition at Arizona State University.” Adler-Kassner et al. 143-53.

Carrick, Tracy Hamler, Margaret Himley, and Tobi Jacobi. “Ruptura: Acknowledging the Lost Subjects of the Service Learning Story.” Language and Learning across the Disciplines 4.3 (Oct. 2000): 56-75.

Charney, Davida. “Empiricism Is Not a Four-Letter Word.” College Composition and Communication 47 (1996): 567-93.

Cushman, Ellen. “Beyond Specialization: The Public Intellectual, Outreach, and Rhetoric Education.” Rhetoric Education in the Twenty-First Century University . Ed. Joseph Petraglia. Albany: SUNY. In press.

—. “The Public Intellectual, Activist Research, and Service-Learning.” College English 61.1 (1999): 68-76.

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

Cushman, Ellen, and Chalon Emmons. “Contact Zones Made Real.” School’s Out: Literacy in the Community and Workplace. Ed. Glynda Hull and Katherine Shultz. New York: Teachers College, 2002. 203-31.

Cushman, Ellen, and Terese Guinsatao Monberg. “Building Bridges: Reflexivity and Composition Research.” Under Construction: Composition Research, Theory, and Practice . Ed. Chris Anson and Christine Farris. Logan: Utah State UP, 1998. 166-80.

—. “Service Learning As the New English Studies.” English Inc.: English Studies in the 21st Century . Ed. David B. Downing, C. Mark Hurlbert, and Paula Mathieu. Portsmouth, NH: Heinemann, 2002. 204-18.

Deans, Tom. Writing Partnerships: Service Learning in Rhetoric and Composition. Urbana, IL: NCTE, 2000.

Delpit, Lisa. Other People’s Children: Cultural Conflict in the Classroom . New York: The New Press, 1995.

Dorman, Wade, and Susann Fox Dorman. “Service Learning: Bridging the Gap between the Real World and the Composition Classroom.” Adler-Kassner et al. 119-32.

Flower, Linda. “Partners in Inquiry: A Logic for Community Outreach” Adler-Kassner et al. 95-118.

Flower, Linda, and Shirley Brice Heath. “Drawing on the Local: Collaboration and Community Expertise.” Language and Learning across the Disciplines 4.3 (Oct 2000): 43-55.

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

Geisler, Cheryl. Academic Literacy and the Nature of Expertise: Reading, Writing, and Knowing in Academic Philosophy. Mahwah, NJ: Erlbaum, 1994.

Grabill, Jeffrey. CW2001 Presentation. 22 Jan. 2002. “Community Computing and Citizen Productivity.” 24 Jan. 2002 <http://www.gsu.edu/~engjtg/msu/start.htm>.

—. Community Literacy Programs and the Politics of Change . Albany, NY: SUNY UP, 2001.

Goldblatt, Eli. “Who Serves Whom? Institutional Commitments in Community- Based Learning?” Conference on College Composition and Communication. Chicago, IL, 22 Mar. 2002.

Haas, Christine. Writing Technology: Studies on the Materiality of Literacy . Mahwah, NJ: Erlbaum, 1996.

Harris, Joseph. “Review: Writing Partnerships: Service Learning in Composition.” Reflections on Community-Based Writing 2.1 (Fall 2001): 15-18.

Harste, Jerome, Virginia Woodward, and Carolyn Burke. “Rethinking Development and Organization.” Perspectives on Literacy. Ed. Eugene Kintgen, Barry Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 321-47.

Heilker, Paul. “Rhetoric Made Real: Civic Discourse beyond the Curriculum.” Adler-Kassner et al. 71-78.

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

Hessler, Brooke. “Composing an Institutional Identity.” Language and Learning across the Disciplines 4.3 (Oct. 2000): 27-42.

Higgins, Lorraine. “A Rhetoric of Inclusion: Problem Narratives That Make a Difference.” Conference on College Composition and Communication. Chicago, IL, 22 Mar. 2002.

Hull, Glynda, and Jessica Zacher. “Literate Identities, Life Paths, and the Knowledge Economy.” Conference on College Composition and Communication. Chicago, IL, 22 Mar. 2002.

Julier, Laura. “Community-Service Pedagogy.” A Guide to Composition Pedagogies. Ed. Gary Tate, Amy Rupiper, and Kurt Schick. New York: Oxford UP, 2001. 132-48.

Kintgen, Eugene, Barry Kroll, and Mike Rose, eds. Perspectives on Literacy . Carbondale: Southern Illinois UP, 1988.

Mortensen, Peter, and Gesa Kirsch, eds. Ethics and Representation in Qualitative Research. Urbana, IL: NCTE, 1996.

Parks, Steve, and Eli Goldblatt. “Writing beyond the Curriculum: Fostering New Collaborations in Literacy.” College English 62.5 (May 2000): 584-606.

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

Prior, Paul. Writing/Disciplinarity. Mahweh, NY: Lawrence Erlbaum, 1998.

Redd, Teresa. “Assessing Impact As Students, Teachers, and Clients See It.” Conference on College Composition and Communication. Chicago, IL, 22 Mar. 2002.

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

Sullivan, Patricia, and James Porter. Opening Spaces: Writing Technologies and Critical Research Practices. Norwood, NJ: Ablex, 1997.

Underwood, Charles, Mara Welsh, Mary Gauvain, and Sharon Duffy. “Learning at the Edges: Challenges to the Sustainability of Service Learning in Higher Education.” Language and Learning across the Disciplines 4.3 (Oct. 2000): 7-27.

George, Diana. “From Analysis to Design: Visual Communication in the Teaching of Writing.” CCC. 54.1 (2002): 11-39.

Abstract:

In an attempt to bring composition studies into a more thoroughgoing discussion of the place of visual literacy in the writing classroom, I argue that throughout the history of writing instruction in this country the terms of debate typical in discussions of visual literacy and the teaching of writing have limited the kinds of assignments we might imagine for composition.

Keywords:

ccc54.1 Writing Students Composition Argument Communication Design Literacy Media Images Television VisualRhetoric Analysis

Works Cited

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Blair, J. Anthony. “The Possibility and Actuality of Visual Arguments.” Argumentation and Advocacy 33 (1996): 23-39.

Boutwell, William D., ed. Using Mass Media in the Schools . New York: Appleton- Century-Crofts, 1962.

Buchanan, Richard. “Declaration by Design: Rhetoric, Argument, and Demonstration in Design Practice.” Design Discourse: History, Theory, Criticism . Ed. Victor Margolin. Chicago: Chicago UP, 1989. 91-109.

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Wysocki, Anne Frances, and Johndan Johnson-Eilola. “Blinded by the Letter: Why Are We Using Literacy As a Metaphor for Everything Else?” Passions, Pedagogies, and Twenty-First Century Technologies . Ed. Gail Haiwisher and Cynthia Selfe. Utah State UP, 1999. 349-68.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v54-3

Barron, Nancy G. Rev. of The Best for Our Children: Critical Perspectives on Literacy for Latino Students . María de la Luz Reyes and John J. Halcón, eds. CCC. 54.3 (2003): 494-498.

Olson, Gary A. Rev. of The Writing Program Administrator As Theorist: Making Knowledge Work . Shirley Rose and Irwin Weiser, eds. CCC. 54.3 (2003): 499-502.

Latterell, Catherine G. Rev. of A Guide to Composition Pedagogies. Gary Tate, Amy Rupiper, and Kurt Schick, eds. CCC. 54.3 (2003): 502-505.

McKee, Heidi. “Interchanges: Changing the Process of Institutional Review Board Compliance.” CCC. 54.3 (2003): 488-493.

Young, Art. “Writing Across and Against the Curriculum.” CCC. 54.3 (2003): 472-485.

Abstract:

After reviewing my career as a teacher of composition and literature and as a writing program administrator of writing across the curriculum, I discuss the potential of poetry across the curriculum as an important tool for writing “against” the curriculum of academic discourse. When they write poetry, students often express meaningful thoughts and emotions not readily available to them in disciplinary languages and contexts.

Keywords:

ccc54.3 Writing Students WAC Poetry Language Curriculum Literature CCCC Experience Composition AcademicWriting

Works Cited

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Rice, Jeff. “The 1963 Hip-Hop Machine: Hip-Hop Pedagogy As Composition.” CCC. 54.3 (2003): 453-471.

Abstract:

This essay proposes an alternative invention strategy for research-based argumentative writing. By investigating the coincidental usage of the term “whatever” in hip-hop, theory, and composition studies, the essay proposes a whatever-pedagogy identified as “hip-hop pedagogy,” a writing practice that models itself after digital sampling’s rhetorical strategy of juxtaposition.

Keywords:

ccc54.3 Composition Writing HipHop Pedagogy Music Power Students Critique RBarthes Image Culture Discourse Students Invention Whatever

Works Cited

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McElfresh, Suzanne. “DJs Vs. Samplers.” The Vibe History of Hip-Hop. Ed. Alan Light. New York: Three Rivers P, 1999.

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Sirc, Geoffrey. ” Never Mind the Tagmemics, Where’s the Sex Pistols? ” CCC 48.1 (Feb.) 1997.

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Vitanza, Victor J. “From Heuristic to Aleatory Procedures; Or, Toward ‘Writing the Accident.'” Inventing a Discipline: Rhetoric Scholarship in Honor of Richard E. Young . Ed. Maureen Daly Goggin. Urbana, IL: NCTE, 2000.

—. “Seeing in Third Sophistic Ways.” Rhetoric and Composition As Intellectual Work. Ed. Gary Olson. Carbondale: Southern Illinois UP, 2002.

—. “‘The Wasteland Grows’: Or, What is ‘Cultural Studies for Composition’ and Why Must We Always Speak Good of It? ParaResponse to Julie Drew.” JAC: A Journal of Composition Theory 19 (1999): 699-703.

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Sohn, Katherine Kelleher. “Whistlin’ and Crowin’ Women of Appalachia: Literacy Practices since College.” CCC. 54.3 (2003): 423-452.

Abstract:

This article represents stories of eight former composition students, Appalachian working class women, who move from silence in the academy to voice in their communities to a more self-confident identity without destroying the community from which they came. The author argues that compositionists need to consider the two-edged nature of literacy; how literacy serves first generation, nontraditional learners; the intergenerational effects of literacy; the importance of expressivist writing as a transition into academic literacy; and the importance of region and class in multicultural conversations.

Keywords:

ccc54.3 Women College Literacy Education Appalachia Study School Children Family Home Writing WorkingClass Expressivism FirstGeneration Community

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

Abstract:

Grounded in theories of feminist research practices and in two empirical studies we conducted separately, our argument is that seeing reciprocity as a context-based process of definition and re-definition of the relationship between participants and researcher helps us understand how research projects can benefit participants in ways that they desire.

Keywords:

ccc54.3 Research Participants Researchers Reciprocity Ethics Roles Study Feminism Empirical Methodology ResearchQuestions Data

Works Cited

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Ritchie, Joy, and Kathleen Boardman. “Feminism in Composition: Inclusion, Metonymy, and Disruption.” College Composition and Communication 50 (1999): 585-606.

Rose, Shirley, and Janice Lauer. “Feminist Methodology: Dilemmas for Graduate Researchers.” Under Construction: Working at the Intersections of Composition Theory, Research, and Practice . Ed. Christine Farris and Chris M. Anson. Logan: Utah State UP, 1998. 136-49.

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Mann, Nancy. “Point Counterpoint: Teaching Punctuation As Information Management.” CCC. 54.3 (2003): 359-393.

Abstract:

Punctuation is often learned without teaching and more often not learned despite much teaching. Jointly, these facts suggest that real punctuation decision rules are very different from and probably much simpler than the rules we teach. This article argues that the punctuation system does have features that generally make systems learnable, such as binary contrasts, limitation of parallel categories to seven or fewer options, and repeated application of the same criterion to different kinds of entities. The simplicity that allows some readers to learn this system unconsciously also makes it possible to figure out consciously the system’s underlying information-management rationales, which in turn motivate both conscious learning and use.

Keywords:

ccc54.3 Punctuation Statements Pedagogy System Rules Order Students Algorithm Comma Information Language Sentence

Works Cited

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v56-2

Pough, Gwendolyn D. Rev. of Revisiting Racialized Voice: African American Ethos in Language and Literatures by David G. Holmes. CCC 56.2 (2004): 342-46.

Sullivan, Dale. Rev. of Where Writing Begins: A Postmodern Reconstruction by Michael Carter. CCC56.2 (2004): 346-48.

Fox, Helen. Rev. of Language Diversity in the Classroom: From Intention to Practice Geneva Smitherman and Victor Villanueva, eds. CCC 56.2 (2004): 349-351.

Horner, Bruce. Rev. of Tenured Bosses and Disposable Teachers: Writing Instruction in the Managed UniversityMarc Bousquet, Tony Scott, and Leo Parascondola, eds. CCC 56-2(2004): 351-57.

Hollowell, John, Michael P. Clark, and Steven Mailloux, Christine Ross. “Responses to ‘Education Reform and the Limits of Discourse: Rereading Collaborative Revision of a Composition Program’s Textbook’.” CCC 56.2 (2004) 328-34.

No abstract.

No works cited.

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

Abstract

“Made Not Only in Words: Composition in a New Key” is the print version of the multimodal address that former CCCC Chair Kathleen Yancey gave at the 2004 CCCC convention. Discussing the myriad forms and purposes that writing can take today, she asks us to re-examine our beliefs about what writing is and how it should be taught.

Keywords:

ccc56.2 Students Composition Writing Literacy School Circulation Moment Technology Process Public Screen Curriculum Genre Medium ChairsAddress

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Wysocki, Anne, and Julia Jasken. “What Should Be an Unforgettable Face.” Computers and Composition 21.1 (2004): 29-49.

Yancey, Kathleen Blake. “Episodes in the Spaces of the Plural Commons: Curriculum, Administration, and Design of Composition in the 21st Century.” Speech, Writing Program Administration, Delaware, 14 July 2004.

—. “Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work.” College Composition and Communication 55.4 (2004): 738-61.

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

—. Teaching Literature as Reflective Practice. Urbana, IL: NCTE, 2004.

Yancey, Kathleen Blake, Teddi Fishman, Morgan Gresham, Michael Neal, and Summer Smith Taylor. “Portraits of Composition: How Postsecondary Writing Gets Taught in the Early TwentyFirst Century.” Forthcoming.

Enoch, Jessica. “Becoming Symbol-Wise: Kenneth Burke’s Pedagogy of Critical Reflection.” CCC 56.2 (2004): 272-296.

Abstract

In this essay, I analyze Kenneth Burke’s Cold War pedagogy and explore the ways it connects to (and complicates) Paulo Freire’s conception of praxis. I argue that Burke’s theory and practice adds a rhetorical nuance to critical reflection and then envision how his 1955 educational concerns gain significance for teachers and scholars today who, like Burke, live in a time “when war is always threatening.”

Keywords:

ccc56.2 KBurke Students Reflection Pedagogy Language Action Education Rhetoric JDewey Practice PFreire Composition

Works Cited

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—. Introduction. Modern Philosophies and Education: The Fifty-Fourth Yearbook of the National Society for the Study of Education. Part 1. Ed. Nelson B. Henry. Chicago: U of Chicago P, 1955. 1-3.

Burke, Kenneth. Attitudes toward History. 3rd ed. Berkeley: U of California P, 1984.

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

— . Letter to Charlotte Bowman. 3 June 1952. Kenneth Burke Papers. Paterno Library, Pennsylvania State University, University Park, PA.

—. Letter to Frederick Burkhardt. 22 Jan. 1952. Kenneth Burke Papers. Paterno Library, Pennsylvania State University, University Park, PA.

—. Letter to C. M. Coffin. 25 April 1950. Kenneth Burke Papers. Paterno Library, Pennsylvania State University, University Park, PA.

— . Letter to Daniel Fogarty, S.J. 22 Dec. 1956. Kenneth Burke Papers. Paterno Library, Pennsylvania State University, University Park, PA.

—. Letter to Robert Heilman. 2 June 1952. Kenneth Burke Papers. Paterno Library, Pennsylvania State University, University Park, PA.

—. Letter to Harold Kaplan. 2 Dec. Kenneth Burke Papers. Paterno Library, Pennsylvania State University, University Park, PA.

—. Letter to Matthew Josephson. 7 Sept. 1934. Paterno Library, Pennsylvania State University, University Park, PA.

—. Letter to Lucia Morehead. 6 Oct. 1950. Kenneth Burke Papers. Paterno Library, Pennsylvania State University, University Park, PA.

—. Letter to F. Champion Ward. 1949. Kenneth Burke Papers. Paterno Library, Pennsylvania State University, University Park, PA.

—. Letter to Napier Wilt. Mar. 1950. Kenneth Burke Papers. Paterno Library, Pennsylvania State University, University Park, PA.

—. “Linguistic Approaches to Problems of Education.” Modern Philosophies and Education: The Fifty-Fourth Yearbook of the National Society for the Study of Education. Part 1. Ed. Nelson B. Henry. Chicago: U of Chicago P, 1955. 259-303.

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—. “Questions and Answers about the Pentad.” College Composition and Communication 29.4 (1978): 330-35. . A Rhetoric of Motives. California ed. Berkeley: U of California P, 1969.

— . “Rhetoric: Old and New.” Journal of General Education 45 (1951): 202-09.

Cochran, Thomas. Letter to Kenneth Burke. 28 October 1951. Kenneth Burke Papers. Paterno Library, Pennsylvania State University, University Park, PA.

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George, Ann, and Jack Selzer. Kenneth Burke in the 1930s: Negotiating the Left. Madison: U of Wisconsin, P. In press.

—. “What Happened at the First American Writers’ Conference?: Kenneth Burke’s ‘Revolutionary Symbolism in America.'” Rhetorical Society Quarterly 33.2 (2003): 47-66.

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Petruzzi, Anthony. “Kairotic Rhetoric in Freire’s Liberatory Pedagogy.” Journal of Advanced Composition 21.2 (2001): 349- 81.

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Trainor, Jennifer Seibel. “Critical Pedagogy’s ‘Other’: Constructions of Whiteness in Education for Social Change.” College Composition and Communication 53.4 (2002): 631-50.

Trinkaus, Charles E., et al. Letter to Kenneth Burke. 6 Feb. 1944. Kenneth Burke Papers. Paterno Library, Pennsylvania State University, University Park, PA.

Newkirk, Thomas. “The Dogma of Transformation. ” CCC . 56.2 (2004): 251-271.

Abstract

This essay examines the writing done at the University of New Hampshire in the period between 1928 and 1942. It argues that while there was extensive writing from personal experience, this writing did not perform the “turn” where the writer claims a new form of self-understanding. It goes on to suggest that work with this largely observational genre may develop important skills for the young writers.

Keywords:

ccc56.2 Writing Essay Students Experience NewHampshire Transformation Composition

Works Cited

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Percy, Walker. “The Loss of the Creature.” Ways of Reading, 4th ed. Ed. David Bartholomae and Anthony Petrosky. Boston: Bedford Books, 1996. 511-23.

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“Self-Analysis.” Atlantic Monthly February 1934: 255-56.

“Talk of the Town.” “Sex.” The New Yorker 15 April 1933: 9.

Waters, John. “Little Old Lady Passes Away.” Current Expression of Fact and Opinion: Practical Types of Expository Writing for College Composition. Ed. Harrison G. Platt, Jr., and Porter G. Perrin. Chicago, Scott Foresman, 1941. 319-21.

Wendell, Barrett. “Themes from Daily Life.” Harvard University Archives, Cambridge, MA.

Duffy, John. “Letters from the Fair City: A Rhetorical Conception of Literacy.” CCC 56.2 (2004) 223-250.

This article suggests that literacy development in immigrant, refugee, and other historically marginalized communities can be understood as a response to rhetorical struggles in contexts of civic life. To illustrate this “rhetorical conception of literacy,” the article examines a collection of anti-immigrant letters published in a Midwestern newspaper between 1985 and 1995 and the responses to these by a group of Southeast Asian Hmong refugee writers. The essay explores the relationships of content, form, language, and audience in the two sets of letters to show how the anti-immigrant rhetoric became the basis for new forms of public writing in the Hmong community.

Keywords:

ccc56.2 Hmong City Wausau Rhetoric Letters Literacy Community Refugees Asian

Works Cited

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Beck, Roy. “The Ordeal of Immigration in Wausau.” The Atlantic Monthly (1994): 84-97.

Besnier, Niko. Literacy, Emotion, and Authority. Cambridge: Cambridge UP, 1995.

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

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

Chan, Suecheng. Hmong Means Free: Life in Laos and America. Philadelphia: Temple UP, 1994.

Charland, Maurice. “Constitutive Rhetoric: The Case of the Peuple Quebecois.” Landmark Essays on Rhetorical Criticism. Ed. Thomas Benson. Davis, CA: Hermagoras Press, 1993. 213-34.

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

Duffy, John. “Never Hold a Pencil: Rhetoric and Relations in the Concept of ‘Preliteracy.'” Written Communication 17.2 (2000): 224-57.

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Fisher, Walter R. Human Communication as Narration: Toward a Philosophy of Reason, Value, and Action. Columbia: U of South Carolina P, 1989.

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Jensen, Robert. Writing Dissent: Taking Radical Ideas from the Margins to the Mainstream. New York: Peter Lang, 2003.

Koltyk, Jo Ann. New Pioneers in the Heartland: Hmong Life in Wisconsin. Boston: Allyn & Bacon, 1998.

McGee, Michael. “‘The Ideograph’: A Link between Rhetoric and Ideology.” <i.Readings in=” Rhetorical=” Criticism.=” Ed. Carl C. Burgchardt. State College, PA: Strata, 1995. 442-57.

Meier, Matt S., and Ribera, Feliciano. Mexican Americans/American Mexicans: From Conquistadors to Chicanos. Rev. ed. New York: Hill and Wang. 1993.

Nixon, Thomas, and Fran Keenan. “Citizenship Preparation for Adult ESL Learners.” ERIC Digest. Washington, DC: National Center for ESL Literacy Education, 1997.

Reimers, David M. Unwelcome Strangers: American Identity and the Turn against Immigration. New York: Columbia UP, 1998.

Royster, Jacqueline J. Traces of a Stream: Literacy and Social Change among African American Women.Pittsburgh: U of Pittsburgh P, 2000.

Rouse, P. Joy. “We Can Never Remain Silent: The Public Discourse of the NineteenthCentury African-American Press.” Popular Literacy: Studies in Cultural Practices and Poetics. Ed. John Trimbur. Pittsburgh: U Pittsburgh P, 2001. 128-42.

Safer, Morley, 60 Minutes. CBS TV-News Magazine, 16 October 1994.

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

Seufert, Peggy. “Refugees as English Language Learners: Issues and Concerns.” ERIC Q&A. Washington, DC: National Center for ESL Literacy Education, 1999.

Stotsky, Sandra. “Connecting Writing and Reading to Civic Education.” Educational Leadership 47 (1990): 72-73.

Strand, Paul, and Woodrow Jones, Jr. Indochinese Refugees in America: Problems of Adaptation and Assimilation. Durham, NC: Duke UP, 1985.

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

Yang, Dao. Hmong at the Turning Point. Minneapolis, MN: Worldbridge Associates, 1993.

Miller, Keith D. “Plymouth Rock Landed on Us: Malcolm X’s Whiteness Theory as a Basis for Alternative Literacy.” CCC 56.2 (2004): 199-222.

Abstract

Using Burkean theory, I claim that Malcolm X brilliantly exposed the rhetoric and epistemology of whiteness as he rejected the African American jeremiad: a dominant form of African American oratory for more than 150 years. Whiteness theory served as the basis for Malcolm X’s alternative literacy, which raises important questions that literacy theorists have yet to consider.

Keywords:

ccc56.2 MalcolmX Whiteness FDouglass MLKing Slavery Promise Equality Literacy Argument AfricanAmerican Identity Rhetoric Racism KBurke

Works Cited

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Miller, Keith D. “Beacon Light and Penumbra: African American Gospel Lyrics and Martin Luther King’s ‘I Have a Dream.'” The Role of Ideas in the Civil Rights South. Ed. Ted Ownby. Jackson: UP of Mississippi, 2002. 55-67.

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Miller, Keith D., and Ruth Ellen Kocher. “Shattering Kidnapper’s Heavenly Union: Interargumentation in Douglass’s Oratory and Narrative.” Approaches to Teaching Narrative of the Life of Frederick Douglass. Ed. James Hall. New York: MLA, 1999. 81- 87.

Miller, Keith D., and Emily Lewis. “Touchstones, Authorities, and Marian Anderson: The Making of ‘I Have a Dream.'” The Making of Martin Luther King and the Civil Rights Movement. Ed. Brian Ward and Tony Badger. Hound-mills, UK: Macmillan, 1996. 147-61.

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Solomon, Martha. “Covenanted Rights: The Metaphoric Matrix of ‘I Have a Dream.'” Martin Luther King, Jr., and the Sermonic Power of Public Discourse. Ed. Carolyn Calloway-Thomas and John Lucaites. Tuscaloosa: U of Alabama P, 1993. 66-84.

Stewart, Maria. “Why Sit Ye Here and Die?” Foner and Branham 125-30.

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Terrill, Robert. “Colonizing the Borderlands: Shifting Circumference in the Rhetoric of Malcolm X.” Quarterly Journal of Speech 16 (2000): 67-85.

Truth, Sojourner. “Ain’t I a Woman?” Foner and Branham 226-29.

—. “Snakes and Geese.” Foner and Branham 269-71.

Vander Lei, Elizabeth, and Keith D. Miller. “Martin Luther King, Jr.’s ‘I Have a Dream’ in Context: Ceremonial Protest and African American Jeremiad.” College English 62.1 (1999): 83-99.

Watkins, Frances Ellen. “Liberty for Slaves.” Foner and Branham 305-07.

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West, Cornel. “Malcolm X and Black Rage.” Malcolm X: In Our Own Image. Ed. Joe Wood. New York: St. Martin’s, 1992. 48-58.

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Williams, Peter. “Abolition of the Slave Trade.” Foner and Branham 66-72.

—. “Slavery and Colonization.” Foner and Branham 114-20.

Wood, Joe, ed. Malcolm X: In Our Own Image. Ed. Joe Wood. New York: St. Martin’s, 1992.

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X, Malcolm. “At a Meeting in Paris.” Malcolm X: By Any Means Necessary. Ed. George Breitman. New York: Pathfinder, 1970. 113-26.

— . “The Ballot or the Bullet.” Malcolm X Speaks. Ed. George Breitman. New York: Grove, 1965. 23-44.

—. “The Harvard Law School Forum of December 16, 1964.” Malcolm X: Speeches at Harvard. Ed. Archie Epps. New York: Paragon, 1991. 115-30.

—. “The Leverett House Forum.” Malcolm X: Speeches at Harvard. Ed. Archie Epps. New York: Paragon, 1991. 131-60.

—. “Message to the Grassroots.” Malcolm X Speaks. Ed. George Breitman. New York: Grove, 1965. 4-17.

— . “The Second Rally of the OAAU.” Malcolm X: By Any Means Necessary. Ed. George Breitman. New York: Pathfinder, 1970. 75-107.

— . “Speech on ‘The Black Revolution.'” Two Speeches by Malcolm X. 1965. New York: Pathfinder, 1988. 7-21.

— . “Twenty Million Black People in a Political, Economic, and Mental Prison.” Malcolm X: The Last Speeches. Ed. Bruce Perry. New York: Pathfinder, 1989. 25-58.

X, Malcolm, and Alex Haley. The Autobiography of Malcolm X. 1965. New York: Ballantine, 1990.

Zarefsky, David. Lincoln, Douglas, and Slavery: In the Crucible of Public Debate. Chicago: U of Chicago P, 1990.

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Gilyard, Keith. “Literacy, Identity, Imagination, Flight.” CCC 52.2 (2000): 260-272.

Abstract:

This article examines issues of literacy and identity relative to the development of a critical pedagogy and a critical democracy. An earlier version was delivered as the Chair’s Address at the Fifty-first Annual CCCC Convention on April 13, 2000.

Keywords:

ccc52.2 ChairsAddress MLKing Literacy Identity Imagination CriticalPedagogy Democracy Discourse Color Race

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Marshall, Ian and Wendy Ryden. “Interrogating the Monologue: Making Whiteness Visible.” CCC 52.2 (2000): 240-259.

Abstract:

The authors attempt to confront the construction of “whiteness” as a silent but potent epistemology that pervades writing instruction and contributes to racism within academic institutions. Pedagogical practices as well as university policies are discussed, focusing particularly on the subject positions of “black” and “white” for both students and instructors.

Keywords:

ccc52.2 Whiteness Race Students Teachers Racism Pedagogy LDelpit

Works Cited

Baldwin, James. “If Black English Isn’t a Language, Then Tell Me, What Is?” Contemporary Essays. Ed. Donald Hall. 3rd ed. New York: Bedford/St. Martin’s, 1995. 39-43.

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Skorczewski, Dawn. “‘Everybody Has Their Own Ideas’: Responding to Clich� in Student Writing.” CCC 52.2 (2000): 220-239.

Abstract:

Writing instructors often identify clich�s as the weakest spots in student writing, but looking at students’ uses of clich� in context can teach us about their struggles to fashion new knowledge from what they already believe to be true. Most importantly, writing instructors who examine their responses to clich� (or any other “undesirable” aspect of student writing) can learn about the ways in which their pedagogical practices can deafen them to what students are trying to say.

Keywords:

ccc52.2 Students Cliche Writing Culture Essays Identity Pedagogy Response ContactZone Ideas Teachers

Works Cited

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Rosendale, Laura Gray. “Cracks in the Contact Zone.” Questioning Authority: Stories Told in School. Ed. Linda Adler Kassner and Susanmarie Harrington. Ann Arbor: U of Michigan P, Forthcoming.

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Williams, Joseph M. “The Phenomenology of Error.” CCC32 (1981): 152-68.

Trimbur, John. “Composition and the Circulation of Writing.” CCC 52.2 (2000): 188-219.

Abstract:

Composition has neglected the circulation of writing by figuring classroom life as a middle-class family drama. Cultural studies approaches to teaching writing have sought, with mixed success, to transcend this domestic space. I draw on Marx’s Grundrisse for a conceptual model of how circulation materializes contradictory social relations and how the contradictions between exchange value and use value might be taken up in writing classrooms to expand public forums and popular participation in civic life.

Keywords:

ccc52.2 Writing Production Circulation KMarx Consumption UseValue ExchangeValue Distribution Students Family SHall Delivery Media Public

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Hawhee, Debra. “Composition History and the Harbrace College Handbook.” CCC 50.3 (1999): 504-523.

Abstract:

Hawhee writes a 65-year critical history of John C. Hodges’ The Harbrace College Handbook to examine how it 1) writes the discipline of composition, and 2) creates particular subjectivities for both teacher and student. Her research is based on the John C. Hodges archival collection held at the University of Tennessee Knoxville Special Collections Library.

Keywords:

ccc50.3 Harbrace Handbooks Students JHodges Composition Sentence History MFoucault Instructors Paragraph Writing Discipline Rules

Works Cited

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Connors, Robert J. “Handbooks: History of a Genre.” Rhetoric Society Quarterly 13 (Spring 1983): 87-98.

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

—. “Rhetoric in the Modern University: The Creation of an Underclass.” in The Politics of Writing Instruction: Postsecondary. Eds. Richard Bullock and John Trimbur. Portsmouth: Boynton, 1991. 55-84.

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Crowley, Sharon. “The Evolution of Invention in Current-Traditional Rhetoric: 1850-1970.” Rhetoric Review 3 (1985): 146-62.

—. The Methodical Memory: Invention in Current- Traditional Rhetoric. Carbondale: Southern Illinois UP, 1990.

—. Composition in the University. Pittsburgh: U of Pittsburgh P, 1998.

—. Rev. of Rhetoric and Reality by James Berlin. CCC 39 (1988): 245-46.

Emperor, John B. “The Liberal Arts-What’s Wrong with Them?” The Humanities in Present-day and Post-war Education. Knoxville: The University of Tennessee, 1944: 21-29.

Foucault, Michel. Discipline and Punish. Trans. Alan Sheridan. New York: Random, 1977. Grose, Howard B. Jr. College Composition. Chicago: Scott, 1926.

Hersey, Frank Wilson Cheney and Chester Noys Greenough. Specimens of Prose Composition. Boston: Ginn, 1923.

Hodges, John C. Harbrace Handbook of English. 1st ed. New York: Harcourt Brace, 1941.

—. Harbrace College Handbook. 2nd ed. New York: Harcourt Brace, 1946.

—. The John C. Hodges Collection. University of Tennessee Knoxville Special Collections. MS-401

—. The John C. Hodges Book Collection. University of Tennessee Knoxville Special

Collections MS-1885

—. Manual of Instruction for Freshman English . 6th ed. Knoxville: University of Tennessee Department of English, 1930.

—. Manual of Instructions for Freshman English. 7th ed. Knoxville: University of Tennessee Department of English, 1933.

—. Manual of Instructions for Freshman English. 8th ed. Knoxville: University of Tennessee Department of English, 1937.

—. Letter to William Jovanovich, 15 November 1966. The John C. Hodges Collection. University of Tennessee Knoxville Special Collections.

Hodges, John c., Winifred Bryan Horner, Suzann Strobeck Webb, and Robert Keith Miller. Harbrace College Handbook. 12th ed. Fort Worth: Harcourt Brace, 1994.

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

McCrimmon, James M. “The Importance of the Right Handbook.” College English 3 (1941): 70-72.

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

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

Pence, Raymond Woodbury. College Composition. New York: Macmillan, 1929.

Rankin, Thomas Ernest. Clarence DeWitt Thorpe, and Melvin Theodor Solve. College Composition. New York: Harper, 1929.

Ward, C. H. Better Sentences. Chicago: Scott, 1935.

Williams, Joseph M. “The Phenomenology of Error.” CCC 32 (1981): 152-168.

Yancey, Kathleen Blake. “Looking Back as We Look Forward: Historicizing Writing Assessment.” CCC 50.3 (1999): 483-503.

Abstract:

Yancey uses a wave metaphor for the overlapping trends in writing assessment since 1950. Assessment as a practice has become a rhetorical act with ideological and ethical dimensions, and continues to evolve from focus on singular writing acts by individuals to multiple writing samples collected in portfolios, consideration of writer identity, programmatic assessment, and knowledge-making in the teaching of and research about writing.

Keywords:

ccc50.3 Assessment Writing Testing Students Classroom Practice Faculty Portfolios Texts Reliability Expertise

Works Cited

Allen, Michael. “Valuing Differences: Portnet’s First Year.” Assessing Writing 2 (1995): 67-91.

Allen, Michael, William Condon, Marcia Dickson, Cheryl Forbes, George Meece, and Kathleen Yancey. “Portfolios, WAC, Email and Assessment: An Inquiry on Portnet.” Situating Portfolios: Four Perspectives. Ed. Kathleen Blake Yancey and Irwin Weiser. Logan: Utah State UP, 1997.370-84.

Allen, Michael, Jane Frick, Jeff Sommers, and Kathleen Yancey. “Outside Review of Writing Portfolios: An On-Line Evaluation.” WPA 20.3 (1997): 64-88.

Anson, Chris. “Response Styles and Ways of Knowing.” Writing and Response: Theory, Practice, Research. Ed. Chris Anson. Urbana: NCTE, 1989. 332-367.

Ball, Arnetha. “Expanding the Dialogue on Culture as a Critical Component When Assessing Writing.” Assessing Writing 4 (1997): 169-203.

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

Berlin, James. Writing Instruction in Nineteenth Century American Colleges. Carbondale: Southern Illinois UP, 1984.

Broad, Robert. “Reciprocal Authority in Communal Writing Assessment: Constructing Textual Value in a New Politics of Inquiry.” Assessing Writing 4 (1997): 133-169.

Brossell, Gordon. “Current Research and Unanswered Questions in Writing Assessment.” Greenberg et al. 168-83.

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Chandler, Jean. “Positive Control.” CCC 48 (1997): 273-274.

Cooper, Charles and Lee Odell, eds. Evaluating Writing: Describing, Judging, Measuring. Urbana: NCTE, 1989.

Daiker, Donald. “Learning to Praise.” Writing and Response: Theory, Practice, and Research. Ed. Chris Anson. Urbana: NCTE, 1989. 103-114.

Elbow, Peter. Introduction. Belanoff and Dickson ix-xxiv.

Elbow, Peter and Pat Belanoff. “Reflections on an Explosion: Portfolios in the 90’s and Beyond.” Situating Portfolios: Four Perspectives. Ed. Kathleen Yancey and Irwin Weiser. Logan: Utah State Up, 1997.21-34.

Fader, Daniel. “Writing Samples and Virtues.” Greenberg et al. 79-92.

Faigley, Lester. “Judging Writing, Judging Selves.” CCC 40 (1989): 395-412.

Faigley, Lester, Roger Cherry, David Jolliffe, and Anna Skinner. Assessing Writers’ Knowledge and Processes of Composing. Norwood: Ablex, 1985.

Fulwiler, Toby and Art Young. “Preface-The WAC Archives Revisited.” Assessing Writing Across the Curriculum: Diverse Approaches and Practices. Eds. Kathleen Blake Yancey and Brian Huot. Greenwich: Ablex, 1997. 1-7.

Greenberg, Karen, Harvey Wiener, and Richard Donovan, eds. Writing Assessment: Issues and Strategies. New York, Longman, 1993.

Hamp-Lyons, Liz and William Condon. ” Questioning Assumptions about Portfolio-Based Assessment .” CCC 44 (1993): 176-190.

Hanson, F. A. Testing Testing: Social Consequences of the Examined Life. Berkeley: U of California P, 1993.

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

Haswell, Richard and Susan Wyche-Smith. ” Adventuring Into Writing Assessment .” CCC 45 (1994): 220-36.

Holdstein, Deborah. “Gender, Feminism, and Institution- Wide Assessment Programs.” Assessment of Writing: Politics, Policies, Practices. Eds. Edward White, William Lutz, and Sandra Kamusikiri. New York: MLA, 1996. 204-26.

Holladay, Sylvia, guest ed. Teaching English in the Two-Year College 20.4 (1993). Special Issue on Writing Assessment.

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

Huot, Brian. ” Toward a New Theory of Writing Assessment .” CCC 47 (1996): 549-567.

Johnston, Peter. “Theoretical Consistencies in Reading, Writing, Literature, and Teaching.” NCTE, Baltimore, 1989.

Larson, Richard. “Using Portfolios in the Assessment of Writing in the Academic Disciplines.” Belanoff and Dickson 137-51.

Lucas, Catharine. “Introduction: Writing Portfolios-Changes and Challenges.” Portfolios in the Writing Classroom: An Introduction. Ed. Kathleen Yancey. Urbana: NCTE, 1992. 1-12.

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Murphy, Sandra, and the CCCC Committee on Writing Assessment. “Survey of Postsecondary Placement Practices.” Unpublished ms, 1994.

Murphy, Sandra and Barbara Grant. “Portfolio Approaches to Assessment: Break through or More of the Same?” Assessment of Writing: Politics, Policies, Practices. Eds. Edward White, William Lutz, and Sandra Kamusikiri. New York: MLA, 1996.284-301.

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

Sasser, E. “Some Aspects of Freshman English.” CCC 3.3 (1952): 12-14.

Schultz, Lucy, Russel Durst, and Marjorie Roemer. “Stories of Reading: Inside and Outside the Texts of Portfolios.” Assessing Writing 4 (1997): 121-33.

Schuster, Charles. “Climbing the Slippery Slope of Writing Assessment: The Programmatic Use of Writing Portfolios.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Eds. Laurel Black, Donald Daiker, Jeffrey Sommers, and Gail Stygall. Portsmouth: Boynton, 1994. 314-25.

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

Smagorinisky, Peter. “Response to Writers, Not Writing: A Review of Twelve Readers Reading.” Assessing Writing 3: 211-21.

Sommers, Nancy. “Revision Strategies of Student Writers and Adult Experienced Writers.” CCC 31 (1981): 378-88.

Straub, Richard, and Ronald Lunsford. Twelve Readers Reading. Creskill: Hampton, 1995.

Sullivan, Francis. “Calling Writers’ Bluffs: The Social Production of Writing Ability in University Placement Testing.” Assessing Writing 4 (1997): 53-81.

Tchudi, Stephen, ed. Alternatives to Grading Student Writing. Urbana: NCTE, 1997.

Valentine, John. “The College Entrance Examination Board.” CCC 12 (1961): 88-92.

White, Edward. “Pitfalls in the Testing of Writing.” Greenberg et al. 53-79.

—. “Holistic Scoring: Past Triumphs, Future Challenges.” Validating Holistic Scoring for writing assessment. Ed. Michael Williamson and Brian Huot. Creskill: Hampton, 1993.79-108.

—. Teaching and Assessing Writing. San Francisco: Jossey-Bass, 1985.

Williamson, Michael, and Brian Huot, eds. Validating Holistic Scoring. Norwood: Ablex, 1992.

Williamson, Michael. “The Worship of Efficiency: Untangling Practical and Theoretical Considerations in Writing Assessment.” Assessing Writing I (1994): 147-174.

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

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Yancey, Kathleen Blake, and Brian Huot, eds. WAC Program Assessment. Norwood: Ablex, 1997.

Boquet, Elizabeth H. “‘Our Little Secret’: A History of Writing Centers, Pre- to Post-Open Admissions.” CCC 50.3 (1999): 463-482.

Abstract:

This history of writing centers, and their precursor the “writing lab,” teases apart the differences between writing centers identified with methods to empower critical thinking and writing centers identified as a site for discursive regulation. Boquet asks compelling questions about the future of writing centers and the need for further critically intellectual investigation into the relationship between writing center work and the teaching of writing and vice versa.

Keywords:

ccc50.3 WritingCenters Students Labs PeerTutors Composition Space History Tutors Site SNorth Method

Works Cited

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Stanley, Carrie Ellen. “This Game of Writing: A Study in Remedial English.” College English 4 (1943): 423-28.

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Veil, Richard C. “Are Machines the Answer?” Writing Lab Newsletter 4.4 (1979): 1-2.

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

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Lewiecki-Wilson, Cynthia and Jeff Sommers. “Professing at the Fault Lines: Composition at Open Admissions Institutions.” CCC 50.3 (1999): 438-462.

Abstract:

Not at the “margins” of the profession, the authors urge readers to think of teaching at open-admission site as central to the historical formation of the field, particularly in terms of creating equal access to higher education. This essay is intended to be a corrective for commonly held opinions about open-admission first-year composition students, classrooms, and teaching professionals.

Keywords:

ccc50.3 Students Writing Teaching OpenAdmissions Composition Education CommunityCollege University Community Discipline Work

Interviews:

Grego, Rhonda. Personal Interview, tape-recorded and transcribed. Nov. 1997.

Holladay, Sylvia A. Written Interview. Nov. 1997.

Kort, Melissa Sue. Telephone Interview, tape- recorded and transcribed. Nov. 1997.

Raines, Helon. Written Interview. Oct. 1997.

Ruffus, Stephen. Email Interview. Nov. 1997.

Shor, Ira. Email Interview. Nov. 1997.

Soliday, Mary. Written Interview. Oct. 1997.

Thompson, Nancy. Personal Interview, tape recorded and transcribed. Nov. 1997.

Tinberg, Howard. Email Interview. Nov. 1997.

Works Cited

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

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

Harden, Blaine. “Reading, Writing and Ruckus: City University of New York’s Tougher Standards Anger Many.” Washington Post, 2 June 1998: A 3.

Holladay, Sylvia A. “Order Out of Chaos: Voices from the Community College.” Composition in the Twenty-First Century: Crisis and Change. Eds. Lynn Z. Bloom, Donald A. Daiker, and Edward White. Carbondale: Southern Illinois Up, 1996. 29-38.

Levy, Clifford J. “Giuliani Demands Community Colleges Drop Remedial Courses.” New York Times 30 Jan. 1998: A 17.

Lewiecki-Wilson, Cynthia. “Teaching in the ‘Contact Zone’ of the Two-Year College Classroom: Multiple Literacies Deep Portfolio.” Teaching English in the Two- Year College 21 (1994): 267-76.

“Present Perfect and Future Imperfect: Results of a National Survey of Graduate Students in Rhetoric and Composition Programs.” CCC 48 (1997): 392-409.

Miller, Richard E. ” Composing English Studies .” CCC 45 (1994): 164-79.

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

Pickett, Nell Ann. ” The Two-Year College as Democracy in Action .” CCC 49 (1998): 90-98.

Powers-Stubbs, Karen, and Jeff Sommers. “‘Where We Are Is Who We Are, But It Doesn’t Have to Be That Way’: Two- and Four-Year Faculty Discourse Communities.” Politics and Writing at the Two- Year Campus. Eds. Keith Kroll and Barry Alford. Portsmouth: Boynton, forthcoming.

Ratliff, James 1.. “Seven Streams in the Historical Development of the Modern American Community College.” A Handbook on the Community College in American: Its History, Mission, and Management. Ed. George A. Baker, III. Westport: Greenwood, 1994. 3-16.

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—. “Our Apartheid: Writing Instruction & Inequality.” Journal of Basic Writing 16 (1997): 91-104.

Slevin, James F. “Disciplining Students: Whom Should Composition Teach and What Should They Know?” Composition in the Twenty-First Century: Crisis and Change. Ed. Lynn Z. Bloom, Donald A. Daiker, Edward M. White. Carbondale: Southern Illinois UP, 1996. 153-65.

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

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

Tinberg, Howard. “Theory as Healing.” Teaching English in the Two- Year College 24 (1997): 282-90.

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Selfe, Cynthia L. “Technology and Literacy: A Story about the Perils of Not Paying Attention.” CCC 50.3 (1999): 411-436.

Abstract:

Selfe observes that deeply ingrained humanist traditions keep composition professionals from paying attention to the linkages between technology and literacy. Discomfort with technology has kept it in the background, making increased educational and social inequities resulting from the tech-literacy link less visible, implying an unethical negligence on the part of the profession.

Keywords:

ccc50.3 ChairsAddress Technology Literacy Students Attention Computers Teachers Access Education DigitalLiteracy Composition Citizens

Works Cited

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Daniell. Beth. “Narratives of Literacy: Connecting Composition to Culture.” CCC 50.3 (1999): 393-410.

Abstract:

Daniell shows how the two debates in literacy scholarship of the 1980s, cultural literacy (E.D. Hirsch) and the Great Divide theory, are challenged by ethnographic narratives and social construction ideology. She suggests that thinking and writing about literacy in context-specific, material locations makes it more appropriate to speak of literacies rather than a single identifiable literacy.

Keywords:

ccc50.3 Literacy Narrative PFreire Composition Writing Students Culture JFLyotard Language WOng Orality GreatLeapTheory

Works Cited

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Trimbur, John. “Composition Studies: Postmodern or Popular.” Into the Field: Sites of Composition Studies. Ed. Anne Ruggles Gere. New York: MLA, 1993. 115-32.

—. ” Taking the Social Turn: Teaching Writing Post-process .” CCC 45 (1994): 108-18.

Walters, Keith. “Language, Logic, and Literacy.” The Right to Literacy. Eds. Andrea A. Lunsford, Helene Moglen, and James Slevin. New York: MLA, 1990. 173-88.

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Roemer, Marjorie, Lucille Schultz, and Russel Durst. “Reframing the Great Debate on First-Year Writing.” CCC 50.3 (1999): 377-392.

Abstract:

Roemer, et al lay out past and present debates about the first-year writing requirement and answer back to pro-abolitionist claims that FYC hinders progress toward disciplinary respect and prestige for composition. They argue that composition’s strong scholarship and pedagogy that has come from working with and through issues like interdisciplinarity, diversity, and politics of access through language and literacy that arise in the complex student populations that occur in FYC.

Keywords:

ccc50.3 Students Course Writing English Composition Service Work Teaching Field FYC Debate Adjuncts SCrowley

Works Cited

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Smitherman, Geneva. “CCCC’s Role in the Struggle for Language Rights.” CCC 50.3 (1999): 349-376.

Abstract:

This 50-year history looks at two CCCC policies on language rights: the 1974 “Students’ Right to Their Own Language,” and the 1988 “National Language Policy.” Smitherman documents the conversations and debates about languages rights published in CCC and the political effects of and uses to which the policies were put, successful and not so successful.

Keywords:

ccc50.3 Language Students SROL CCCC Resolution Policy Linguistics Composition English DLloyd Dialect Black AfricanAmerican Teaching

Works Cited

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Olson, Gary A. “Critical Pedagogy and Composition Scholarship.” CCC 48 (1997): 297-303.

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

Sheridan, David. Unpublished essay, 1998.

Sledd, James. “Coordination (Faulty) and Subordination (Upside-Down).” CCC 7 (1956): 181-87.

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Smith, Allen N. “No One Has a Right to His Own Language.” CCC 27 (1976): 155-59.

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

Steinmann, Martin, Jr. “Darkness is Still King: A Reply to Professor Lloyd.” CCC 2.2 (1951): 9-12.

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Tinberg, Howard B. “Ethnography in the Writing Classroom.” CCC 40 (1989): 79-82.

Walters, Ronald W. Pan Africanism in the African Diaspora. Detroit: Wayne State UP, 1993.

Wolfram, Walt. “Language Ideology and Dialect: Understanding the Oakland Ebonies Controversy.” Journal of English Linguistics 26 (1998): 108-21.

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

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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.

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

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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.

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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.

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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.

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

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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

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

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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.

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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

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

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—, 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.

Smith, Marlaine C. “Metaphor in Nursing Theory.” Nursing Quarterly 5.2 (1992): 48-49.

Solomon, Martha. “The Rhetoric of Dehumanization: An Analysis of Medical Reports of the Tuskegee Syphilis Project.” Western Journal of Speech Communication 49(1985): 233-247. Rpt. in William Nothstine et al., eds. Critical Questions: Invention, Creativity, and the Criticism of Discourse. New York: St. Martin’s, 1994. 307-22.

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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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Dewey, John. Democracy and Education. 1916. New York: Free P, 1966.

—. “The Pattern of Inquiry.” Logic: The Theory of Inquiry. New York: Holt, 1938. 101-19. Rpt. in Pragmatism: The Classic Writings. Ed. H.S. Thayer. Indianapolis: Hacket, 1982. 316-34.

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.

James, William. “What Pragmatism Means.” Pragmatism. 1907. Cleveland: World, 1955.

Newkirk, Thomas. “Roots of the Writing Process.” More than Stories: The Range of Children’s Writing. Portsmouth: Heinemann, 1989. 177-208.

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

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

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

Austin, Regina. “‘The Black Community: Its Lawbreakers and a Politics of Identification.” Delgado, Critical 293-304.

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

Bell, Derrick. And We Are Not Saved: The Elusive Quest for Racial Justice. New York: Basic. 1987.

—. Confronting Authority. New York: Basic, 1995.

—. Faces at the Bottom of the Well. New York: Basic, 1992.

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

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

Berkenkotter, Carol, Thomas Huckin, and John Ackerman “Social Contexts and Socially Constructed Texts.” Textual Dynamics of the Professions. Ed. Charles Bazerman and James Paradis. Madison: U of Wisconsin P, 1991. 191-215.

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Delgado, Richard. Critical Race Theory: The Cutting Edge. Philadelphia: Temple UP, 1995.

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—.”Legal Storytelling: Storytelling for Oppositionists and Others: A Plea for Narrative.” Delgado, Critical 64-74.

—. The Rodrigo Chronicles. New York: New York UP, 1995.

Delgado, Richard, and Jean Stefancic. “Why Do We Tell the Same Stories? Law Reform, Critical Librarianship, the Triple Helix Dilemma.” Delgado, Critical 206-216.

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

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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.

Lawrence, Charles R., ITL “The Id, the Ego, and Equal Protection: Reckoning with Unconscious Racism.” Stanford Law Review 39 (1987): 317-88.

Lu, Min-Zhan. “Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence.” Journal of Basic Writing 10.1 (1991): 26-40.

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

Matsuda, Marl. “Looking to the Bottom.” Harvard Civil Rights-Civil Liberties Law Review 22 (1987): 322-99.

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.

Wiener, Jon. “Law Profs Fight the Power.” The Nation 4/11 Sept.1989: 246-48.

Williams, Patricia. The Alchemy of Race and Rights. Cambridge Harvard Up, 1991.

—. “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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Bowden, Darsie. “The Limits of Containment: Text-as-Container in Composition Studies.” CCC 44 (1993): 364-79.

Bruckman, Amy S. “Gender Swapping on the Internet.” Vitanza. 441-47.

Buder, Leonard. “Open-Admissions Policy Taxes City U. Resources.” The New York Times October 12, 1970: Al +.

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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

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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.

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

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

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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.

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

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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.

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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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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.

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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.

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—. ” 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

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Matthews, Sylvia, and Hajj Flemings. “Seeing from the Inside Out and the Outside In.” National Writing Centers Association Con­ference, St. Louis, MO, September 1995.

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

Mouffe, Chantal. “Feminism, Citizenship, and Radical Democratic Politics.” Feminists Theorize the Political. Eds. Judith Butler and Joan W. Scott. New York: Routledge, 1992. 369-84.

—. The Return of the Political. London: Verso, 1993.

Ohmann, Richard. Politics of Letters. Middle­town: Wesleyan UP, 1987.

Olson, Gary A. and Evelyn Ashton-Jones. “Writing Center Directors: The Search for Professional Status.” WPA: Writing Program Administration 12.1-2 (1988): 19-28.

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

—. “Linguistic Utopias.” The Linguistics of Writing: Arguments between Language and Literature. Eds. Nigel Fabb, Derek Attridge, Alan Durant, and Colin MacCabe. New York: Methuen, 1987. 48-66.

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

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.

Steinem, Gloria. Revolution from Within: A Book of Self-Esteem. Boston, Little, Brown, 1992.

Street, Brian. Social Literacies: Critical Ap­proaches to Literacy in Development, Ethnogra­phy and Education. London: Longman, 1995.

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.

Vygotsky, Lev. Mind in Society. Cambridge: Harvard UP, 1978.

—. Thought and Language. Cambridge: MIT P, 1988.

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.

Britton, James, Tony Burgess, Nancy Martin, Alex McLeod, and Harold Rosen. The Development of Writing Abilities (11-18). London: Macmillan, 1975.

Crusius, Timothy W. A Teacher’s Introduction to Philosophical Hermeneutics. Urbana: NCTE, 1991.

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.

Kinneavy, James L. “The Process of Writing: A Philosophical Base in Hermeneutics.” Journal of Advanced Composition 7 (1987): 1-9.

—. “The Relationship to the Whole to the Part in Interpretation Theory and in the Composing Process.” The Territory of Lan­guage. Ed. Donald McQuade. Carbondale: Southern Illinois UP, 1986.292-312.

—. A Theory of Discourse. New York: Norton, 1971.

Klein, Julie Thompson. Interdisdplinarity: His­tory, Theory, and Practice. Detroit: Wayne State UP, 1990.

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.

Ricoeur, Paul. The Philosophy of Paul Ricoeur: An Anthology of His Work. Ed. Charles E. Re­agan and David Steward. Boston: Beacon, 1978.

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.

Geertz, Clifford. “Blurred Genres: The Refigu­ration of Social Thought.” Local Knowledge: Further Essays in Interpretive Anthropology. New York: Basic, 1983. 19-35.

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.

Gopen, George and Judith Swan. “The Science of Scientific Writing.” American Scientist 78, Nov-Dec. 1990: 550-58.

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.

<lffunkhouser>. “Truck-flattened smiley.” Copyediting Discussion List [online]. Available emai1: COPYEDITING-L <LISTSERV@CORNELL. EDU>. 12 February 1994.

<listproc>. “Subscribe CCCCC-L Michael S.” Emai1 to M. Spooner [online]. Available emai1: <mspooner@cc.usu.edu>. 22 Jun 1994.

<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.

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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.

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—. 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

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

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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

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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.