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Bosch v Ball-Kell: Faculty May Have Lost Control Over Their Teaching Materials

Jeff Galin, Florida Atlantic University

The case of Barbara Bosch v Susan Ball-Kell and Ronald Rager Not Reported in F. Supp.2d, 2006 WL 258053 (C.D.Ill. August 31, 2006), 80 U.S.P.Q2d 1713 is one of the only cases in federal course since the 1976 revision of the Copyright statutes that directly addresses faculty ownership of teaching materials. As a result, its findings have important implications for university faculty on issues of work for hire, the common law teacher exemption to work for hire, fair use, and intellectual property policies. In this short article, I will not lay out the historical framework for these arguments, several of which I address in “Own Your Rights: Know When Your University Can Claim Ownership of Your Work.” Rather, I’ll offer enough context to understand the issues raised by this case to highlight its potential impact on ownership and control of faculty teaching materials in American universities.

Case Background

Barbara Bosch brought a copyright infringement suit against the Susan Ball-Kell and a former university Dean, Karl Rager, based on their unauthorized copying and distribution of her pathology course materials. In light of the Court’s reading of the teacher exception to the work-for-hire doctrine and the history of the University’s copyright policy, the Court denied the defendants’ summary judgment motion on claims of work made for hire. The Court also denied summary judgment on a fair use defense so that “all facts and reasonable inferences” could be made in court where they could be fairly judged. The judge did warn, however, that the plaintiff’s “ability to succeed on her infringement claim at trial is far from clear.” Summary judgment was not awarded to Defense to Dismiss Contributory and Vicarious Infringement on the part of the former Dean because direct infringement by a primary infringer required additional findings of fact. Until the fair use claim could be settled, direct infringement could not be establish. The Court did award summary judgment on Plaintiffs Request for Damages and Injunctive Relief and Intentional Infliction of Emotional Distress.

While court documents before the jury trial and after are publicly available, a summary of the trial itself is not. The following analysis is derived from public court documents, several documents collected from the plaintiff, and a personal interview with the plaintiff in the Spring of 2007.

The full historical details that pressed Barbara Bosch to file suit against Susan Ball-Kell and Dean Karl Rager are worth noting but are beyond the scope of this case summary. The record represents a story of outrageous treatment of Bosch, which led to a Senate Committee on Academic Freedom and Tenure report that censored the Dean for “interference with a department’s curriculum affairs,” creating “an environment hostile to intellectual enquiry and academic debate,” “attempting to isolate Dr. Bosch physically, by locking her out of her office and other department areas, and by ordering department staff not to communicate with her,” “casual disregard for the tenure system,” and “condoning of the use (and seemingly even of the purloining) of intellectual property of a faculty member for someone else’s use” (13).

Bosch filed for copyright on her pathology teaching materials and later filed a copyright lawsuit Ball-Kell and Dean Rager for materials that Ball-Kell continued to use under her own name after Bosch filed her claim. Soon thereafter, Bosch resigned her position as Associate Professor and took a position at another medical school. Before the case went to court, Dean Rager finished his term as Dean and Ball-Kell stopped teaching in the department. The University hired an extremely aggressive law firm to defend the case. After multiple motions were filed and adjudicated, the case went to court.

The jury found that Bosch owned two of three documents she claimed. It also found, however, that the University had a right to use her course materials under fair use provisions. She filed a motion for a new trial based on bad jury instructions, which was denied.

The University filed for compensation for all court fees of over half a million dollars. The Court awarded the University half of the allowed fees, $256, 391.25 Not Reported in F.Supp.2d, 2007 WL 2994085 (C.D.Ill. Oct. 11, 2007), an amount on top of what she had already paid her own attorney for several years of legal work. The case is in the final stages of settlement in March 2008.

Arguments

Two primary arguments concern faculty and their teaching materials: 1) whether Bosch should retain ownership of her teaching materials or whether they belong to the university as work for hire; and 2) Even if Bosch retains ownership, whether the university has fair use rights to them without her permission.

Copyright Ownership of teaching materials or Works for Hire?

The court ruling on “Works Made for Hire” appears to be the most definitive rejection of work for hire ownership in academia to date. The Court held that “in an academic setting, an employee may be assigned to teach a particular course, but then is generally left to use his or her discretion to determine the focus of the topic, the way the topic is going to be approached, the direction of the inquiry, and the way that the material will ultimately be presented” Bosch v. Ball-Kell, No. 03-1408, 2006 WL 2548053, at 7 (C.D. Ill. Aug 31, 2006). When the Defendants argued that “these cases apply solely to faculty publications for scholarly review or self-promotion,” the Court held that it “does not read the cases that narrowly,” but qualified that “Bosch does not rely solely on the case law.” The Court found arguments of Weinstein v. University of Illinois and Hays v. Sony Corporation of America so compelling that it recognized the survival of the common law teacher exemption in the 1976 Copyright Act. As a result, the Court deferred to language of the UIC Intellectual Property Policy, minutes concerning the implementation of the policy, the Senate Committee on Academic Freedom and Tenure report condemning Dean Rager’s behavior, and the American Association of University Professors Statement on Copyright to determine “legislative intent” of language in the policy. This evidence proved that the term “class notes” included teaching materials such as course syllabi within the definition of Traditional Academic Copyrightable Works from the UIC IP policy. This determination convinced the jury that Bosch owned two of the three sets of copyrighted materials that she had registered.

Fair Use Defense Upheld for Use of Teaching Materials

While Bosch v Ball-Kell may have set a new standard for determining faculty ownership of their teaching materials at universities, its findings of fair use of those same materials has set what may be a new and troubling standard. The defense asserted that even if the works in question could not be defined as Works Made for Hire, the Defendant’s use of the materials was fair use according to section 107 of the Copyright Act. In the absence of a trial summary, I piece together below the decision on an affirmative fair use defense from the summary judgment hearing, “Plaintiff’s Motion for New Trial and to Alter or Amend Judgment,” and the Court’s response to combined “Plaintiff’s Motion” and “Defendants’ Rule 50 Motion to Direct Entry of Judgment.” The jury decided that use of the materials was fair use based on the standard four-part test:

Character

There was no doubt that the works were for educational rather than commercial purposes. The works were not deemed transformative in any way Cambell v. Acuff-Rose Music, Inc., 510 U.S. 569, 579 (1994), citing Harper & Row, 471 U.S. at 562. In fact, evidence was presented that Bosch’s name was removed from the documents and replaced with Ball-Kell’s. In the Plaintiff’s Motion for a New Trial or Alter or Amend Judgment, the Court held that in a case like this which concerns educational purposes, “factor one will normally tilt in the defendant’s favor.” Nixivm Corp. v. Ross Institute, 364 F. 3d 471,477 (2nd Cir.2004), cer. denied, 543 U.S. 1000 (2004). Summary judgment was not granted concerning “[e]vidence of bad faith conduct or predatory intent” Sony Corp. V. Universal City Studios., 464 U.S. 417, 448 (1984); Weissmann v. Freeman, 8a68 F.2d 1313, 1323 (2nd Cir. 1989). Bad faith was not found, however, at trial.

Nature

The works in question were found to be largely factual and scientific in nature rather than creative, despite the fact that fair use “has not been traditionally recognized as a defense to charges of copying from an author’s as yet unpublished works” Not Reported in F. Supp.2d, 2006 WL 258053 (C.D.Ill. August 31, 2006), 80 U.S.P.Q2d 1713

Amount

Defendants contended that their use of teaching materials was deminimus and insubstantial, amounting only to 21 pages. This claim proved convincing because ownership to the third set of materials was awarded to the University by the jury. Despite the fact that Bosch’s former Chair gave her the “General Pathology Course Introduction” with the intent to transfer copyright, the jury was convinced that documents in question were developed by her former Chair “specifically for the University’s General Pathology Course in the scope of Dr. Bartlett’s employment and had been given to students in that course for many years” Defendants’ Rule 50 Motion to Direct Entry of Judgment as a Matter of Law and Plaintffi’s Motion for a New Trial and to Alter or Amend Judgment Not Reported in F. Supp.2d, 2007 WL 2572383 (C.D.Ill. Aug 29, 2007).

Impact on Market

Bosch contested that the “Court erred in instructing the jury to find in favor of Defendants on factor four of the fair use defense . . .” because “she was entitled to an instruction allowing the jury to determine whether unrestricted and widespread conduct of the sort engaged in by Defendants would result in a substantially adverse impact on the potential market for the original. Not Reported in F.Supp.2d, 2007 WL 2572383 (C.D.Ill. Aug. 29, 2007). The Court held that Bosch made no attempt to publish these works, and the Defendants used the works in the same way as Bosch for classroom purposes. Furthermore, “Bosch fails to acknowledge the fact that there was no evidence produced at trial from which a reasonable jury could have discerned any impact on the potential market or value of the works. Therefore, the question of harm or market for the works would amount only to “rank speculation.”

Implications for Ownership of Teaching Materials

1) The extraordinary summary of works made for hire, the assertion that the teaching exemption for works in academia survived the 1976 Copyright Act, and the reliance on university intellectual property policies with emphasis on legislative intent make this case a must read for any ownership dispute of teaching materials at a university. Unless, there are explicit statements in letters of appointment or other official university policies, this case suggests that faculty may typically own copyrights in their teaching materials. Furthermore, this case reminds us how important it is for us all to read carefully our institutions’ intellectual property policies and to know how key terms are defined such as Substantial University Support, Traditional Works of Scholarship, Instructional Works, and Institutional Works (see Own Your Rights for a full analysis of IP policies).

2) On the other hand, this case alerts faculty that universities may have rights that enable them to use some of our teaching materials without our permission even if we own the copyrights outright. Some universities have formalized this relationship by “unbundling” intellectual property rights for teaching materials by retaining perpetual licenses for use while faculty retain other rights. Many programs desire such rights to insure consistency and continuity of academic programs. This case also suggests that publishing teaching materials, documented plans to use them in research or a textbook, or other demonstration of market value can give faculty greater control of their teaching materials if a dispute arises over them.

3) It behooves us all to note further the chilling effect this case has on future litigation over these issues. The emotional, financial, and professional costs of such litigation are devastating. Universities that threaten litigation can point to this case to coerce faculty into controlling contracts or unfair practices. Bosch was motivated to pursue her rights, but has paid dearly for them. It is unlikely that such a case will move through the Federal courts for quite some time.

For all of these reasons, Bosch v. Ball-Kell may become a landmark case like Weinstein, Hays, and Cambell. It has certainly provided us with ample reasons to know our rights over our teaching materials.

Works Cited

Galin, Jeffrey. “Own Your Rights: Know When Your University Can Claim Ownership of Your Work.” Composition & Copyright: Perspectives on Teaching, Text-Making, and Fair Use. Steve Westbrook and Timothy Hodge Eds. Albany: SUNY P, (in press).

“Report on complaint against Regional Dean Donald E. Rager (Peoria) by Associate Professor of Clinical Pathology BARBARA D. BOSCH.” Senate Committee on Academic Freedom and Tenure 12 Apr. 2003.

One Laptop Per Child Program Threatens Dominance of Intel and Microsoft

Kim Dian Gainer, Radford University

Overview

For the past three years, several companies and organizations have been competing over what model to follow in making computer hardware and software available to primary and secondary students in the developing world. The outcome of this competition may have a serious effect upon the question of whether open source software will make inroads against the Microsoft operating system that is installed in the vast majority of computers.

Background

In 2005 Nicholas Negroponte, co-founder of the Massachusetts Institute of Technology Media Laboratory, announced the formation of the nonprofit One Laptop Per Child (OLPC) Foundation, an organization dedicated to the goal of placing a low-cost laptop in the hands of each child in participating developing nations. The foundation proposed to develop a rugged laptop that would be sold in bulk to nations that would distribute units to individual students. It was the intention of the foundation to keep the cost of each unit in the range of one-hundred dollars. That goal was not realized, and the projected price of each unit was approximately two-hundred dollars when mass production began in November of 2007. However, the technical goals of the project have been met. The XO (if you turn the logo sideways, O upwards, it is supposed to look like a child with limbs outstretched) is based on an Advanced Micro Devices processor, and its software, provided by Red Hat, is a version of the open source—and free—Linux system. Built in are a camera and microphone, and it comes equipped with a memory-card slot, a graphics tablet, and a game-pad controller. Its screen rotates so that it can be used as a tablet. It is enabled for both Bluetooth and Wi-Fi, and even in the absence of an internet connection, the computers link with each other as part of a ‘mesh network’ that is established automatically whenever one XO is turned on in the vicinity of another. (The internet connection is also automatic.) It is light, weighing a little more than three pounds, in part because the need for a fan has been engineered out of it. Its battery will last for six hours and can be recharged by a pull cord. Both its screen and the system by which it is powered incorporate what many industry analysts consider to be breakthrough technology.

However impressive its technological specifications, foremost in the minds of the developers was the need to make the laptop suitable for use in developing nations. The XO was designed to be energy efficient because it is intended for use in a market where electricity may be limited. It also was designed for an environment in which conditions may be harsh and technical support lacking. It has a sealed keyboard and is intended to be spillproof and impervious to rain and dust. It may be dropped from a height of five feet without suffering damage. Impressed by its suitability for use by children in developing nations, the Smithsonian’s Cooper-Hewitt National Design Museum included the XO in its exhibit of affordable inventions intended to address Third World needs in the areas of shelter, health, water, education, energy, and transport.

The Struggle for Market Share

Initially, the technical appeal of the XO was not sufficient to entice many nations to participate in the project. When mass production began, the OLPC Foundation was certain of only one order: 100,000 units destined for Uruguay. To achieve the necessary economy of scale, the Foundation then adopted a “get one give one” model that was in force for the final two months of 2007. Consumers in developed nations would purchase two computers for four-hundred dollars, one to be delivered to the purchaser, the other to be delivered to a student in a developing nation.

In the opinion of some observers, developing nations may have been reluctant to order the laptop because for-profit companies were actively seeking to discourage the mass adoption of an open source product that was not Windows compatible and did not rely upon an Intel chip and thus had the potential to devalue proprietary software and hardware. For companies such as Windows and Intel, the stakes may be very high. The potential market targeted by the OLPC program is huge, consisting of two billion students in developing nations. If the OLPC program were to succeed in placing low-cost laptops in the hands of these children, for-profit corporations would not only forfeit immediate sales of laptops and bundled software; the students participating in the program might grow into adult consumers familiar with alternatives to Windows software and Intel chips.

For-profit companies, in particular Microsoft and Intel, appear to have taken a three-fold approach toward discouraging the mass adoption of the XO. First, industry spokesmen ‘talked down’ the project. Craig Barrett, the chairman of Intel, was quoted as calling the XO a “$100 gadget” (Johnson), and Microsoft’s Bill Gates repeatedly raised doubts about the suitability of the XO for children in developing nations. The most egregious incident, however, probably took place after Peru agreed to participate in the program. Shortly afterward, an Intel representative visited a Peruvian official and roundly criticized the XO—this in spite of the fact that Intel had only a few months prior signed on to the project and pledged financial support for it. This incident caused a bitter public breach between Intel and the OLPC Foundation that included the resignation from the board of the Foundation of an Intel executive who had taken a seat on the board only a few months earlier.

Companies have also introduced competing laptops. Asus Computer International of Taiwan has had some success with individual sales of its Eee PC, sold at prices that range from two-hundred to four-hundred dollars, and reports that it is in negotiations to sell bulk orders to governments in both developed and developing nations. The Eee PC is a retail brand of Intel’s Classmate PC mini-laptop that is being sold at a price of between two-hundred and three-hundred dollars. Unlike Asus Computer, Intel markets the Classmate PC only to governments, educational institutions, and nonprofit organizations and thus has positioned its laptop as a direct competitor to the OLPC’s XO. Moreover, OLPC’s Negroponte has accused Intel of offering the Classmate at below cost in order to undercut sales of the XO.

Finally, for-profit companies have sought to derail the project by offering software and services that encourage the purchase of competing laptops. In certain developing nations, Windows offers governments and schools a software bundle at a cost of $ 3 per unit, turning its software into a loss leader for the sale of Windows-compatible hardware. As for Intel, it has initiated what it calls the “World Ahead” program,

a strategy to increase the use of computer technology in developing countries. For example, Intel’s Rural Connectivity Platform project is working on ways to extend the range of WiFi wireless networking from a few hundred feet to a dozen or more miles. Such a WiFi system could deliver cheap Internet access to remote villages, and make it easy to put the Classmate laptops online. It would also give everyone in the village an incentive to buy more computers, most of them loaded with Intel chips. (Bray, Nov. 14, 2007)

OLPC Fights Back

Negroponte had always been outspoken in defending the OLPC program, and following the revelation that Intel had sought to interfere with the Foundation’s contract with Peru, he went on a verbal offensive. In addition, as mentioned above, the program initiated the “get one give one” program. Advanced Micro Devices and Red Hat continued to stand behind the program, as did other entities, such as Google. The Foundation entered into an agreement with the United Nations International Children’s Emergency Fund to place UNICEF-generated educational content on the laptops. By March of 2008, orders of the XO were verging on the half a million mark. Countries participating, in addition to Uruguay and Peru, include Rwanda, Thailand, Brazil, Mexico, and Mongolia. Meanwhile, Intel has been unable to sell as many of its Classmates PCs as it had anticipated. By the end of 2007, Libya and Nigeria had signed orders for approximately 170,00 of the laptop, but Intel has suffered significant bad press as a result of its attempt to sabotage sales of the XO to Peru.

Implications

Interestingly, orders for the XO now include 15,000 for schools in Birmingham, Alabama. Designed for developing nations, the XO has nonetheless found a small market in the United States. This development may presage a long term threat to Intel’s and Windows’ dominance of the computer and software market in developed nations. At the moment, however, the battle is for control of emerging markets in the developing world. In a move that may be an acknowledgement that a low-cost open source laptop would interfere with its attempts to penetrate and dominate this market, Microsoft is now pressing the OLPC Foundation to modify the XO so that it will run Windows XP. However, the requested modifications would raise the cost of the laptop, and the Foundation has declined to alter the design of its laptop.

In addition to raising the price of the XO, the requested modifications would run counter to the Foundation’s vision of children as independent thinkers in control of the learning environment. The XO is designed so that children themselves can service the computer. The battery, for example, is easily replaced. Similarly, the Foundation has embraced open source software not only for reasons of cost but also because its transparency, it was hoped, would encourage children to create their own programs or modify existing ones. As one reviewer wrote,

The OLPC is designed to follow the “constructionist” theory of education (where children learn by doing and experiencing), which means that its creators wanted every level of the machine to be tinkerable, explorable and configurable by a curious child. Both Microsoft and Apple offered their operating systems for free for the project, but were turned down in preference to open software that could be manipulated and improved upon by the OLPC’s own users. (O’Brien)

That such tinkering within an open source environment may threaten the dominance of proprietary software was illustrated by a project undertaken by a group of hackers at the Twenty-third Chaos Communication Convention held in Berlin in January of 2007. These hackers set out to enable an XO to play Flash content without the use of Adobe’s proprietary Flash software. Among the group was Rob Savoy, “the creator of Gnash, a free reimplementation of Flash” that was “painstakingly coded by developers who’ve never agreed to Adobe’s licence [sic]” (O’Brien). After several hours, Savoy and his compatriots were playing Flash movies on the XO without ever having installed Flash. Not only would their additions to the XO’s open source software allow children to watch Flash; the modifications would also allow youngsters to create Flash-compatible content.

In spite of a recent upsurge in orders for the XO, it is much too soon to tell whether the OLPC Foundation will succeed in its goal of placing laptops in the hands of significant numbers of children in developing nations. However, if the Foundation does meet its goal, the above scenario suggests that control over computer applications may shift as proprietary software is bypassed by users who create their own programs or modify existing ones. For this reason, in the coming year, Microsoft and Intel will no doubt continue to battle to prevent the XO or similar open source computers from establishing a foothold in a market potentially so profitable.

Works Cited

Bray, Hiawatha. (2007, Nov. 14). Cheap Laptops as a Money Maker. While Group Wants to Give Them to Children, Two Firms Eye Profits. The Boston Globe C1. Retrieved March 1, 2008 from LexisNexis Academic. 19 February 2008

_____. (2007, Dec. 1). One Laptop Per Child Orders Surge; Peru Wants 260,000 machines; Mexican Billionaire Signs Up. The Boston Globe D1. Retrieved March 1, 2008 from LexisNexis Academic.

Cooper-Hewitt National Design Museum. (2007, May 4–Sept. 23, 2007). One Laptop Per Child. In Design for the Other 90%. Retrieved March 1, 2008 from http://other90.cooperhewitt.org/Design/one-laptop-per-child.

Hille, Kathrin. (2007, April 9). The Race for the Dollars 100 Laptop: A Charitable Project Has Uncovered the Marketing Power of the Poor. Financial Times (London) 1. Retrieved March 1, 2008 from LexisNexis Academic.

Johnson, Bobbie. (2007, May 31). Which Laptop Per Child? The Chipmaking Giant Intel is Accused of Damaging the Non-profit Scheme to Provide Cheap Laptops for the Developing World. It Says It’s Helping. The Guardian (London) Technology Pages 1. Retrieved March 1, 2008 from LexisNexis Academic.

Lohr, Steve. (2007, Sept. 24). Buy a Laptop for a Child, Get Another Laptop Free. The New York Times. Retrieved March 1, 2008 from http://www.nytimes.com.

Markoff, John. (2007, Jan. 29). At Davos, the Squabble Resumes on How to Wire the Third World. The New York Times. Retrieved March 1, 2008 from http://www.nytimes.com.

_____. (2006, Jan. 30). Battle to Bring Cheap PCs to the Masses. The International Herald Tribune 18. Retrieved March 1, 2008 from LexisNexis Academic.

_____. (2006, Nov. 30). For $150, Third-World Laptop Stirs Big Debate. The New York Times. Retrieved March 1, 2008 from http://www.nytimes.com.

_____. (2007, July 14) Intel, in Shift, joins Project on Education. The New York Times. Retrieved March 1, 2008 from http://www.nytimes.com.

_____. (2008, Jan. 4). Intel Leaves Group Backing Education PCs. The New York Times. Retrieved March 1, 2008 from http://www.nytimes.com.

_____. (2008, Jan. 5). Intel Quits Efforts to Computers to Children. The New York Times C3. Retrieved March 1, 2008 from LexisNexis Academic.

_____. (2006, Oct. 11). U.S. Group Reaches Deal to Provide Laptops to All Libyan Schoolchildren. The New York Times. Retrieved March 1, 2008 from http://www.nytimes.com.

Microsoft Wants One Laptop Per Child System to Run Windows XP. (2007, Dec. 6). Techweb. Retrieved March 1, 2008 from LexisNexis Academic.

Naughton, John. (2008, Jan. 13). A Little Green Computing Machine That Made Intel See Red. The Observer (England) 12. Retrieved March 1, 2008 from LexisNexis Academic.

O’Brien, Danny. (2007, Jan. 12). Child-friendly Laptop Project a Warning to Market. The Irish Times 7. Retrieved March 1, 2008 from LexisNexis Academic.

One Laptop Per Child. (Nd). Retrieved March 1, 2008 from http://laptop.org/en/index.shtml.

Pogue, David. (2007, Oct. 7). Laptop with a Mission Widens Its Audience. The New York Times. Retrieved March 1, 2008 from http://www.nytimes.com.

_____. (2007, Oct. 4). PC for the Poor is Useful for Everyone Else, Too. The International Herald Tribune 18. Retrieved March 1, 2008 from LexisNexis Academic.

Rush, Dominic. (2008, Jan. 13). Intel Suffers Bad Issues of Trust. Sunday Times (London) 26. Retrieved March 1, 2008 from LexisNexis Academic.

Schofield, Jack. (2007, Oct. 18). Is the £199 Laptop a PC or an Appliance? The Asus Laptop is More Than Just a Computer: It’s a Return to the Idea of the Closed Box and an Attempt to Get the Next Billion Users. The Guardian (London) Technology Pages 3. Retrieved March 1, 2008 from LexisNexis Academic.

U.S. City Might Buy ‘Third World’ Laptops. Birmingham, Ala., Officials OK $3.5 Million to Buy 15,000 from Foundation. (2008, March 5). MSNBC. Retrieved March 5, 2008 from http://www.msnbc.msn.com/id/23486845/.

Witchalls, Clint. (2005, Feb. 17). Bridging the Digital Divide: A $ 100 Laptop Aims to Bring Equal Technology Opportunities to Children in the Developing World. The Guardian (London) 24. Retrieved March 1, 2008 from LexisNexis Academic.

Top Intellectual Property Developments of 2007 for Scholars of Composition, Rhetoric, and Communication

Introduction

Clancy Ratliff, University of Louisiana at Lafayette
Co-Chair, 2008 CCCC Intellectual Property Caucus

The year 2007 carried quite a few key developments for those who follow issues and debates related to copyright and intellectual property. For the third year running, then, the CCCC Intellectual Property Committee is pleased to publish this annual report in the service of our first goal, to “keep the CCCC and NCTE memberships informed about intellectual property developments, through reports in the CCCC newsletter and in other NCTE and CCCC forums.”

In assuming the editorship of this year’s collection, I have chosen to implement two changes which I believe embody the values of the Caucus and the IP Committee. First, I have licensed the collection under a Creative Commons license. This license allows readers to use the collection beyond the boundaries of fair use, provided the collection is not used for commercial purposes, the authors of the articles are credited, and no derivative works are made. One exception to the condition regarding derivative works concerns modifications for purposes of accessibility. Readers can, for example, create an audio recording of the collection or increase and change the font for the visually impaired. The main purpose for the Creative Commons license is to enable cross-publishing of the collection in a variety of online publication venues. I also hope that readers find the collection useful for the classroom. This collection may be reprinted in course packs or archived on course web sites under the terms of the Creative Commons license.

The second change I have made is to make the collection available in Open Document Format. In the past, the collection has been published in html and pdf format, as it is this year, but I am also publishing it as an .odt file, which can be opened in at least two open source word processing programs: OpenOffice and NeoOffice. I am uploading the file in .odt format as a public acknowledgment of the IP Caucus’s growing awareness of software as intellectual work and open source software as intellectual work that is free and open for all to use and build upon.

McLean Students File Suit Against Turnitin.com: Useful Tool or Instrument of Tyranny?
Traci A. Zimmerman (Pipkins), James Madison University

The Importance of Understanding and Utilizing Fair Use in Educational Contexts: A Study on Media Literacy and Copyright Confusion
Martine Courant Rife, Lansing Community College and Michigan State University

The National Institutes of Health Open Access Mandate: Public Access for Public Funding
Clancy Ratliff, University of Louisiana at Lafayette

“Recut, Reframe, Recycle: Quoting Copyrighted Material in User-Generated Video”
Laurie Cubbison, Radford University

One Laptop Per Child Program Threatens Dominance of Intel and Microsoft
Kim Dian Gainer, Radford University

Bosch v Ball-Kell: Faculty May Have Lost Control Over Their Teaching Materials
Jeff Galin, Florida Atlantic University

Top Intellectual Property Developments of 2007 for Scholars of Composition, Rhetoric, and Communication

Introduction

Clancy Ratliff, University of Louisiana at Lafayette
Co-Chair, 2008 CCCC Intellectual Property Caucus

McLean Students File Suit Against Turnitin.com: Useful Tool or Instrument of Tyranny?
Traci A. Zimmerman (Pipkins), James Madison University

The National Institutes of Health Open Access Mandate: Public Access for Public Funding
Clancy Ratliff, University of Louisiana at Lafayette

“Recut, Reframe, Recycle: Quoting Copyrighted Material in User-Generated Video”
Laurie Cubbison, Radford University

One Laptop Per Child Program Threatens Dominance of Intel and Microsoft
Kim Dian Gainer, Radford University

Bosch v Ball-Kell: Faculty May Have Lost Control Over Their Teaching Materials
Jeff Galin, Florida Atlantic University

College Composition and Communication, Vol. 53, No. 4, June 2002

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v53-4

Grimm, Nancy Maloney. Shanghai Quartet: The Crossings of Four Women of China byMin-Zhan Lu. CCC. 53.4 (2002): 747-750.

McComiskey, Bruce. Literacy Matters: Writing and Reading the Social Self by Robert P. Yagelski. CCC. 53.4 (2002): 751-753.

Rodby, Judith. Popular Literacy: Studies in Cultural Practices and Poetics . John Trimbur, ed. CCC . 53.4 (2002): 753-756.

Mahiri, Jabari. Minding the Body: What Student Athletes Know about Learning by Julie Cheville. CCC. 53.4 (2002): 757-759.

Bauer, Dale M. Water Drops from Women Writers: A Temperance Reader . Carol Mattingly, ed. CCC. 53.4 (2002): 759-761.

Frick, Jane and Nancy Blattner. “In Brief: Reflections on the Missouri CWA Surveys, 1989-2001: A New Composition Delivery Paradigm.” CCC. 53.4 (2002): 739-746.

White, Linda Feldmeier. “Learning Disability, Pedagogies, and Public Discourse.” CCC. 53.4 (2002): 705-738.

Abstract:

I analyze the public and professional discourse of learning disability, arguing that medical models of literacy misdirect teaching by narrowing its focus to remediation. This insight about teaching is not new; resurgent demands for behaviorist pedagogies make understanding their continuing appeal important to composition studies.

Keywords:

ccc53.4 LearningDisabilities Students Pedagogy Research Spelling Problems Dyslexia Accommodation Public Neurology Reading

Works Cited

Allington, Richard, and Haley Woodside- Jiron. “Thirty Years of Research in Reading: When Is a Research Summary Not a Research Summary?” Goodman 143-57.

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 4th ed. Washington, DC: American Psychiatric Association, 1995.

Barkley, Russell A. “The Assessment of Attention in Children.” Lyon 69-102.

Bartlett v. NY State Board of Law Examiners. U.S. Court of Appeals. Docket No. 97-9162. 14 September 1998. Rpt. in U.S. Court of Appeals for the Second Circuit Decisions 27 May 2000 <http://www.law.pace.edu/lawlib/legal/us-legal/judiciary/search-second.html>.

Bartoli, Jill, and Martin Botel. Reading/ Learning Disability: An Ecological Approach. New York: Teachers College P, 1988.

Bender, William N. “Innovative Approaches to Reading.” Bender 83-105. . “Learning Disabilities in the Classroom.” Bender 3-26.

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Abstract:

This chapter seeks to add to our understanding of literacy as it relates to African Americans, with a focus on African American female literacies. Primarily, I argue that mother tongue literacy is central to literacy education.

Keywords:

ccc53.4 Women AfricanAmerican Literacy Language Mother Life School Students Practice Culture

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Abstract:

The fiftieth anniversary issue of CCC included a call from Geneva Smitherman for compositionists to renew the fight for language rights. In this article, we take up Smitherman’s call by situating the theory of language rights in composition studies in a brief history of rights rhetoric in the United States.

Keywords:

ccc53.4 Rights Rhetoric Language Students Struggle AmericanRhetoric AfricanAmerican Composition Literacy Equality Resolution Race

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Abstract:

This article examines the contradictory representations of whiteness in the literature on critical pedagogy and argues that a deeper engagement with these contradictions can help critical educators in their work with white students. The essay explores a number of sites: the rhetoric of critical pedagogy, the literature on whiteness that has surfaced in the past five years: and concludes by analyzing portraits of white students as they read texts that challenge them to think about race and racial identity in new ways.

Keywords:

ccc53.4 Students Whiteness Identity Texts Pedagogy Rhetoric Values Class CriticalPedagogy Discourses Race Multicultural

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Newitz, Annalee, and Matt Wray, ed. White Trash: Race and Class in America. New York: Routledge, 1997.

Rakow, Lana. “Gender and Race in the Classroom: Teaching Way Out of Line.” Feminist Teacher 6 (1992): 10-13.

Sandoval, Chela. “Theorizing White Consciousness for a Post-Empire World: Barthes, Fanon, and the Rhetoric of Love.” Displacing Whiteness: Essays in Social and Cultural Criticism. Durham: Duke UP, 1997.

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Horner, Bruce and John Trimbur. “English Only and U.S. College Composition.” CCC. 53.4 (2002): 594-630.

Abstract:

In this article, we identify in the formation of U.S. college composition courses a tacit policy of English monolingualism based on a chain of reifications of languages and social identity. We show this policy continuing in assumptions underlying arguments for and against English Only legislation and basic writers. And we call for an internationalist perspective on written English in relation to other languages and the dynamics of globalization.

Keywords:

ccc53.4 Language English Students Writing ModernLanguages Curriculum Composition Work EnglishOnly Monolingualism Globalization Immigrants Identity LanguagePolicy Policy

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College Composition and Communication, Vol. 53, No. 1, September 2001

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v53-1

Nicotra, Jodie. Rev. of Spurious Coin: A History of Science, Management, and Technical Writing by Bernadette Longo. CCC. 53.1 (2001): 164-167.

Herndl, Carl G. Rev. of Writing Workplace Cultures: An Archaeology of Professional Writing by Jim Henry. CCC. 53.1 (2001): 167-170.

Prendergast, Catherine. Rev. of Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy by James T. Patterson. CCC. 53.1 (2001): 170-173.

Sledd, James; Susan Naomi Bernstein, Ann E. Green, and Cecilia Ready; Joseph Harris; Michael Murphy. “Interchanges: Responses to ‘New Faculty for a New University’ and to ‘Meet the New Boss, Same as the Old Boss.'” CCC. 53.1 (2001): 146-163.

Davis, D. Diane. “Finitude’s Clamor: Or, Notes toward a Communitarian Literacy.” CCC. 53.1 (2001): 119-145.

Abstract:

To the extent that rhetoric and writing studies bases its theories and pedagogies on the self-present composing subject: the figure of the writer who exists apart from the writing context, from the “world,” from others: it is anti-communitarian. Communication can take place only among beings who are given over to the “outside,” exposed, open to the other’s effraction. This essay therefore calls for the elaboration of a “communitarian” literacy that understands reading and writing as functions of this originary sociality, as expositions not of who one is (identity) but of the fact that “we” are (community).

Keywords:

ccc53.1 TKent Writing Finitude JLNancy Meaning ARonell Paralogic Conversation Community Identity Sociality Myth Interpretation Rhetoric Literacy

Works Cited

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Dobrin, Sid. “Paralogic Hermeneutic Theories, Power, and the Possibility for Liberating Pedagogies.” Kent, Beyond 132-48.

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Ratcliffe, Krista. ” Rhetorical Listening: A Trope for Interpretive Invention and a ‘Code of Cross-Cultural Conduct .'”College Composition and Communication 51 (1999): 195-224.

Ronell, Avital. “Confessions of an Anacoluthon: Avital Ronell on Writing, Technology, Pedagogy, Politics.” Interview with D. Diane Davis. JAC 20 (2000): 243-81.

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Eubanks, Philip. “Understanding Metaphors for Writing: In Defense of the Conduit Metaphor.” CCC. 53.1 (2001): 92-118.

Abstract:

The Conduit Metaphor has been roundly condemned by language scholars, including scholars in rhetoric and composition, but it is time to reevaluate its import and value. Rather than simply asserting a mistaken view of linguistic communication, the Conduit Metaphor combines with the metaphor Language Is Power to form a prudentially applied ethical measure of discourses, genres, and texts.

Keywords:

ccc53.1 Metaphor Language Writing Conduit Meaning Communication Power War Argument GLakoff ConceptualMetaphors

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Burton, Vicki Tolar. “John Wesley and the Liberty to Speak: The Rhetorical and Literacy Practices of Early Methodism.” CCC. 53.1 (2001): 65-91.

Abstract:

In early Methodism John Wesley created an extracurricular site of literacy and rhetoric that empowered women and the working classes to read, write, and speak in public. Wesley’s “method” of literacy in community not only transformed religious life in Britain but also redefined the intersections of education, class, and gender.

Keywords:

ccc53.1 JWesley Rhetoric Preaching Literacy Experience Methodism WorkingClass Women Spiritual Community Education

Works Cited

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Brantley, Richard E. Locke, Wesley, and the Method of English Romanticism . Gainesville: U of Florida P, 1984.

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Beason, Larry. “Ethos and Error: How Business People React to Errors.” CCC. 53.1 (2001): 33-64.

Abstract:

Errors seem to bother nonacademic readers as well as teachers. But what does it mean to be “bothered” by errors? Questions such as this help transform the study of error from mere textual issues to larger rhetorical matters of constructing meaning. Although this study of fourteen business people indicates a range of reactions to errors, the findings also reveal patterns of qualitative agreement: certain ways in which these readers constructed a negative ethos of the writer.

Keywords:

ccc53.1 Error Writing Image Readers Reactions ProfessionalWriting Problems Ethos Sentence ErrorGravity

Works Cited

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Beason, Larry. “Strategies for Establishing an Effective Persona: An Analysis of Appeals to Ethos in Business Speeches.” Journal of Business Communication 28 (1991): 326-46.

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Halstead, Isabella. “Putting Error in Its Place.” Journal of Basic Writing 1.1 (1975): 72-86.

Haswell, Richard H. “Minimal Marking.” College English 45 (1983): 600-04.

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Wall, Susan V., and Glynda A. Hull. “The Semantics of Error: What Do Teachers Know?” Writing and Response: Theory, Practice, and Research . Ed. Chris M. Anson. Urbana: NCTE, 1989. 261-92.

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Marback, Richard. “Ebonics: Theorizing in Public Our Attitudes toward Literacy.” CCC. 53.1 (2001): 11-32.

Abstract:

I argue that our responses to the Oakland ebonics resolution miss what made the resolution so significant while also making debate about it so intractable. I propose that compositionists who acknowledge attitudes that made the resolution so significant can productively engage the larger public regarding literacy education in a racially divided democracy.

Keywords:

ccc53.1 Ebonics Students Language Attitudes Literacy Resolution AfricanAmerican Teachers Values Practices Policy Race

Works Cited

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

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Bruch, Pat, and Richard Marback. “Race Identity, Writing, and the Politics of Dignity: Reinvigorating the Ethics of ‘Students’ Right to Their Own Language.” JAC 17 (1997): 265-81.

CCCC Statement on Ebonics. College Composition and Communication 50 (1999): 524.

Cohen, Richard. “Ebonics, Whatever It Is, Signifies Kids Need Help.” Detroit Free Press 3 Jan. 1997: 11A.

Cosby, Bill. “Elements of Igno-Ebonics Style.” The Wall Street Journal 10 Jan. 1997: A10.

Cose, Ellis. “Why Ebonics is Irrelevant” Newsweek 13 Jan. 1997: 80.

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

Farragher, Thomas. “Ebonics May Not Get U.S. Funds, Senator Says.” Detroit Free Press 24 Jan. 1997: 5A.

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Horner, Bruce. “Re-thinking the ‘Sociality’ of Error: Teaching Editing as Negotiation.” Representing the “Other:” Basic Writers and the Teaching of Basic Writing . Ed. Bruce Horner and Min-Zhan Lu. Urbana: NCTE, 1999. 139-65.

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Mortensen, Peter. ” Going Public .” College Composition and Communication 50 (1998): 182-205.

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“The Oakland Ebonics Resolution.” Perry and Delpit 143-45.

Ogbu, John. “Literacy and Schooling in Subordinate Cultures: The Case of Black Americans.” Perspectives on Literacy . Ed. Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 227-42.

Perry, Theresa, and Lisa Delpit, ed. The Real Ebonics Debate: Power, Language, and the Education of African-American Children . Boston: Beacon, 1998.

Rowen, Carl. “Ebonics Undermines Black Success” Detroit Free Press 12 Feb. 1997: 15A.

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

Sowell, Thomas. “Oakland’s Ebonics ‘Fraud’ and Effort to Divert Blame” Detroit News 9 Feb. 1997: 7B.

Steinberg, Stephen. “The Liberal Retreat from Race During the Post-Civil Rights Era.” The House That Race Built: Black Americans, U.S. Terrain . Ed. Wahneema Lubiano. New York: Pantheon, 1997. 13-47.

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College Composition and Communication, Vol. 53, No. 2, December 2001

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v53-2

Powell, Katrina M. Rev. of Persons in Process: Four Stories of Writing and Personal Development in College by Anne J. Herrington and Marcia Curtis. CCC. 53.2 (2001): 349-352.

Crowley, Sharon. Rev. of Terms of Work for Composition: A Materialist Critique by Bruce Horner. CCC. 53.2 (2001): 352-356.

CCCC Committee on Part-time/Adjunct Issues. “In Brief: Report on the Coalition on the Academic Workforce/CCCC Survey of Faculty in Freestanding Writing Programs for Fall 1999.” CCC. 53.2 (2001): 336-348.

Bishop, Wendy. “Against the Odds in Composition and Rhetoric.” CCC. 53.2 (2001): 322-335.

Abstract:

This chair’s address to the 52nd Annual Convention of the Conference on College Composition and Communication, March 2001, draws on the poetry of Gerard Manley Hopkins to explore and celebrate a life in composition. Acknowledging institutional fatigue, I outline possibilities for individual renewal, particularly through the process of mentoring new members. Ending with a convention poem, I invite readers to compose their own.

Keywords:

ChairsAddressccc53.2 ChairsAddress Convention Poetry ConventionPoem Teaching Time Space Field Life Rhetoric Writing Work Odds

Works Cited

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Hass, Robert. Praise. New York: Echo, 1974. Haswell, Richard H., and Min-Zhan Lu. Comp Tales: An Introduction to College Composition Through Its Stories . White Plains, NY: Longman, 1999.

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Newkirk, Thomas. The Performance of Self in Student Writing . Portsmouth, NH: Heinemann- Boynton/Cook, 1997.

Olson, Gary. “The Generational Clichï¿½: Then You Saw It; Now They Don’t”. JAC 6 (1985-86): 105-15.

Roen, Duane, Stuart Brown, and Theresa Enos, ed. Living Rhetoric and Composition: Stories of the Discipline. Mahwah NJ: Erlbaum, 1999.

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Fife, Jane Mathison and Peggy O’Neill. “Moving beyond the Written Comment: Narrowing the Gap between Response Practice and Research.” CCC. 53.2 (2001): 300-321.

Abstract:

While our field’s response practices have changed dramatically over the past two decades to involve more student comments on their own texts, empirical studies have lagged far behind classroom practices, focusing almost exclusively on teachers’ written comments as texts. By broadening our notion of response: and acknowledging the many and varied ways that teachers respond to student writing as well as the many and varied ways that students influence and interpret those responses: we will be able to narrow the gap between our teaching practices and our research questions.

Keywords:

ccc53.2 Response Teachers Students Comments Writing Assessment Research Classrooms Pedagogy Conversation

Works Cited

Anson, Chris M. “Response and the Social Construction of Error.” Assessing Writing 7 (2000): 5-21.

—, ed. Writing and Response: Theory, Practice, and Research. Urbana, IL: NCTE, 1989.

Auten, Janet Gebhart. “A Rhetoric of Teacher Commentary: The Complexity of Response to Student Writing.” Focuses 4 (1991): 3-18.

—. “How Students Read Us: Audience Awareness and Teacher Commentary on Writing.” The Writing Instructor 11 (1992): 83-94.

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

Beason, Larry. “Feedback and Revision in Writing Across the Curriculum Classes.” Research in the Teaching of English 27 (1993): 395-422.

Berkenkotter, Carol, Thomas N. Huckin, and John Ackerman. “Social Context and Socially Constructed Texts: The Initiation of a Graduate Student into a Writing Research Community.” Textual Dynamics of the Professions. Ed. Charles Bazerman and James Paradis. Madison: U of Wisconsin P, 1991. 191-215.

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Callahan, Susan. “Responding to the Invisible Student.” Assessing Writing 7 (2000): 57-78.

Connors, Robert J., and Andrea Lunsford. “Teachers’ Rhetorical Comments on Student Papers.” College Composition and Communication 44 (1993): 200-23.

Conway, Glenda. “Portfolio Cover Letters, Students’ Self-Presentation, and Teachers’ Ethics.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Ed. Laurel Black, Donald A. Daiker, Jeffrey Sommers, and Gail Stygall. Portsmouth, NH: Heinemann-Boynton/ Cook, 1994. 83-92.

DiPardo, Anne, and Sarah Warshauer Freedman. “Peer Response Groups in the Writing Classroom: Theoretic Foundations and New Directions.” Review of Educational Research 58 (1998): 119-49.

Freedman, Sarah Warshauer. Response to Student Writing. Urbana, IL: NCTE, 1987. Fuller, David. “Teacher Commentary that Communicates: Practicing What We Preach.” Journal of Teaching Writing 6 (1987): 307-17.

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Herrington, Anne. “Composing One’s Self in a Discipline: Students’ and Teachers’ Negotiations.” Constructing Rhetorical Education. Ed. Marie Secor and Davida Charney. Carbondale: Southern Illinois UP, 1992. 91-115.

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McLaughlin, Margaret A., and Eleanor Agnew. “Teacher Attitudes toward African American Language Patterns: A Close Look at Attrition Rates.” Attending to the Margins: Writing, Researching, and Teaching on the Front Lines. Ed. Michelle Hall Kells and Valerie Balester. Portsmouth, NH: Heinemann-Boynton/Cook, 1999. 114-30.

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—. “Surprised by Response: Student, Teacher, Editor, Reviewer.” JAC 18 (1998): 247-73.

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Straub, Richard. ” The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive and Facilitative’ Commentary .” College Composition and Communication 47 (1996): 223-51.

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—. “Teacher Response as Conversation: More Than Casual Talk, an Exploration.” Rhetoric Review 14 (1996): 374-98.

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

Thelin, William. “The Connection Between Response Styles and Portfolio Assessment: Three Case Studies of Student Revision.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Ed. Laurel Black, Donald A. Daiker, Jeffrey Sommers, and Gail Stygall. Portsmouth, NH: Heinemann-Boynton/Cook, 1994. 83-92.

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Weinbaum, Kerry. “Portfolios as a Vehicle for Student Empowerment and Teacher Change.” Portfolios: Process and Product. Ed. Pat Belanoff and Marcia Dickson. Portsmouth, NH: Heinemann-Boynton/ Cook, 1991. 206-14.

Welch, Nancy. “Sideshadowing Teacher Response.” College English 60 (1998): 374-95.

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Rouzie, Albert. “Conversation and Carrying-on: Play, Conflict, and Serio-Ludic Discourse in Synchronous Computer Conferencing.” CCC. 53.2 (2001): 251-299.

Abstract:

In a culture where adult play is divorced from work and often experienced as commodified leisure, the Internet has introduced the play element into student and corporate work cultures. English studies enact the work/play split in the historic divisions between rhetoric and poetic, and instrumental and literary writing. How composition instructors approach computer-mediated communication can either challenge or reinforce the work/play split. Synchronous computer conferencing, a venue that often fosters play and conflict, can yield productive moments of carnivalesque discourse through which students can move from “contained” to “disruptive” or politically and personally significant underlife. This essay examines a series of InterChange transcripts to demonstrate how discourse that combines serious and playful purposes works to provoke and mediate conflict. Students use serio-ludic discourse to critique and to negotiate power relations and gendered subject positions with both positive and negative results.

Keywords:

ccc53.2 Discourse Play Students Interchange Women Message Technology Work Discussion SerioLudic Power Conflict Conversation

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—. “Review of ‘Conversation and Carrying on’ for CCC.” Unpublished manuscript review. May 2000.

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Fitzgerald, Kathryn. “A Rediscovered Tradition: European Pedagogy and Composition in Nineteenth-Century Midwestern Normal Schools.” CCC. 53.2 (2001): 224-250.

Abstract:

This study examines composition at public Midwestern normal schools, the teacher training institutions of the nineteenth and early twentieth century. It argues that the unique social environment, educational aims, and intellectual traditions of the normal school gave rise to attitudes about composition theory, methods, teachers, and students that are much more compatible with composition’s contemporary ethic than those associated with the elite Eastern colleges where the origins of composition have most often been studied.

Keywords:

ccc53.2 BraddockAward School NormalSchools Midwest Students Composition History Teaching Grammar Pedagogy Textbooks

Works Cited

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Gere, Anne Ruggles. “Revealing Silence: Rethinking Personal Writing.” CCC. 53.2 (2001): 203-223.

Abstract:

Silence has positive as well as negative attributes, and composition teachers can help students understand and use its aesthetic, ethical, and political resources in their personal writing. Approaching silence in these ways can establish new alignments among the expressivist, psychoanalytical, and social discourses that circulate around the term personal writing.

Keywords:

ccc53.2 Silence Writing PersonalWriting Students Experience Expressivism Discourses Psychoanalysis Pleasure

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—. ” Revising a Writer’s Identity: Reading and ‘Remodeling’ in a Composition Class. ” College Composition and Communication 47 (1996): 41-61.

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College Composition and Communication, Vol. 53, No. 3, February 2002

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v53-3

Bizzell, Patricia. Rev. of “We Are Coming”: The Persuasive Discourse of Nineteenth-Century Black Women by Shirley Wilson Logan. CCC. 53.3 (2002): 542-544.

Jones, Sharon L. Rev. of A Group of Their Own: College Writing Courses and American Women Writers, 1880-1940 by Katherine H. Adams. CCC. 53.3 (2002): 544-547.

Herzberg, Bruce. Rev. of Community Literacy Programs and the Politics of Change by Jeffrey T. Grabill. CCC. 53.3 (2002): 547-549.

Grabill, Jeffrey T. Rev. of Listening Up: Reinventing Ourselves as Teachers and Students by Rachel Martin. CCC. 53.3 (2002): 549-552.

Troyka, Lynn Quitman. “Journal of an Exemplar.” CCC. 53.3 (2002): 533-541.

Abstract:

Using a journal format, I recall vignettes with a personal slant from the history of CCCC, NCTE, TYCA, and Open Admissions at CUNY. They serve as setting for my brief public remarks, included here, made in response to being given the CCCC Exemplar Award at the 2001 CCCC Convention in Denver, Colorado.

Works Cited

Hughes, Langston. “Mother to Son”. Selected Poems. New York: Knopf, 1926. Rpt. In Search of Color Everywhere: A Collection of African-American Poetry . Ed. E. Ethelbert Miller. New York:

Stewart, Tabori, & Chang, 1994. 69. Kumin, Maxine. Up Country. New York: Harper, 1972.

Piercy, Marge. “To be of use.” To Be of Use. New York: Doubleday, 1973. 49.

Okawa, Gail Y. “Diving for Pearls: Mentoring as Cultural and Activist Practice among Academics of Color.” CCC. 53.3 (2002): 507-532.

Abstract:

For senior scholars of color like Geneva Smitherman and Victor Villanueva, mentoring is more than an academic exercise. From them and their protï¿½gï¿½s, we may gain some understanding of the complexities and costs of building a multiethnic/multiracial professoriate in our discipline.

Keywords:

ccc53.3 GSmitherman VVillanueva Language Time Color Relationships Culture Mentoring Activist Scholars University Profession MultiEthnic Faculty GraduateStudents

Works Cited

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Espinosa-Aguilar, Amanda. “Making My Way Through Academe.” Personal narrative. Oshkosh, WI, 1997.

Estrada, Maria de Jesus. ” Con Ganas Todo se Puede , but with a Mentor, Nothing is Impossible.” Personal narrative. Pullman, WA, 1997.

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Smitherman, Geneva. Personal interview. July, 1997.

Smitherman, Geneva. Talkin and Testifyin: The Language of Black America . Detroit: Wayne State UP, 1977.

Tierney, William G., and Yvonna S. Lincoln, eds. Representation and the Text: Reframing the Narrative Voice . Albany: SUNY P, 1997.

Turner, Caroline S. V., and Samuel L. Meyers, Jr. Faculty of Color in Academe: Bittersweet Success. Boston: Allyn and Bacon, 2000.

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

—. Personal interview. July, 1997. Willie, Charles V., Michael K. Grady, and Richard O. Hope. African-Americans and the Doctoral Experience: Implications for Policy . New York: Teachers College P, 1991.

Yamada, Mitsuye. “Invisibility is an Unnatural Disaster: Reflections of an Asian American Woman.” This Bridge Called My Back: Writings by Radical Women of Color . Ed. CherrÃe Moraga and Gloria AnzaldÃºa. New York: Kitchen Table: Women of Color, 1983. 35-40.

Bizzaro, Resa Crane. “Making Places as Teacher-Scholars in Composition Studies: Comparing Transition Narratives.” CCC. 53.3 (2002): 487-506.

Abstract:

This article compares entrance-to-the-profession narratives of the past thirty years. Selecting major theorists and senior and junior minority scholars, the author describes their efforts to become professionals in the field. The Native American author argues for including Other voices in analyzing the history of composition studies.

Keywords:

ccc53.3 Composition Students GraduateStudents Stories NativeAmerican Writing Profession Work Family Minority Education Scholarship Teachers

Works Cited

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Bartholomae, David. Telephone interview. 23 Mar. 1998.

Bizzaro, Patrick. ” What I Learned in Grad School, or Literary Training and the Theorizing of Composition .” College Composition and Communication 50 (1999): 722-42.

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Elbow, Peter. Personal interview. Chicago, IL. 4 Apr. 1998.

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Fulwiler, Toby. Personal interview. Chicago, IL. 3 Apr. 1998.

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

Harris, Joseph. ” A Usable Past: CCC at 50.” College Composition and Communication 50 (1999): 559-61.

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Lindemann, Erika. Personal interview. Chapel Hill, NC. 1 Mar. 1998.

Lyons, Scott Richard. Electronic interview. 19 July 2000.

—. ” Rhetorical Sovereignty: What Do American Indians Want from Writing? ” College Composition and Communication 51 (2000): 447-68.

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Powell, Malea. Electronic interview. 18 July 2000.

Royster, Jacqueline Jones. Electronic interview. 5 Mar. 2001.

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

Royster, Jacqueline Jones, and Jean C. Williams. ” History in the Spaces Left: African American Presence and Narratives of Composition Studies .” College Composition and Communication 50 (1999): 563-84.

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

—. “Considerations for American Freireistas.” Cross-Talk in Comp Theory: A Reader. Ed. Victor Villanueva, Jr. Urbana, IL: NCTE, 1997.

—. ” On the Rhetoric and Precedents of Racism .” College Composition and Communication 50 (1999): 645-61.

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Young, Art. “Surprising Myself as a Teacher in Houghton, America.” Teaching College English and English Education: Reflective Stories . Ed. H. Thomas McCracken, Richard L. Larson, and Judith Entes. Urbana, IL: NCTE, 1998. 10-20.

—. Telephone interview. 31 Mar. 1998.

Pough, Gwendolyn D. “Empowering Rhetoric: Black Students Writing Black Panthers.” CCC. 53.3 (2002): 466-486.

Abstract:

This article examines Black student responses to Black Panther Party documents and how those documents moved the students toward change. I maintain that by allowing the classroom to function as a public space in which students can discuss the issues that matter to them, teachers can help to foster and encourage student activism and ultimately their empowerment.

Keywords:

ccc53.3 BlackStudents Activist AfricanAmerican BlackPanthers Class Diversity Writing Autobiography Students Change Campus Education PublicSphere

Works Cited

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Black Action Movement. “Closing the Existing Rift: BAM Explains the True Nature of Its Organization,” The Miami Student 8 Apr. 1997: 3.

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Brown, Elaine. A Taste of Power: A Black Woman’s Story . New York: Pantheon, 1992.

Courtright, John A. “Rhetoric of the Gun: An Analysis of Rhetorical Modifications of the Black Panther Party.” Journal of Black Studies 4 (1974: 249-67).

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

Ervin, Elizabeth. “Academics and the Negotiation of Local Knowledge.” College English 61 (1999): 448-70.

Foner, Philip S., ed. The Black Panthers Speak . New York: Da Capo, 1995.

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Holt, Thomas Co. “Afterward: Mapping the Black Public Sphere.” The Black Public Sphere: A Public Culture Book . Ed. The Black Public Sphere Collective. Chicago: U of Chicago P, 1995. 325-28.

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

Levine, Lawrence W. Black Culture and Black Consciousness: Afro-American Folk Thought from Slavery to Freedom. Oxford: Oxford UP, 1977.

Newton, Huey P. Revolutionary Suicide . New York: Writers and Readers, 1995.

—. “The Women’s Liberation and Gay Liberation Movements: August 15, 1970.” To Die for the People. New York: Writers and Readers, 1995. 152-55.

Newton, Huey P., and Bobby Seale. “What We Want, What We Believe.” Foner 2-3. Nieberding J. Letter. The Miami Student 5 Mar. 1996: 6.

Reagon, Bernice Johnson. “Coalition Politics: Turning the Century.” Race, Class, and Gender: An Anthology. Ed. Margaret L. Anderson and Patricia Hill Collins. Boston: Wadsworth, 1995. 540-46

Seale, Bobby. “Bobby Seale Explains Panther Politics.” Foner 81-87.

—. Seize the Time: The Story of the Black Panther Party and Huey P. Newton. Baltimore: Black Classics, 1991.

Shor, Ira. Empowering Education: Critical Teaching for Social Change . Chicago: U of Chicago P, 1992.

Turner, Patricia A. Ceramic Uncles and Celluloid Mammies: Black Images and Their Influences on Culture. New York: Anchor, 1994.

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

Woods, Joanne F. Letter. The Miami Student. 1 Mar. 1996: 6.

Woodson, Carter G. The Mis-Education of the Negro . Trenton: Africa World, 1990.

Gonsalves, Lisa M. “Making Connections: Addressing the Pitfalls of White Faculty/Black Male Student Communication.” CCC. 53.3 (2002): 435-465.

Abstract:

Classroom assignments, especially papers, often serve as the catalyst for many of the interactions that take place between Black male students and white faculty. This essay identifies some of the pitfalls that contribute to the breakdown of communication between white faculty and Black male students during interactions over student writing; it points out the behaviors that both constrain and facilitate these interactions, and it offers suggestions for how faculty can improve their interactions with this population of students. The essay concludes with suggestions for improving faculty awareness of how racial dynamics impact student/faculty interactions over student writing.

Keywords:

ccc53.3 Students Faculty BlackStudents WhiteFaculty Whiteness AfricanAmerican Standards Work Classrooms Writing Race

Works Cited

Allen, Walker, Edgar Epps, and Nesha Haniff. College in Black and White: African American Students in Predominantly White and in Historically Black Public Universities . Albany: U of New York P, 1991.

Endo, Jean, and Richard Harpel. “The Effect of Student-Faculty Interaction on Students’ Educational Outcomes.” Research in Higher Education 16 (1982): 115-37.

Feldman, Robert, ed. The Social Psychology of Education: Current Research and Theory. Cambridge: Cambridge UP, 1986.

Grant-Thompson, Sheila, and Donald Atkinson. “Cross-Cultural Mentor Effectiveness and African American Male Students.” Journal of Black Psychology 23 (1997): 120-34.

Kobrak, Peter. “Black Student Retention in Predominantly White Regional Universities: The Politics of Faculty Involvement.” Journal of Negro Education 61 (1992): 509-30.

Kroll, Barry, and Roberta Vann, eds. Exploring Speaking-Writing Relationships: Connections and Contrasts . Urbana, IL: NCTE, 1981.

Nettles, Michael, ed . Toward Black Undergraduate Student Equality in American Higher Education . New York: Greenwood, 1988.

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

Pascarella, Ernest, and Patrick Terenzini. “Patterns of Student-Faculty Informal Interaction Beyond the Classroom and Voluntary Freshman Attrition.” Journal of Higher Education 48 (1977): 540-52.

Pascarella, Ernest, Patrick Terenzini, and James Hibel. “Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance.” Journal of Higher Education 49 (1978): 450-63.

Schafer, John. “The Linguistic Analysis of Spoken and Written Texts.” Exploring Speaking-Writing Relationships: Connections and Contrasts . Ed. Barry Kroll and Roberta Vann. Urbana, IL: NCTE, 1981. 1-31.

Wilson, Robert. C., et al. College Professors and Their Impact on Students. New York: Wiley, 1975.

Word, Carl, Mark Zanna, and Joel Cooper. “The Nonverbal Mediation of Self- Fulfilling Prophecies in Interracial Interaction.” Journal of Experimental Social Psychology 10 (1974): 109-20.

Powell, Malea. “Rhetorics of Survivance: How American Indians Use Writing.” CCC. 53.3 (2002): 396-434.

Abstract:

In this story I listen closely to the ways in which two late nineteenth-century American Indian intellectuals, Sarah Winnemucca Hopkins and Charles Alexander Eastman, use the discourses about Indian-ness that circulated during that time period in order to both respond to that discourse and to reimagine what it could mean to be Indian. This use, I argue, is a critical component of rhetorics of survivance.

Keywords:

ccc53.3 Rhetoric Survivance AmericanIndian NativeAmerican CEastman SHopkins EuroAmerican Civilization Peoples Stories Audience Culture AmericanRhetoric

Works Cited

Berkhofer, Robert F. The White Man’s Indian . New York: Vintage, 1979.

Canfield, Gae Whitney. Sarah Winnemucca of the Northern Paiutes . Norman: U of Oklahoma P, 1983.

Churchill, Ward. Rev. of Ohiyesa: Charles Eastman, Santee Sioux , by Raymond Wilson. Western American Literature 19 (1984): 152-54.

—. “White Studies: The Intellectual Imperialism of U.S. Higher Education .” From a Native Son: Selected Essays on Indigenism, 1985-1995 . Boston: South End, 1996. 271-93.

Clark, Gregory, and S. Michael Halloran, eds. Oratorical Culture in Nineteenth- Century America: Transformation in the Theory and Practice of Rhetoric . Carbondale, IL: SIU P, 1993.

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

Drinnon, Richard. Facing West: The Metaphysics of Indian Hating and Empire Building. 1980. New York: Schocken, 1990.

DuBois, W.E.B. The Souls of Black Folk . 1903. New York: Dover, 1994.

Eastman, Charles Alexander. From the Deep Woods to Civilization . Boston: Little, Brown, 1916.

—. Indian Boyhood. 1902. Alexandria, VA: Time-Life, 1993.

—. The Soul of the Indian. 1911. Lincoln: U of Nebraska P, 1980.

Eastman, Elaine Goodale. “Foreword.” From the Deep Woods to Civilization. Boston: Little, Brown, 1916. xvii-xviii.

Gates, Merrill E. “Land and Law as Agents in Educating Indians.” Seventeenth Annual Report of the Board of Indian Commissioners . 1885. Rpt. in Americanizing the American Indians: Writings by the “Friends of the Indian” 1880-1900 . Ed. Francis Paul Prucha. Cambridge: Harvard UP, 1973. 53-56.

Ginzberg, Lori D. Women and the Work of Benevolence: Morality, Politics, and Class in the Nineteenth Century United States. New Haven: Yale UP, 1990.

Hauptman, Laurence M. Rev. of Ohiyesa: Charles Eastman, Santee Sioux, by Raymond Wilson. Pacific Historical Review 53 (1984): 389.

Hopkins, Sarah Winnemucca. Life Among the Piutes: Their Wrongs and Claims . Boston, 1883. Bishop, CA: Chalfant P, 1969.

Hoxie, Frederick E. A Final Promise: The Campaign to Assimilate the Indians, 1880-1920 . Lincoln: U of Nebraska P, 1984.

Indian Rights Association. “Statement of Objectives.” Second Annual Report of the Executive Committee of the Indian Rights Association . 1885. Rpt. in Americanizing the American Indians: Writings by the “Friends of the Indian” 1880-1900 . Ed. Francis Paul Prucha. Cambridge: Harvard UP, 1973. 42-44.

Jaimes, M. Annette, ed. The State of Native America: Genocide, Colonization, and Resistance . Boston: South End, 1992.

Lyons, Scott Richard. “Rhetorical Sovereignty: What Do American Indians Want From Writing?” College Composition and Communication 51 (2000): 447-68.

Mathes, Valerie Sherer . Helen Hunt Jackson and Her Indian Reform Legacy . Austin: U of Texas P, 1990.

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Peabody, Elizabeth Palmer. The Piutes: Second Report of the Model School of Sarah Winnemucca. Cambridge: John Wilson & Son, UP, 1887.

—. Sarah Winnemucca’s Practical Solution of the Indian Problem: A Letter to Dr. Lyman Abbot of the “Christian Union.” Cambridge: John Wilson & Son, UP, 1886.

Pearce, Roy Harvey. Savagism and Civilization: A Study of the Indian and the American Mind . Berkeley: U of California P, 1988. Rev. ed. of The Savages of America. 1953.

Powell, Malea. “Imagining a New Indian.” Paradoxa 15 (2001): 211-26.

—. “Sarah Winnemucca Hopkins: Her Wrongs and Claims.” Native American Rhetorics. Ed. Ernest Stromberg. Carbondale, IL: SIU P, forthcoming.

Prucha, Francis Paul. The Great Father: The United States Government and the American Indians. 2 vols. Lincoln: U of Nebraska P, 1984.

Quinton, Amelia Stone. “Care of the Indian.” Woman’s Work in America. New York: Holt, 1891. 373-91.

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

Ruoff, A. LaVonne Brown. “Three Nineteenth- Century American Indian Autobiographers.” Redefining American Literary History . Ed. A. LaVonne Brown Ruoff and Jerry W. Ward, Jr. New York: MLA, 1990. 251-69.

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Slotkin, Richard. Regeneration through Violence: The Mythology of the American Frontier, 1600-1860 . Middletown, CT: Wesleyan UP, 1973.

Spurr, David. The Rhetoric of Empire: Colonial Discourse in Journalism, Travel Writing, and Imperial Administration . Durham, NC: Duke UP, 1996.

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—. Fugitive Poses: Native American Indian Scenes of Absence and Presence . Lincoln: U of Nebraska P, 1998.

—. Manifest Manners: Postindian Warriors of Survivance . Hanover, CT: Wesleyan UP, 1994.

—. “Socioacupuncture: Mythic Reversals and the Striptease in Four Scenes.” The American Indian and the Problem of History . Ed. Calvin Martin. New York: Oxford UP, 1987. 180-91.

Warrior, Robert Allen. “The Columbus Quincentennial Is Nothing to Celebrate, But Five Hundred Years of Native People’s Resistance Is.” Without Discovery: A Native Response to Columbus . Ed. Ray Gonzalez. Seattle: Broken Moon, 1992. 15-18.

Wilson, Raymond. Ohiyesa: Charles Eastman, Santee Sioux . Urbana: U of Illinois P, 1983.

Wong, Hertha Dawn. Sending My Heart Back Across the Years: Tradition and Innovation in Native American Autobiography . New York: Oxford UP, 1992.

Zanjani, Sally. Sarah Winnemucca. Lincoln: U of Nebraska P, 2001.

College Composition and Communication, Vol. 49, No. 1, February 1998

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v49-1

Crowley, Sharon. “Histories of Pedagogy, English Studies, and Composition.” Rev. of The Origins of Composition Studies in the American College, 1875-1925: A Documentary History by John C. Brereton; The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces by Thomas P. Miller; and Pedagogy: Disturbing History, 1819-1929 by Mariolina Rizzi Salvatori. CCC 49.1 (1998): 109-114.

Kahn-Egan, Seth, and Geoffrey Sirc. “Interchanges: Punk Comp and Beyond.” CCC 49.1 (1998): 99-108.

Pickett, Nell Ann. “The Two-Year College as Democracy in Action.” CCC 49.1 (1998): 90-98.

Abstract:

Pickett’s narrative version of her 1997 CCCC Chair’s address illuminates her career as shaped by her commitment to two-year college teaching and scholarship. She expounds the civic value and service of two-year institutions nation-wide, focusing particularly on her home institution of Hind College, Mississippi, while simultaneously exposing the prejudices and unjust judgments made against two-year colleges.

Keywords:

ccc49.1 ChairsAddress CommunityColleges TwoYearColleges Students Mississippi Writing Education Publishing State

Works Cited

American Association of Community CollegÂes, Commission on Workforce and ComÂmunity Development. Responding to the Challenge of Workforce and Economic DevelopÂment: The Role of America’s Community Colleges. Washington, DC: AACC. May 1996.

American Association of Community CollegÂes. Developing the World’s Best Workforce: An Agenda for America’s Community Colleges. Annapolis Junction, MD: Community College P, 1996.

Connors, Robert J. “Technical Writing InÂstruction in America” Journal of Technical Writing and Communication (1982):329-52.

Kanengiser, Andy. “Lifelong Learning Boom Crowds Campuses.” The Clarion-Ledger [Jackson, MS.] 8 Jan. 1997:Al, 5.

Lamm, Marcy. “Women’s Mid-Life Crises Often Inspire New Careers, Upgraded SelfÂEsteems.” The Clarion-Ledger [Jackson, MS.] 3 Nov. 1996:BII-12.

Mississippi Almanac 1997-1998. Yazoo City: Computer Search and Research, 1997.

Mississippi State Board of Community and Junior Colleges. “Mississippi Community and Junior Colleges.” Fact Sheet. Jackson, MS:n.d.

Anderson, Paul V. “Simple Gifts: Ethical Issues in the Conduct of Person-Based Composition Research.” CCC 49.1 (1998): 63-89.

Abstract:

Anderson advocates for reflection on the ethical treatment of research subjects and ethical usage of person-based research data, citing such research as constituting a substantial portion of current composition literature. He also cites the vulnerability of subjects whose unpublished words and actions scholars document: students, colleagues, family members and strangers alike. He calls for a discipline-wide discourse on research ethics and compliance with federal regulations on qualitative and quantitative human subject research.

Keywords:

ccc49.1 Research Regulation Students Composition Studies Participants Ethics Permission Consent Policy IRB Privacy NCTE

Works Cited

American Anthropological Association. ProÂfessional Ethics: Statements and Procedures of the American Anthropological Association . Washington: AAA, 1973.

American Educational Research Association. “Ethical Standards of the American EducaÂtional Research Association.” Educational Researcher 21.3 (1992): 23-26.

American Psychological Association. “Ethical Principles of Psychologists and Code of Conduct.” American Psychologist 47 (1992): 1597-1611.

American Sociological Association. Code of Ethics. Washington: ASA, 1971.

Anderson, Paul V. “Ethics, Institutional ReÂview Boards and the Use of Human SubÂjects in Composition Research.” Kirsch and Mortenson 260-85.

Canter, Mathilda B., Bruce B. Bennett, StanÂley E. Jones, and Thomas F. Nagy. Ethics for Psychologists: A Commentary on the APA Ethics Code . Washington: APA, 1994.

Ellis, Gary B. “Research Activities that May Be Reviewed Through Expedited Review.” OPRR Reports 95-02. 5 May 1995.

“Federal Policy for the Protection of Human Subjects.” Federal Register 56 (1991): 28003-32.

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

Franklin, Phyllis. Telephone interview. 3 July 1996 and 14 July 1997.

Harris, Joseph. “From the Editor: The Work of Others.” CCC 45 (1994): 439-41.

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

Keirn, Albert N. The CPS Story. Intercourse, PA: Good Books, 1990.

Kirsch, Gesa, and Peter Mortenson, eds. EthÂics and Representation in Qualitative Studies of Literacy . Urbana: NCTE, 1996.

Kirsch, Gesa, and Patricia Sullivan. Methods and Methodology in Composition Research . CarÂbondale: Southern Illinois UP, 1992.

Lauer, Janice M. and J. William Asher. ComÂposition Research: Empirical Designs . New York: Oxford UP, 1988.

Modern Language Association. “Statement of Professional Ethics.” Profession (1992): 75-8.

National Commission for the Protection of Human Subjects of Biomedical and BehavÂioral Research. The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research . Washington: US Department of Health and Human Services, 1979.

National Council of Teachers of English. “Consent to Participate in Research Study and To Publication of Results.” Two-page form. Urbana: NCTE, no date.

—. “Consent to Publication of Results of Research Study.” One-page form. Urbana: NCTE, no date.

National Public Radio. “Informed Consent and Nuremberg.” Nan, Linda Werthheimer. All Things Considered. 9 December 1996.

Ohman, Richard. English in America. New York: Oxford, 1976.

Prior, Paul. “Tracing Authoritative and InterÂnally Persuasive Discourses: A Case Study of Response, Revision, and Disciplinary EnÂculturation.” RTE 29 (1995): 288-325.

Pritchard, Ruie Jane, and Jon C. Marshall. “Evaluation of a Tiered Model for Staff DeÂvelopment in Writing.” RTE 28 (1994): 259-85.

Rose, Mike. Lives on the Boundary. New York: Free Press, 1989.

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

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

Social Sciences Research Council and HuÂmanities Research Council of Canada. EthÂics: Guidelines for Research with Human Subjects. Ottawa: SSHRCC, no date.

Stotsky, Sandra. “From the Editor.” RTE 27 (1993): 132.

—. “Language Research Policies.” EncyÂclopedia of English Studies and Language Arts . Ed. Alan Purves. Urbana: NCTE, 1994. 711-13.

—. Telephone interview. 21 March 1996.

United States Office for Protection from ReÂsearch Risks. Protecting Human Research SubÂjects: Institutional Review Board Guidebook. Washington: GPO, 1993.

United States. Trials of War Criminals before the Nuremberg Tribunals under Control Council Law No.10. Vol 2. Washington: GPO, 1949. 181-82.

Welshons, Marlo. Telephone interview. 28 July 1997.

Yancey, Kathleen Blake and Michael Spooner. “A Single Good Mind: Collaboration, Cooperation, and the Writing Self.” CCC 49.1 (1998): 45-62.

Abstract:

Yancey and Spooner enact their version of collaborative writing using changes in font and text placement to distinguish authors and create multivalent, multivocal presences in their essay. They dialogically work their way through the literature on writerly collaboration and suggest that there are multiple possible enactments of collaboration existing on a continuum from culturally-influenced individual to co-creative, integrated collaborations of peers.

Keywords:

ccc49.1 Collaboration Writing Text Community Process ALunsford LEde Dialogic Self Voices CollectiveIntelligence

Works Cited

Anderson, Worth, Cynthia Best, Alycia Black, John Hurst, Brandt Miller, and Susan Miller. “Cross-Curricular Underlife.” CCC 41 (1990): 11-36.

Batson, Trent. “AAHESGlT: Deep Change and Info Tech.” Email to listserv AAHES GlT@LIST.CREN.NET. Available <fenOOkby@unccvm.uncc.edu>. 21 Sept. 1995.

Bosley, Deborah. “A National Study of the Uses of Collaborative Writing in Business Communication in Courses among MemÂbers of the ABC.” Diss. Illinois SU, 1989.

Butler, Deborah, and Philip Winne. “Feedback and Self-Regulated Learning.” Review of EduÂcational Research 65 (1995): 245-83.

Clark, Gregory. “Rescuing the Discourse of Community.” CCC 45 (1994): 61-75.

Cooper, Marilyn, Diana George, and Susan Sanders, “Collaboration for a Change: ColÂlaborative Learning and Social Action.” Reagan et al. 31-47.

Ede, Lisa and Andrea Lunsford. Singular Texts/ Plural Authors . Carbondale: Southern Illinois Up, 1990.

Entes, Judith. “The Right to Write a CoÂAuthored Manuscript.” Reagan et al. 47-61.

Flower, Linda. “Negotiating the Meaning of Difference.” Written Communication 13 (1996): 44-93.

Forman, Janis, ed. New Visions of Collaborative Writing. Portsmouth: Boynton, 1992.

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

Harris, Muriel. “Composing Behaviors of One and Multi-Draft Writers.” College English 51 (1986): 174-91.

Haswell, Richard. (1989). “Textual Research and Coherence.” College English 51 (1989): 305-19.

Himley, Margaret, Chris Madden, Al Hoffman, and Diane Penrod. “Adult Literacy and CoÂAuthoring.” Written Communication 13 (1996): 163-90.

Holdstein, Deborah. “The Institutional AgenÂda, Collaboration, and Writing Assessment.” Reagan et al.: 77-89.

Kirsch, Gesa. “Multi-Vocal Texts and InterpreÂtive Responsibility.” College English 59 (1997): 191-202.

McNenny, Geraldine, and Duane Roen. “The Case for Collaborative Scholarship in RhetoÂric and Composition.” Rhetoric Review 10 (1992): 291-310.

Miller, Susan. “New Discourse City.” Reagan et al. 283-301.

Monseau, Virginia R., Jeanne M. Gerlach and Lisa J. McClure. “The Making of a Book: A Collaboration of Writing, Responding, and Revising.” Reagan et al. 61-77.

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

Pennisi. Linda Tomol. and Patrick Lawler. “Without a Net: Collaborative Writing.” Colors of a Different Horse: Rethinking Creative Writing Theory and Pedagogy . Ed. Wendy Bishop and Hans Ostrom. Urbana: NCTE, 1994. 225-33.

Porter, James. “Intertextuality and the DisÂcourse Community.” Rhetoric Review 5 (1986): 34-47.

Reagan, Sally Barr, Thomas Fox and David Bleich, eds. Writing With: New Directions in Collaborative Teaching, Learning, and Research . Albany, NY: State U of New York P, 1994.

Reither, James and Douglas Vipond. “Writing as Collaboration.” College English 51 (1989): 855-867.

Schilb, John. “The Sociological Imagination and the Ethics of Collaboration.” Forman 105-19.

Smith, John B. Collective Intelligence in Computer-based Collaboration . Hillsdale: Erlbaum, 1994.

Sperling, Melanie. “Speaking of Writing.” Reagan et al. 227-46.

Spellmeyer, Kurt. “On Conventions and ColÂlaboration.” Writing Theory and Critical Theory . Ed. John Clifford and John Schilb. New York: MLA. 1994. 73-96.

Spooner, Michael and Kathleen Yancey. ” Postings on a Genre of Email .” CCC 47 (1996): 158-76.

Thralls, Charlotte. “Bakhtin, Collaborative Partners, and Published Discourse.” Forman 6 3-81.

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

Trimbur, John, and Lundy A. Braun. “Laboratory Life and the Determination of AuthorÂship.” Forman 19-37.

Ulmer, Gregory. “Discussion.” Literacy Online: the Promise (and Peril) of Reading and Writing with Computers . Ed. Myron Tuman. PittsÂburgh: U of Pittsburgh P, 1992. 153-162.

Janangelo, Joseph. “Joseph Cornell and the Artistry of Composing Persuasive Hypertexts.” CCC 49.1 (1998): 24-44.

Abstract:

Janangelo’s narrative about student use of hypertextual arguments to fulfill traditional academic discourse assignments point to the lack of “safe and flexible environment[s]” (26) for teacher and student to collaboratively develop new, acceptable persuasive discourse forms. His intent is to highlight the rhetorical skill involved in composing a persuasive hypertext, grounding his argument in the twentieth-century collage work of artist Joseph Cornell, and to suggest ways to “support students’ prefigurative literacy activities” (28).

Keywords:

ccc49.1 JCornell Hypertext Text Students Author Collage Links Coherence Reading Art Readymade Technology Persuasion

Works Cited

Biemiller, Lawrence. “‘Purposeless WanderÂing’ Through 1. A. Neighborhoods With a Pinhole Camera.” The Chronicle of Higher Education 14 May 1995: A55.

Britt, M. Anne, Jean-Francois Rouet, and Charles A. Perfetti. “Using Hypertext to Study and Reason About Historical EviÂdence.” Rouet, Levonen, Dillon, and Spiro 43-72.

Bush, Vannevar. “As We May Think.” From Memex to Hypertext: Vannevar Bush and the Mind’s Machine . Ed. James M. Nyce and Paul Kahn. Boston: Academic, 1991. 85Â-110.

Caws, Mary Ann. ed. Joseph Cornell’s Theater of the Mind: Selected Diaries, Letters, and Files. New York: Thames, 1993.

Charney, Davida. “The Effect of Hypertext on Processes of Reading and Writing.” Selfe and Hilligoss 238-63.

Curtis, Marcia and Elizabeth Klem. “The VirÂtual Context: Ethnography in the ComputÂer-Equipped Writing Classroom.” Hawisher and LeBlanc 155-72.

Delaney, Paul and George P. Landow Eds. Hypermedia and Literary Studies . Cambridge: MIT, 1991.

DeLoughry, Thomas J.. “Term Papers Go High Tech: More and More Professors Assign Projects that Embrace New ElecÂtronic Technologies.” The Chronicle of Higher Education 7 Dec. 1994: A23, A25.

Dryden, 1. M.. “Literature, Student-Centered Classrooms, and Hypermedia EnvironÂments.” Selfe and Hilligoss 282-304.

Eco, Umberto. “The Texts to Boot.” The Observer Review 18 June 1995: A4.

Eco, Umberto. Six Walks in the Fictional Woods. Cambridge: Harvard Up, 1994.

Eldred, Janet Carey and Ron Fortune. “ExÂploring the Implications of Metaphors for Computer Networks and Hypermedia.” Hawisher and LeBlanc 58-73.

Foltz, Peter W. “Comprehension, Coherence, and Strategies in Hypertext and Linear Text.” Rouet, Levonen, Dillon, and Spiro 109-36.

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

Gruber, Sibylle. “Re: Ways We Contribute: Students, Instructors, and Pedagogies in the Computer-Mediated Writing ClassÂroom.” Computers and Composition 12 (1995): 61-78.

Hawisher, Gail E., Paul LeBlanc, Charles Moran, Cynthia L. Selfe Eds. Computers and the Teaching of Writing in American Higher Education, 1979-1994: A History . Norwood: Ablex, 1996.

Hawisher, Gail E., and Paul LeBlanc, eds. Re-Imagining Computers and Composition: Teaching and Research in the Virtual Age . Portsmouth: Boynton, 1992.

Hawisher, Gail E, and Cynthia L. Selfe. “TraÂdition and Change in Computer-Supported Writing Environments: A Call for Action.” Theoretical and Critical Perspectives on Teacher Change . Ed. Phyllis Kahaney, Linda A. M. Perry, and Joseph Janangelo. Norwood: Ablex, 1993.155-86.

Heba, Gary. “HyperRhetoric: Multimedia, Literacy, and the Future of Composition.” Computers and Composition 14 (1997): 19-44.

Joyce, Michael. Of 11;0 Minds: Hypertext PedaÂgogy and Poetics . Ann Arbor: U of Michigan P, 1995.

King, Greg. The Mad King: The Life and Times of Ludwig II of Bavaria . Secaucus: Birch Lane, 1996.

Landow, George P. “The Rhetoric of HyperÂmedia: Some Rules For Authors.” Delaney and Landow 81-103.

Landow, George P. Hypertext: The Convergence of Contemporary Critical Theory and TechnoloÂgy . Baltimore: Johns Hopkins UP, 1992.

Landow, George P., and Paul Delaney. “HyÂpertext, Hypermedia and Literary Studies: the State of the Art.” Delaney and Landow 1991. 3-50.

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

Mead, Margaret. Culture and Commitment: A Study of the Generation Gap . Garden City: Natural History, 1970.

Miller, Susan. “Writing Theory:: Theory WritÂing.” Methods and Methodology in Composition Research . Ed. Gesa Kirsch and Patricia A. Sullivan. Carbondale: Southern Illinois UP, 1992. 62-83.

Miller, Susan and Kyle Knowles. New Ways of Writing: A Handbook for Writing with ComputÂers . Upper Saddle River: Blair, 1997.

Moulthrop, Stuart. “In the Zones: Hypertext and the Politics of Interpretation.” Writing on the Edge 1 (1989): 18-27.

Moulthrop, Stuart and Nancy Kaplan. “Something to Imagine: Literature, ComÂposition, and Interactive Fiction.” Computers and Composition 9 (1991): 7-23.

Perfetti, Charles A. “Text and Hypertext.” Rouet, Levonen, Dillon, and Spiro 157-61.

Rouet, Jean-Francois, Jarmo J. Levonen, Andrew Dillon, and Rand J. Spiro. Eds. Hypertext and Cognition. Mahwah: Erlbaum, 1996.

Selfe, Cynthia L. and Susan Hilligoss Eds. LitÂeracy and Computers: The Complications of Teaching and Learning with Technology . New York: MLA, 1994.

Selfe, Richard J. “What Are They Talking About? Computer Terms That English Teachers May Need to Know.” Hawisher and LeBlanc 207-18.

Simic, Charles. Dime Store Alchemy: The Art of Joseph Cornell . Hopewell: Ecco, 1992.

Slatin, John M.. “Reading Hypertext: Order and Coherence in a New Medium.” College English 52 (1990): 870-83.

Smith, Catherine F. “Hypertextual Thinking.” Selfe and Hilligoss 264-81.

Smock, Raymond W. “What Promise Does the Internet Hold for Scholars?” The Chronicle of Higher Education. 22 September 1995: BI-2.

Solomon, Deborah. Utopia Parkway: The Life and Work of Joseph Cornell . New York: Farrar, 1997.

Tashjian, Dickran. Joseph Cornell: Gifts of Desire. Miami Beach: Grassfield, 1992.

Tomkins, Calvin. “Duchamp and New York: What did he find here? The things that made art modern.” The New Yorker (1996): 92-101.

Waldman, Diane. Joseph Cornell. New York: Braziller, 1977.

Clark, Gregory. “Writing as Travel, or Rhetoric on the Road.” CCC 49.1 (1998): 9-23.

Abstract:

Clark’s essay moves the teaching of writing from metaphors of rhetoric as “territories” and “places” (i.e., discourse “communities”) to metaphors of “travel” in order to describe rhetoric’s transformative operations across boundaries of discourse communities. Complicating notions of “stable” discourse communities and locations, he suggests that acts of writing and reading must exist in the spaces in between the “territories,” teaching students to “travel effectively across as many boundaries as possible, forming collectives [of] interacting writers and readers in….expansive space” (12).

Keywords:

ccc49.1 Discourse Writing People Community Road Space Place Travel Boundaries Collectivity Territory Experience Home Work

Works Cited

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College Composition and Communication, Vol. 52, No. 4, June 2001

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v52-4

Johnson, T. R. “School Sucks.” CCC 52.4 (2001): 620-650.

Abstract:

Occasioned by the recent epidemic of violence in schools and the author’s memory of violent schoolyard rhymes, this essay explores the ways students experience contemporary writing pedagogy. To do so, the essay ranges from rhetoric’s historical discussion of the pleasures of writing to composition’s more recent interest in academic professionalism to Gilles Deleuze’s theory of masochism to the problem of teaching and learning in a consumer culture.

Keywords:

ccc52.4 Students Pleasure Experience Writing Renegade Rhetoric Gorgias Pedagogy Pain Laughter Power HCixous School

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Blitz, Michael, and C. Mark Hulbert. Letters for the Living: Teaching Writing in a Violent Age. Urbana: NCTE, 1998.

Boyd, Richard. “Reading Student Resistance: The Case of the Missing Other.” JAC 19 (1999): 589-605.

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

Cixous, Hï¿½lÃ¨ne. “The Laugh of the Medusa.” Trans. Keith Cohen and Paula Cohen. The Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg. Boston: Bedford/St. Martin’s P, 1990. 1232-45.

Cixous, Hï¿½lÃ¨ne, and Catherine Clï¿½ment. The Newly Born Woman. Trans. Betsy Wing. Minneapolis: U of Minnesota P, 1986.

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Covino, William A. The Art of Wondering. A Revisionist Return to the History of Rhetoric. Portsmouth, NH: Heinemann- Boynton/Cook, 1988.

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Davis, D. Diane. Breaking Up [at] Totality: A Rhetoric of Laughter. Carbondale: Southern Illinois UP, 2000.

Deleuze, Gilles. Coldness and Cruelty. New York: Zone Books, 1991.

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Gorgias. “Encomium of Helen.” Trans. Rosamond Kent Sprague. The Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg. Boston: Bedford/St. Martin’s P, 1990. 40-42.

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Johnson, T. R. “Discipline and Pleasure: ‘Magic’ and Sound.” JAC 19 (1999): 431-52.

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Schreiner, Steven. ” A Portrait of the Student as a Young Writer: Re-evaluating Emig and the Process Movement .” College Composition and Communication 48 (1997): 86-104.

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Sick: The Life and Death of Bob Flanagan, Supermasochist. Dir. Kirby Dick. Perf. Bob Flanagan, Sheree Rose. 1997.

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Worsham, Lynn. “Emotion and Pedagogic Violence.” Discourse 15 (1993): 119-48.

—. “Going Postal: Pedagogic Violence and the Schooling of Emotion.” JAC 18 (1998): 213-45.

—. “Writing against Writing: The Predicament of Ã‰criture Fï¿½minine 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.

Leonhardy, Galen. “The Way of Sweat.” CCC 52.4 (2001): 612-619.

Abstract:

This essay presents a narrative description of experiences shared by the author, his father, and a Nez Perce man named Larry Greene. Those experiences are explored in relation to institutionalized education in order to provide insight into not only subjugated ways of knowing but also alternative places of learning.

Keywords:

ccc52.4 NezPerce Experience Sweathouse Knowledge Education NativeAmerican

Works Cited

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

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Porter, Kevin J. “A Pedagogy of Charity: Donald Davidson and the Student-Negotiated Composition Classroom.” CCC 52.4 (2001): 574-611.

Abstract:

Drawing on classroom experiences, the author suggests that philosopher Donald Davidson’s interpretive principle of charity can help explain why communication is impoverished or even impossible in classrooms governed by traditional, authoritarian practices that form a “pedagogy of severity.” If the classroom is to be a place of dialogue, learning, and mutual transformation, teachers should promote a “pedagogy of charity,” which assumes that students are rational beings with mostly true and coherent beliefs.

Keywords:

ccc52.4 Students Essay Pedagogy Charity Writing Paper Comments Teacher Dialogue DDavidson Response Severity

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Welsh, Susan. “Resistance Theory and Illegitimate Reproduction.” CCC 52.4 (2001): 553-573.

Abstract:

In the literature of critical pedagogy, resistance theory analyzes, ranks, and judges the emancipatory value of writing behaviors, privileging nonreproductive and transformative consciousness over cultural reproduction. The ranking of consciousness and the central metaphor of “reproduction” too often are naÃ¯vely applied, suppressing the political, social, and pedagogical value of writing that develops from within contradictory consciousness.

Keywords:

ccc52.4 Resistance Students Consciousness Reproduction CriticalPedagogy Culture Family CSteedman ResistanceTheory

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McCrary, Donald. “Womanist Theology and Its Efficacy for the Writing Classroom.” CCC 52.4 (2001): 521-552.

Abstract:

Analyzing postmodern theory, course discussion, and student texts, this article argues that womanist theology and the texts it gathers can serve as efficacious course content for other-literate students. Womanist theology offers students a scholarly discipline that expresses inter- and intracultural rhetorical awareness, bridging the gap between home and school literacy functions.

Keywords:

ccc52.4 Students Women Womanist Theology Reading Literacy Community Writing AfricanAmerican AWalker

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