Category: Uncategorized

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v48-4

Salvatori, Mariolina. “Review Essay: The Personal as Recitation.” Rev. of Getting Personal: Feminist Occasions and Other Autobiographical Acts by Nancy K. Miller; A Life in School: What the Teacher Learned by Jane Tompkins; Pedagogy: The Question of Impersonation by Jane Gallop. CCC 48.4 (1997): 566-583.

Cooper, Marilyn M., and Davida Charney. “Interchanges: On Objectivity in Qualitative Research.” CCC 48.4 (1997): 556-565.

Flynn, Elizabeth A. “Rescuing Postmodernism.” CCC 48.4 (1997): 540-555.

Abstract:

Flynn analyzes three examples of technical communication research within composition research to illustrate the differences between modern, antimodern, and postmodern critical traditions. She argues that defenders of modern objectivism confuse postmodern critics as subjectivists, leading to erroneous assumptions of being opposed to objectivity as researchers, writers, and teachers. She concludes that both antimodernist and postmodernist critiques are necessary, if different, antidotes for the unchecked, considerable authority of modernist science.

Keywords:

ccc48.4 Modernism Postmodernism Research Composition Work JSelzer Knowledge Objectivity Communication TechnicalCommunication

Works Cited:

Bartholomae, David. “Writing with Teachers.” CCC 46 (1995): 62-71.

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

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

Charney, Davida. “Empiricism is Not a Four Letter Word.” CCC 47(1996): 567-93.

Cooper, Charles R. and Lee Odell. Research On Composing: Points of Departure. Urbana: NCTE, 1978.

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

Elbow, Peter. “Being a Writer vs. Being an Academic: A Conflict in Goals.” CCC 46 (February 1995): 72-83.

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

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

—. Fragments of Rationality: Postmodernity and the Subject of Composition. Pittsburgh: U of Pittsburgh P. 1992.

Gross, Paul R. and Norman Levitt. Higher Superstition: The Academic Left and its Quarrels with Science. Baltimore: Johns Hopkins UP, 1994.

Harding, Sandra. Whose Science? Whose Knowledge?: Thinking from Women’s Lives. Ithaca: Cornell UP. 1991.

Hassan, Ihab. The Dismemberment of Orpheus: Toward a Postmodern Literature. 2nd ed. Madison: U of Wisconsin p. 1982.

Herndl, Carl. “Teaching Discourse and Reproducing Culture: A Critique of Research and Pedagogy in Professional and Non-Academic Writing.” CCC 44 (J 993): 349-63.

Herrington, Anne J. “Classrooms as Forums for Reasoning and Writing.” CCC 36 (1985): 404-13.

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

Holton, Gerald. Science and Anti-Science. Cambridge: Harvard UP. 1993.

Jameson, Fredric. Postmodernism, or, The Cultural Logic of Late Capitalism. Durham: Duke UP, 1991.

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

Lears, Jackson. No Place of Grace: Antimodernism and the Transformation of American Culture, 1880-1920. New York: Pantheon, 1981.

Lethen. Helmet. “Modernism CUt in Half: The Exclusion of the Avant-Garde and the Debate on Postmodernism.” Douwe Fokkema and Hans Bertens. Eds. Approaching Postmodernism. Philadelphia, John Benjamins. 233-8.

Lodge, David. Working with Structuralism: Essays and Reviews on Nineteenth- and Twentieth century Literature. Boston: Routledge, 1981.

Lyotard, Jean-Francois. The Postmodern Condition: A Report on Knowledge. Minneapolis: U of Minnesota P, 1984.

McHale, Brian. Constructing Postmodernism. New York: Routledge, 1992.

Miller, Carolyn R. “A Humanistic Rationale for Technical Writing.” College English 40 (1979): 610-17.

Perloff, MaIjorie. “Modernist Studies.” Redrawing the Boundaries: The Transformation of English and American Literary Studies. Ed. Stephen Greenblatt and Giles Gunn. New York: MLA 1992. 154-78.

Rosenau, Pauline Marie. Post-Modernism and the Social Sciences: Insights. Inroads, and Intrusions. Princeton: Princeton UP, 1992.

Scholes, Robert. Structuralism in Literature: An Introduction. New Haven: Yale Up, 1974.

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

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

Sullivan, Patricia A. “feminism and Methodology in Composition Studies.” Gesa Kirsch and Patricia A. Sullivan. Methods and Methodology in Composition Research. Carbondale: Southern Illinois UP, 1992.

Walzer, Arthur E. and Alan Gross. “Positivists, Postmodernists, Aristotelians, and the Challenger Disaster.” College English 56 (1994): 420-33.

Winsor, Dorothy. ” Engineering Writing/Writing Engineering .” CCC 41 (1990): 58-70.

Foster, David. “Reading(s) in the Writing Classroom.” CCC 48.4 (1997): 518-539.

Abstract:

Foster uses his expressivist writing course to study the effects of reading tasks on students’ attitudes and writing practices. His findings contradict usual modeling and structure appropriation rationales for using readings in writing curriculum, but highlight other, more provocative connections to students’ attitudes about themselves as readers and writers. Foster believes these attitudes link more to the pedagogical and instructional context of the academic writing tasks than to the pedagogical format of the readings themselves.

Keywords:

ccc48.4 Students Writing Reading Essays ADillard Readers Voice

Works Cited:

Anderson, Chris, ed. Literary Nonfiction. Carbondale: Southern Illinois UP, 1989.

Birnbaum, June Cannell. “Reflective Thought: The Connection between Reading and Writing.” Petersen 30-45.

Bowden, Darcie. “The Rise of a Metaphor: ‘Voice’ in Composition Pedagogy.” Rhetoric Review 14 (1995): 173-88.

Brady, Judy. “I Want a Wife.” The Bedford Reader. 5th ed. Ed. X. J. Kennedy et al. Boston: Bedford, 1994. 200-03.

Brandt, Deborah. Literacy as Involvement: the Acts of Writers, Readers, and Texts. Carbondale, IL: Southern Illinois UP, 1990.

Corder, Jim. “Hoping for Essays.” Anderson 301-14.

Didion, Joan. “On Keeping a Notebook.” The Winchester Reader. Ed. Donald McQuade and Robert Atwan. Boston: St. Martin’s, 1991. 5-10.

Dillard, Annie. Pilgrim at Tinker Creek. New York: Farrar, 1974.

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

Flower, Linda, et al. Reading-To- Write: Exploring a Cognitive and Social Process. New York. Oxford UP, 1990.

Flynn, Elizabeth A. “Feminist Theories/Feminist Composition.” College English 57 (1995): 201-12.

Haas, Christina and Linda Flower, ” Rhetorical Reading Strategies and the Construction of Meaning ,” CCC 39 (1988): 167-83.

Hoy, Pat C. “Image and Idea in the Essay.” Anderson 287-300.

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

Murphy, Cullen. “The Longest Day.” The Atlantic Monthly (June 1987): 14-16.

Petersen, Bruce T., ed. Convergences: Transactions in Reading and Writing. Urbana: NCTE, 1986.

Quandahl, Ellen. “The Anthropological Sleep of Composition.” Journal of Advanced Composition 14 (1994): 413-29.

Ritchie, Joy S. “Resistance to Reading” Journal of Advanced Composition 12 (1992): 117-36.

Salvatori, Mariolina. “Conversations with Texts: Reading in the Teaching of Composition.” College English 58 (1996): 440-54.

Tierney, Robert J. and Margie Leys. “What is the Value of Connecting Reading and Writing?” Petersen 15-29.

Kates, Susan. “Subversive Feminism: The Politics of Correctness in Mary Augusta Jordan’s Correct Writing and Speaking (1904).” CCC 48.4 (1997): 501-517.

Abstract:

Kates analyzes Mary Augusta Jordon’s Correct Writing and Speaking for its subversively feminist stance on language, identity, and gender. Used as rhetorical instruction outside of academic settings, Jordon’s textbook challenges received conceptions of language use by focusing on alternative conventions and modes of communication, and the negotiated agreements on language use evidenced in the history and evolution of English. Kates juxtaposes Jordon’s text with texts of her early twentieth-century male contemporaries, Genung, Hill, and Wendall.

Keywords:

ccc48.4 MAJordan Women Language Rhetoric History Writing Conventions English Correctness Politics Feminism Education

Works Cited:

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

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

Brereton John, ed. The Origins of Composition Studies in the American College, 1875-1925: A Documentary History. Pittsburgh: U of Pittsburgh p, 1995.

Buck, Gertrude. “Recent Tendencies in the Teaching of English Composition.” The Origins of Composition Studies in the American College, 1875-1925: A Documentary History. Ed. John C. Brereton. Pittsburgh: U of Pittsburgh P, 1995. 241-51.

Campbell. JoAnn. ” Controlling Voices: The Legacy of English A at Radcliffe College 1883-1917 .” CCC 43 (1992): 472-85.

Curry, S. S. Foundations of Expression. Boston: The Expression Company, 1907.

Dimmock. George. “Mary Augusta Jordan.” December 1979. Box 1. Folder 1. Sophia Smith Collection. Smith College Archives. Northampton, MA.

Donawerth, Jane. “Textbooks for New Audiences: Women’s Revisions of Rhetorical Theory at the Turn of the Century.” Women and the History of Rhetoric. Ed., Molly Wertheimer. Columbia: U of South Carolina P, forthcoming.

Faragher, John Mack and Florence Howe, eds. Women and Higher Education in American History. New York: Norton, 1988.

Genung, John Franklin. The Practical Elements of Rhetoric. Boston: Ginn, 1886.

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

Hill, Adams Sherman. The Principles of Rhetoric. New York: American, 1895.

Hollis, Karyn. ” Liberating Voices: Autobiographical Writing at the Bryn Mawr Summer School for Women Workers, 1921-­1938 .” CCC 45 (1994): 31-60.

Jordan, Mary Augusta. “The College for Women.” Atlantic Monthly, October 1892: 540-46.

—. Correct Writing and Speaking. New York: A. S. Barnes, 1904.

—. Higher Education. Northampton, MA: Metcalf, 1887.

—. “An Historical Sketch.” Box 3, Folder 1. Sophia Smith Collection, Smith College Archives. Northampton, MA.

Kates, Susan. “The History of Language Conventions in Mary Augusta Jordan’s Rhetoric Text, Correct Writing and Speaking (1904). Making and Unmaking the Prospects for Rhetoric. Ed. Theresa Enos, Mahwah: Erlbaum, 1997. 109-14.

Lounsbury, T. R. History of the English Language. New York: Henry Holt, 1897.

—. The Standard of Pronunciation in English. New York: Harper, 1904.

Martin, Theodora Penny. The Sound of Our Own Voices: Women’s Study Clubs 1860-1910. Boston: Beacon P, 1987.

Newcomer, Mabel. A Century of Higher Education for American Women. New York: Harper, 1959.

Rosenberg, Rosalind. “The Limits of Access: The History of Coeducation in America.” Women and Higher Education in American History. Eds. John Mack Faragher and Florence Howe. New York: Norton, 1988. 107-29.

Shoemaker, J. W. Practical Elocution for Use in Colleges and Schools and by Private Students. Philadelphia: Penn, 1913.

Wendell, Barrett. English Composition. New York: Scribner, 1891.

Coleman, Charles F. “Our Students Write with Accents. Oral Paradigms for ESD Students.” CCC 48.4 (1997): 486-500.

Abstract:

Working with phonological transfers and specific discourse features in African American and Creole-Caribbean English dialects, Coleman posits the need to broaden literacy instruction to account for the home and community-based oral practices that shape these dialectic Englishes. He concludes that error in developmental student writing is best seen through interlanguage/interdialect theories as “growth errors,” and that more research is needed to understand the differences between speech and writing transfers.

Keywords:

ccc48.4 Language Writing Students AAVE Practices Grammar Speech Orality AfricanAmerican ESD

Works Cited:

Ball, Arnetha. “A Study of the Oral and Written Descriptive Patterns of Black Adolescents in Vernacular and Academic Discourse Settings.” American Educational Research Association, New Orleans, LA, April, 1990.

—. “Cultural Preferences and the Expository Writing of African-American Adolescents.” Written Communication 9 (1992): 501-532.

Bernstein, Basil. Class, Codes and Control: Vol. 1 . London: Routledge, 1971.

Cheshire, Jenny. Variation in an English Dialect. New York: Cambridge UP, 1982.

Epes, Mary. “Tracing Errors to Their Source.” Journal of Basic Writing 4.4 (1985): 4-33.

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

Halliday, M. A. K. “Spoken and Written Modes of Meaning.” Comprehending Oral and Written Language. Eds. R. Horowitz and J. Samuels. New York: Academic P, 1987. 51-83.

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

Hill, Clifford, A Research Proposal on Sociocultural Transmission and Interaction: Variant Modes of Constructing Spatial and Temporal Fields. New York: Teachers College, Columbia University, Institute for Urban and Minority Education, 1984.

Klitz, Eleanor. “Between Students, Language and Academic Discourse: Interlanguage as a Middle Ground.” CCC 48 (December 1986): 387-96.

Labov, William. “The Logic of Non-Standard English.” The Florida FL Reporter 7 (Summer/Fall 1969): 60-74, 169.

Li, Charles and S. A. Thompson. “Subject and Topic: A New Typology of Language.” Subject and Topic. Ed. Charles Li. (457-490). New York: Academic, 1976.451-90.

McKenna, S. C. Cross-Cultural Variation in the Use of Locative Constructs: A Case Study in Metropolitan New York. Diss. Teachers College, Columbia University, 1985.

Orr, Eleanor Wilson. Twice as Less: Black English and the Performance of Black Students in Mathematics and Science. New York: Norton, 1987.

Schleppegrell, Mary L. “Subordination and Linguistic Complexity.” Discourse Processes 15 (1992): 117-31.

Selinker, Larry. “Interlanguage.” New Frontiers in Second Language Learning. Ed. Schuman and Stenson. New York: Newbury, 1974.

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

Tan, Amy. The Joy Luck Club. New York: Putnam, 1989.

Trudgill, Peter. “Dialects in Context.” Language in Society. Oxford: Basil Blackwell, 1986. 62-78.

Yom, Haeng-II. Topic-Comment Structures: A Contrastive Study of Simultaneous Interpretation from Korean into English. Diss. Teachers College, Columbia University, 1993.

Ball, Arnetha and Ted Lardner. “Dispositions toward Language: Teacher Constructs of Knowledge and the Ann Arbor Black English Case.” CCC 48.4 (1997): 469-485.

Abstract:

Using the 1979 Ann Arbor “Black English” court case, Ball and Lardner examine the limitations and benefits of three “teacher knowledge” constructs: teacher as technician, teacher knowledge as lore, and teacher efficacy through reflective practice. They analyses these for their ability to aid or inhibit African American students’ learning, and suggest that teachers shift their predispositions toward low expectation by recognizing, utilizing and building on the strengths of their students’ African American English.

Keywords:

ccc48.4 Teachers Students Knowledge Language Classroom Lore Writing Pedagogy BlackEnglish AnnArbor AfricanAmerican

Works Cited:

Abrahams, Roger. Deep Down in the Jungle. Chicago: Aldine, 1970.

Balester, Valerie. Cultural Divide. Portsmouth: Boynton, 1993.

Ball, Arnetha. “Community-Based Learning in Urban Settings as a Model for Educational Reform.” Applied Behavioral Science Review 3 (1995): 127-46.

—. “Cultural Preference and the Expository Writing of African -American Adolescents.” Written Communication 9 (1992): 501-32.

—. “Expository Writing Patterns of African-American Students.” English Journal 85 (1996): 27-36.

Ball, Arnetha E, Kimberley C. Broussard and Delvin M. Dinkins. “Investigating Interactive Discourse Patterns of African American Females in Community-Based Organizations.” American Educational Research Association. New Orleans, 1994.

Bowie, R. and C. Bond. “Influencing Future Teachers’ Attitudes Toward Black English: Are We Making a Difference?” Journal of Teacher Education 45(1994): 112-18.

Brannon, Lil. “Toward a Theory of Composition.” Perspectives on Research and Scholarship in Composition. Ed. Ben McLelland and Timothy R. Donovan. New York: MLA, 1985. 6-25.

“Commentary.” Black Caucus Notes. Urbana: NCTE. March, 1997.

Delpit, Lisa. “Education in a Multicultural Society: Our Future’s Greatest Challenge.” Journal of Negro Education 61 (1992): 237-49.

Dyson, A. H., and S. W. Freedman. Critical Challenges for Research on Writing and Literacy: 1990-1995. Technical Report No. I-B. Berkeley, CA: Center for the Study of Writing, 1991.

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

Foster, Michelle. “Educating for Competence in Community and Culture: Exploring the Views of Exemplary African-American Teachers.” Urban Education 27 (1993): 370-94.

—. “Effective Black Teachers: A Literature Review.” Teaching Diverse Populations Formulating a Knowledge Base. Ed. Etta Hollins, Joyce King, and W. Hayman. Albany: State U of New York P, 1994. 225-42.

Gilyard, Keith. Voices of the Self . Detroit: Wayne State UP, 1992.

Giroux, Henry. Teachers as Intellectuals Toward a Critical Pedagogy of Learning . New York: Bergin, 1988.

Harkin, Patricia. “The Postdisciplinary Politics of Lore.” Contending With Words. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 124-38.

Howard, Harry, Lee H. Hansen and Thomas Pietras. Final Evaluation: King Elementary School Vernacular Black English Inservice Program. Ann Arbor: Ann Arbor Public Schools, 1980.

Knoblauch, C. H. “Rhetorical Constructions: Dialogue and Commitment.” College English 50 (1988): 125-40.

Labov, William. “Recognizing Black English in the Classroom.” Black English Educational Equity and the Law. Ed. John W. Chambers. Ann Arbor: Karoma, 1983. 29-55.

Lu, Min-Zhan. “Conflict and Struggle: The Enemies or Preconditions of Basic Writing?” College English 54 (1992): 887-913.

McLeod, Susan H. ” Pygmalion or Golem? Teacher Affect and Efficacy .” CCC 46 (1995): 369-86.

Memorandum Opinion and Order. Martin Luther King Elementary School Children v. Ann Arbor School District Board. Civil Action No. 7-71861. 473 F. Supp. 1371 (1979).

Morgan, Marcyliena. “Indirectness and Interpretation in African American Women’s Discourse.” Pragmatics I (1991): 421-51.

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

Pang. Valerie O., and Velma Sablan. “Teacher Efficacy: Do Teachers Believe They Can Be Effective with African American Students?” American Educational Research Association. San Francisco: 1995.

Phelps, Louise Wetherbee. “Practical Wisdom and the Geography of Knowledge in Composition.” College English 47 (1992): 338-56.

Quality Education for Minorities Project. Education That Works: An Action Plan for the Education of Minorities. Cambridge: MIT P, 1990.

Richardson, Elaine. Where Did That Come From? Black Talk for Black Student Talking Texts. MA Thesis. Cleveland State U, 1993.

Schilb, John. Between the Lines Relating Composition Theory and Literary Theory. Portsmouth: Boynton, 1996.

—. “Cultural Studies, Postmodernism. and Composition.” Contending With Words. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 173-88.

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

Smitherman, Geneva. Talkin and Testifyin. Detroit: Wayne State Up, 1977.

—. “‘What Go Round Come Round’: King in Perspective.” Harvard Educational Review 51 (1981): 40-56.

Spears, A. K. “Are Black and White Vernaculars Diverging?” American Speech 62 (1987): 48-55,71-72.

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

Williams. Patricia J. The Alchemy of Race and Rights. Cambridge, MA: Harvard UP. 1991.

Zeichner. Kenneth M. “Alternative Paradigms in Teacher Education.” Journal of Teacher Education 34 (1983): 3-9.

Zeichner, Kenneth, and Daniel Liston. “Teaching Student Teachers to Reflect.” Harvard Educational Review 57 (1987): 23-48.

Zemelman, Steven. and Harvey Daniels. A Community of Writers. Portsmouth: Boynton. 1988.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v48-3

Clark, Gregory. “Refining the Social and Returning to Responsibility: Recent Contextual Studies of Writing.” Rev. of Revisioning Writer’s Talk: Gender and Culture in Acts of Composing by Mary Ann Cain; Collaboration and Conflict: A Contextual Exploration of Group Writing and Positive Emphasis by Geoffrey A. Cross; The Wired Neighborhood by Stephen Doheny-Farina; Nonacademic Writing: Social Theory and Technology by Ann Hill Duin and Craig J. Hansen; Writing With: New Directions in Collaborative Teaching, Learning, and Research by Sally Barr Reagan, Thomas Fox, and David Bleich. CCC 48.3 (1997): 418-430.

Belanoff, Pat, Gordon M. Pradl and Steven Schreiner. “Interchanges: Process Theory and Representations of the Writer.” CCC 48.3 (1997): 410-417.

Miller, Scott L., et al. “Present Perfect and Future Imperfect: Results of a National Survey of Graduate Students in Rhetoric and Composition Programs.” CCC 48.3 (1997): 392-409.

Abstract:

Miller et al. examine the disjunction between graduate student satisfaction with their program of study and their lack of knowledge about and preparation for their professional futures. They argue that professional development should be at the center of composition and rhetoric graduate programs, complete with accountability to graduate students in terms for funding, personal mentoring, and realistic conversations about post-graduate faculty appointments.

Keywords:

ccc48.3 GraduateStudents Programs GraduatePrograms Composition Field Rhetoric Faculty Survey Development JobMarket ProfessionalDevelopment

Works Cited

Brown, Stuart C., Paul R. Meyer, and Theresa Enos. “Doctoral Programs in Rhetoric and Composition: A Catalog of the Profession.” Rhetoric Review 12 (1994): 240-389.

Brueggemann, Brenda Jo, Jane A. Detweiler, and Margaret M. Strain. ”’The Profession’: Rhetoric and Composition, 1950-1992, A Selected Annotated Bibliography.” Rhetoric Society Quarterly 23 (1993): 123-54.

Carlton, Susan Brown. “Composition as a Postdisciplinary Formation.” Rhetoric Review 14 (1995): 78-87.

Huber, Bettina. “Report on Trends in Job Information List Ads.” MLA Executive Council Meeting, 23-24 February 1996.

Lauer, Janice M. “Constructing a Doctoral Program in Rhetoric and Composition.” Rhetoric Review 12 (1994): 392-97.

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

Moneyhun, Clyde. “All Dressed Up and OTM: One ABD’s View of the Profession.” Rhetoric Review 12 (1994): 406-12.

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

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

Schilb, John. “Getting Disciplined?” Rhetoric Review 12 (1994): 398-405.

Sullivan, Francis J., et al. “Student Needs and Strong Composition: The Dialectics of Writing Program Reform.” CCC 48.3 (1997): 372-391.

Abstract:

Sullivan et al. raise the problem writing programs face trying to liberate student writing and value home languages, while serving as surveillance for the institutions in which they are embedded. They analyze the politics underlying their own institution’s (Temple University) recent comprehensive reform of its writing programs, focusing specifically on first-year courses. They argue for the reclamation of “requirement,” “service,” and “need” in order to use these terms tactically for reform and to rethink composition’s objectives.

Keywords:

ccc48.3 Writing Students Composition Faculty University Program Requirements Evaluation Literacy WPA Teaching

Works Cited

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

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

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

Crowley, Sharon. “Composition’s Ethic of Service, the Universal Requirement and the Discourse of Student Need.” JAC 15 (1995): 227-39.

Fish, Stanley. Doing What Comes Naturally: Change, Rhetoric, and the Practice of Theory in Literature and Legal Studies. Durham: Duke Up, 1989.

Gramsci, Antonio. Prison Notebooks. New York: International, 1971.

Harding, Sandra. “Rethinking Standpoint Epistemology: What is ‘Strong Objectivity’?” Feminist Epistemologies. Eds. Linda Alcott and Elizabeth Potter. NY: Routledge, 1993. 49-82.

Hirsh, Elizabeth, and Gary Olson. “Starting from Marginalized Lives: A Conversation with Sandra Harding.” JAC 15 (1995) 193-225.

Hymes, Dell H. “Speech and Language: On the Origins and Foundations of Inequality Among Speakers.” Daedalus 102.3 (1973): 59-86.

Larson, Magali Sarfatti. The Rise of Professionalism: A Sociological Analysis. Berkeley: U of California P, 1977.

Lyon, Arabella, and Conway, Mary. “Who’s Sandra Harding? Where’s She Standing?” JAC15 (1995): 571-77.

Sullivan, Francis J. “Critical Theory and Systemic Linguistics: Textualizing the Contact Zone.” JAC 15 (1995): 411-34.

Bloom, Lynn Z. “Why I (Used to) Hate to Give Grades.” CCC 48.3 (1997): 360-371.

Abstract:

Bloom’s essay is part of a work-in-progress, Coming to Life: Reading, Writing, Teaching Autobiography. Documenting institutional rational for the grading process and the inhibitions that process places on good teaching, she attempts to answer the question, “How can we grade writing in which the writers have laid their life on the line?” by offering student self-evaluation as a way to open dialogue between teacher and student and ease the tensions inherent in the grade-giving process.

Keywords:

ccc48.3 Students Grades Writing Work Teacher Conference Papers Assessment

Works Cited

None.

Tweedie, Sanford. “Self-Serving Sentences: Of Visions and Those Who Inhabit Them.” CCC 48.3 (1997): 348-359.

Abstract:

Interposing quotes from institutional vision statements with scenes from a team-taught reading and writing course for under-prepared first-year students at Rowan College, Tweedie records his attempt to use race, class, and gender to frame the issues his students take up in class. In this essay, he couples this with his belief that education has to simultaneously promote conformity to and resistance of societal conventions, and explores the contradictions of this dissonance in his teaching experience.

Keywords:

ccc48.3 Students College Class Words Writing Women Communities Prison

Works Cited

Beyond 2000: The Rowan Vision. Rowan College, 1995.

Gephardt, Donald. “Provost’s Opening Re marks.” Learning Communities Working Group 23-24.

Learning Communities Working Group. Rowan College Learning Communities Working Paper: Assessing Where We Are. April 26, 1995.

McCall, Nathan. Makes Me Wanna Holler: A Young Black Man in America. New York: Vintage, 1994.

Thompson, Cooper. “A New Vision of Masculinity.” Gender Images: Readings for Composition. Ed. Melita Schaum and Connie Flanagan. Boston: Houghton, 1992. 77-83.

Eldred, Janet Carey. “The Technology of Voice.” CCC 48.3 (1997): 334-347.

Abstract:

In this essayistic narrative, Eldred draws on Bakhtin’s “Author and Hero in Aesthetic Activity” to describe her mother’s declining health from A.L.S. She weaves her mother’s various spoken and written “voices” into the narrative, moving from Eldred’s youth through her mother’s eventual death. She suggests, as does Bakhtin, that ethically and aesthetically meaningful personal narrative requires an “other,” whether that other is actually another person or one’s own ability to genuinely see oneself as other.

Keywords:

ccc48.3 Mother Voice Writing Journal Life Expression Words Phone Notebook Technology

Works Cited

Bakhtin, M. M. Art and Answerability: Early Philosophical Essays. Eds. Michael Holquist and Vadim Liapunov. Trans. Vadim Liapunov. Austin: U of Texas p. 1990.

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

Jeffrey A. Bacha
A conversation with Jeffrey A. Bacha, author of “The Physical Mundane as Topos: Walking/Dwelling/Using as Rhetorical Invention” (8:35).

Jeffrey A. Bacha is an assistant professor of English at the University of Alabama at Birmingham. He teaches courses in the first-year composition program and in the professional writing concentration. His work has appeared in the Journal of Technical Writing and Communication.

 

 

 

 

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Olson, Gary A. “Critical Pedagogy and Composition Scholarship.” Rev. of Rhetorics, Poetics, and Cultures: Refiguring College English Studies by James A. Berlin; Working Theory: Critical Composition Studies for Students and Teachers by Judith Goleman; Eloquent Dissent: The Writings of James Sledd by James Sledd and Richard D. Freed. CCC 48.2 (1997): 297-303.

France, Alan W., Donald Lazere, and Kurt Spellmeyer. “Interchanges: Theory, Populism, Teaching.” CCC 48.2 (1997): 284-296.

Bizzaro, Patrick, et al. “Interchanges: Reimagining Response.” CCC 48.2 (1997): 269-283.

Smith, Summer. The Genre of the End Comment: Conventions in Teacher Responses to Student Writing.” CCC 48.2 (1997): 249-268.

Abstract:

Identifying the “end comment genre,” Smith inquires into the features, patterns, and effectiveness of teacher end comments on student essays. Her study sample contains 208 end comments collected from ten teaching assistants at Penn State. Her analysis leads to suggestions for resisting stable conventions of commenting in order to achieve more effective communication between teacher and student about the student’s writing.

Keywords:

ccc48.2 Genre Paper Teachers Comments Students Evaluation EndComments Coaching Writing

Works Cited

Bakhtin. Mikhail. “The Problem of Speech Genres.” Speech Genres and Other Late Essays. Ed. Caryl Emerson and Michael Holquist. Trans. Vern McGee. Austin: U of Texas P, 1986.60-102.

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

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

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

—. ” Teachers’ Rhetorical Comments on Student Papers .” CCC 44 (1993): 200-23.

Huot, Brian. “The Literature of Direct Writing Assessment: Major Concerns and Prevailing Trends.” Review of Educational Research 60 (1990): 237-63.

Keh, Claudia. “Feedback in the Writing Process: A Model and Methods for Implementation.” ELT Journal 44 (1990): 294-304.

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

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

Sperling, Melanie and Sarah Freedman. “A Good Girl Writes Like a Good Girl.” Written Communication 4 (1987): 343-69.

Zak, Frances. “Exclusively Positive Responses to Student Writing.” Journal of Basic Writing 9 (1990): 40-53.

Marshall, Margaret J. “Marking the Unmarked: Reading Student Diversity and Preparing Teachers.” CCC 48.2 (1997): 231-248.

Abstract:

Marshall challenges the center-margins metaphor as perpetuating an “unmarked center,” where class and literacy experience get overridden by assumptions about white dominant cultural values and white middle-class literacy learning. She considers these assumptions by examining the writing of two first-year writing students, pointing out that teacher training should include ways to read student writing rhetorically for the ways in which students in the “middle” are not all the same.

Keywords:

ccc48.2 Students Writing Reading Literacy Diversity Teaching Practices Society AWalker Experience

Works Cited

Antczak, Frederick. Thought and Character: The Rhetoric of Democratic Education. Ames: Iowa State UP, 1985.

Bartholomae, David. “Released into Language: Errors, Expectations, and the Legacy of Mina Shaughnessy.” The Territory of Language: Linguistics, Stylistics, and the Teaching of Composition. Ed. Donald A. McQuade. Carbondale: Southern Illinois UP, 1986.65-88.

Bazerman, Charles. “Codifying the Social Scientific Style: The APA Publication Manual as a Behavorist Rhetoric.” The Rhetoric of the Human Sciences: Language and Argument in Scholarship and Public Affairs. Ed. John Nelson, Allan Megill, and Donald McCloskey. Madison: U of Wisconsin P, 1987. 125-44.

Becker, Alton L. “Biography of a Sentence: A Burmese Proverb.” Text, Play, and Story: The Construction and Reconstruction of Self and Society. Ed. Edward M. Bruner. Washington: American Ethnological Society, 1984. 135-55.

Bruner, Jerome. Actual Minds, Possible Worlds. Cambridge: Harvard UP, 1986.

Clifford, James. The Predicament of Culture: Twentieth-Century Ethnography, Literature, and Art. Cambridge: Harvard UP, 1988.

Geertz, Clifford. Works and Lives: The Anthropologist as Author. Stanford: Stanford UP, 1988.

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

Harris, Muriel. “Mending the Fragmented Free Modifier.” CCC32 (1981): 175-84.

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

Jaggar, Angela and M. Trika Smith-Burke, eds. Observing the Language Learner. Urbana: NCTE, 1985.

Kaestle, Carl F. “The History of Literacy and the History of Readers.” Review of Research in Education 12 (1985): 11-53.

Lu, Min-Zahn. “Conflict and Struggle: The Enemies or Preconditions of Basic Writing?” College English 54 (1992): 887-913.

Pratt, Mary Louise. “Arts of the Contact Zone.” Ways of Reading. 3rd ed. Ed. David Bartholomae and Anthony Petrosky. New York: Bedford, 1993. 440-60.

Resnick, Daniel P., and Lauren B. Resnick. “The Nature of Literacy: An Historical Exploration.” Harvard Educational Review 47 (1977): 370-85.

Salvatori, Mariolina. Pedagogy: Disturbing History, 1819-1929. Pittsburgh: U of Pittsburgh P, 1996.

Salvatori, Mariolina, and Paul Kameen. “The Teaching of Teaching: Theoretical Reflections.” Reader 33-34 (Spring/FallI995): 103-24.

Scheppele, Kim Lane. Foreword: “Telling Stories.” Michigan Law Review 87 (1989): 2073-98.

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

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

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

Walker, Alice. “In Search of Our Mothers’ Gardens.” Ways of Reading. 3rd ed. Ed. David Bartholomae and Anthony Petrosky. New York: Bedford, 1993.606-17.

Weaver, Constance. Teaching Grammar in Context. Portsmouth: Boynton, 1996.

White, Hayden. The Content of the Form: Narrative Discourse and Historical Representation. Baltimore: Johns Hopkins Up, 1987.

White, James Boyd. When Words Lose Their Meaning: Constitutions and Reconstitutions of Language, Character, and Community. Chicago: U of Chicago P, 1984.

Leonard, Elisabeth Anne. “Assignment #9. A Text Which Engages the Socially Constructed Identity of Its Writer.” CCC 48.2 (1997): 215-230.

Abstract:

Leonard’s narrative traces her development as a composition instructor coming from an M.F.A and Ph.D. in creative writing and English literature. Emphasizing the work of Elbow and Bartholomae, among other expressivist compositionists, she explores the balance between teaching critical and creative reading and writing.

Keywords:

ccc48.2 Writing Students Reading Language SocialConstruction Identity Work Discourse PElbow Composition DBartholomae AcademicDiscourse ExperimentalWriting

Works Cited

Bartholomae, David. “Response.” CCC 46 (1995): 84-87.

Bartholomae, David. “Writing with Teachers.” CCC 46 (1995): 62-71.

Bartholomae, David, and Anthony Petrosky. Ways of Reading: An Anthology for Writers. 2^nd ed. Boston: St. Martin’s, 1990. 1-19.

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

Bishop, Wendy. “If Winston Weathers Would Just Write to Me on E-Mail.” CCC 46 (1995): 97-103.

Bridwell-Bowles, Lillian. ” Discourse and Diversity: Experimental Writing within the Academy .” CCC 43 (1992): 349-68.

—. “Freedom, Form, Function: Varieties of Academic Discourse.” CCC 46 (1995): 46-61.

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

Elbow, Peter. “Being a Writer vs. Being an Academic: A Conflict in Goals.” CCC 46 (February 1995): 72-83.

—. “Reflections on Academic Discourse: How it Relates to Freshmen and Colleagues.” College English 53 (1991): 135-55.

—. “Response.” CCC 46 (1995): 87-92.

Eliot, George. Adam Bede. 1859. London: Penguin, 1980.

Federman, Raymond. Critifiction: Postmodern Essays. Albany: SUNY P, 1993.

Gammon, Catherine, and Lynn Emanuel. Writing assignments for “Open to Experiment.” University of Pittsburgh, 1995.

Holland, Robert M, Jr. “Discovering the Forms of Academic Discourse.” Smith 71-79.

Keith, Philip M. “How to Write Like Gertrude Stein.” Smith 229-37.

Maso, Carol. Ava. Normal, IL: Dalkey, 1993.

Scholes, Robert. “My Life in Theory.” Clifford and Schilb 300-05.

Seitz, James. “Roland Barthes, Reading, and Roleplay: Composition’s Misguided Rejection of Fragmentary Texts.” College English 53 (1991): 815-25.

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

Spellmeyer, Kurt. “On Conventions and Collaboration: The Open Road and the Iron Cage.” Clifford and Schilb 73-95.

Stein, Gertrude. The Autobiography of Alice B. Toklas. 1933. New York: Vintage, 1990.

—. How to Write. 1931. West Glover, Vt: Something Else Press, 1973.

Summerfield, Judith. “Is There a Life in This Text? Reimagining Narrative.” Clifford and Schilb 179-194.

Woolf, Virginia. To the Lighthouse. New York: Harcourt, 1927.

Anderson, Virginia. “Confrontational Teaching and Rhetorical Practice.” CCC 48.2 (1997): 197-214.

Abstract:

Anderson enters the debate about the ethics of teaching politically activism in the writing classroom (Maxine Hairston). She examines the activist teaching of Dale Bauer and James Berlin in rhetorical, rather than activist, terms. She suggests that conscious pedagogical use of stasis theory, particularly the first levels of “conjecture” and “definition,” takes the teacher out of the position of defending personal political opinions and commitments, leading students effectively into stasis theory levels of “value” and “action.”

Keywords:

ccc48.2 Students Teachers DBauer JBerlin Theory Rhetoric Activism Identification KBurke Action Teaching

Works Cited

Barber, Benjamin R. An Aristocracy of Everyone: The Politics of Education and the Future of America. New York: Ballantine, 1992.

Bauer, Dale M. “The Other ‘F’ Word: The Feminist in the Classroom.” College English 52 (1990): 385-96.

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

—. Rhetorics, Poetics, and Cultures. Urbana: NCTE, 1996.

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

Bizzell, Patricia, and Bruce Herzberg. The Bedford Bibliography for Writing Teachers. Boston: Bedford. 3rd ed., 1991. 4^th ed., 1996.

Burke, Kenneth. A Grammar of Motives. 1945. Berkeley: U of California P, 1969.

—. “Revolutionary Symbolism in America.” American Writers’ Congress. New York, 26 April 1935. Simons and Melia 267-73.

—. A Rhetoric of Motives. 1950. Berkeley: U of California P, 1969.

“Discussion of Burke’s Speech at the [American Writers’] Congress.” New York: 27 April 1935. Simons and Melia 274-80.

Fishman, Stephen M.. and Lucille Parkinson McCarthy. “Is Expressivism Dead? Reconsidering lts Romantic Roots and lts Relations to Social Constructionism.” College English 54 (1992): 647-61.

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

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

Herrnstein, Richard J., and Charles Murray. The Bell Curve: Intelligence and Class Structure in American Life. New York: Free P, 1994.

Holubec, Edythe Johnson, David W. Johnson, and Roger T. Johnson. “Dealing with Conflict: A Structured Cooperative Controversy Procedure.” Social Issues in the English Classroom. Ed. C. Mark Hurlbert and Samuel Totten. Urbana: NCTE, 1992. 76-89.

Jarratt, Susan C. “Toward a Sophistic Historiography.” Pre/Text 8.1-2 (1987): 10-26.

Katz, Adam. “In Reply to Gerald Graff.” Fitts and France 303-11.

Katzer, Jeffrey, Kenneth H. Cook, and Wayne W. Crouch. Evaluating Information: A Guide for Users of Social Science. 3rd ed. New York: McGraw, 1991.

Kimball, Roger. Tenured Radicals: How Politics Has Corrupted Our Higher Education. New York: Harper, 1990.

LaDue, Linda M. “Feminism and Power: The Pedagogical Implications of (Acknowledging) Plural Feminist Perspectives.” Pedagogy in the Age of Politics. Ed. Patricia A. Sullivan and Donna J. Qualley. Urbana: NCTE, 1994.153-65.

Lakoff, George. Moral Politics: What Conservatives Know That Liberals Don’t. Chicago and London: U of Chicago P, 1996.

Lauer, Janice M. Afterword. Rhetorics, Poetics, and Cultures. James A. Berlin. Urbana: NCTE, 1996. 181-82.

Lentricchia, Frank. “Analysis of Burke’s Speech by Frank Lentricchia.” Criticism and Social Change. Chicago: U of Chicago P, 1983. 21-38. Rpt. in Simons and Melia 281-96.

Miller, Richard E. “Fault Lines in the Contact Zone.” College English 56 (1994): 389-408.

Miller, Susan. “Composition as a Cultural Artifact: Rethinking History as Theory.” Writing Theory and Critical Theory. Ed. John Clifford and John Schilb. New York: MLA, 1994. 19-32.

Rosenthal. Rae. “Feminists in Action: How to Practice What We Teach.” Fitts and France, 139-55.

Rueckert William H. Kenneth Burke and the Drama of Human Relations. 2nd ed. Berkeley: U of California P, 1982.

Sennett Richard. The Fall of Public Man. 1974, 1976. New York: Norton, 1992.

Simons, Herbert W., and Trevor Melia, eds. The Legacy of Kenneth Burke. Madison: U of Wisconsin P, 1989.

Stotsky, Sandra. “Conceptualizing Writing as Moral and Civic Thinking.” College English 54 (1992): 794-808.

Tremonte, Colleen M. “Gravedigging: Excavating Cultural Myths.” Fitts and France 53­67.

Trimbur, John, Robert G. Wood, Ron Strickland, William H. Thelin, William J. Rouster, and Toni Mester. “Responses to Maxine Hairston, ‘Diversity, Ideology, and Teaching Writing.” CCC 44 (1993): 248-54.

Canagarajah, A. Suresh. “Safe Houses in the Contact Zone: Coping Strategies of African-American Students in the Academy.” CCC 48.2 (1997): 173-196.

Abstract:

Using Pratt’s contact zone theory as his lens, Canagarajah describes the historical and socio-cultural structures of domination and resistance underlying the negotiating strategies subordinate groups use in intercultural communications. He suggests that minority students in an academic setting employ some of the same strategies, including constructing “safe houses” to resolve some of the conflicts they face. He further suggests that identifying and understanding the literate activities of safe house spaces opens up pedagogical possibilities inside and outside those spaces.

Keywords:

ccc48.2 Students Discourse Academy ContactZone Writing Minority Classroom Community AfricanAmerican

Works Cited

Bakhtin, M. M. Speech Genres and Other Late Essays. Trans. V. W. McGee. Austin: U of Texas Press, 1986.

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

Bizzell, Patricia. “‘Contact Zones’ and English Studies.” College English 56 (1994): 163-69.

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

Clegg, Cyndia Susan. Critical Reading and Writing Across the Disciplines. New York: Holt, 1988.

Flower, Linda. The Construction of Negotiated Meaning: A Social Cognitive Theory of Meaning. Carbondale: Southern Illinois UP. 1994.

Foucault, Michel. “The Discourse on Language.” The Archeology of Knowledge. Trans. A. M. Sheridan Smith. New York: Pantheon, 1972.

Freire, Paulo. Pedagogy of the Oppressed. New York: Herder, 1970.

Gates, Jr., Henry Louis. “Writing ‘Race’ and the Difference It Makes.” Race, Writing, and Difference. Chicago: U of Chicago P. 1986. 1-15.

Gilligan, Carol. In a Different Voice: Psychological Theory and Women’s Development. Cambridge, MA: Harvard UP, 1982.

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

—. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. New York: Bergin, 1988.

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

Grossberg, Lawrence. “Introduction: Bringin’ It All Back Home-Pedagogy and Cultural Studies.” Between Borders: Pedagogy and the Politics of Cultural Studies. Ed. Henry Giroux and Peter McLaren. New York: Routledge, 1994. 1-25.

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

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

Kochman, Thomas. Black and White Styles in Conflict. Chicago: U of Illinois P, 1981.

Lu, Min-Zhan. ” Professing Multiculturalism: The Politics of Style in the Contact Zone .” CCC 45 (1994): 442-58.

Miller, Richard. “Fault Lines in the Contact Zone.” College English 56 (1994): 389-408.

Miller, Keith D. Voice of Deliverance: The Language of Martin Luther King, Jr and Its Sources. New York: Free P, 1992.

Ogbu, John. “Class Stratification, Racial Stratification, and Schooling.” Race, Class and Schooling. Ed. L. Weis. Buffalo: Comparative Education Center, 1986. 10-25.

—. “Understanding Cultural Diversity and Learning.” Educational Researcher 21 (1992): 5-14.

Pratt, Mary Louise. “Arts of the Contact Zone.” profession 91. New York: MLA, 1991. 33-40.

Scott, James C. Weapons of the Weak: Everyday Forms of Peasant Resistance. New Haven: Yale UP, 1985.

Smitherman, Geneva. “Black Language as Power.” Language as Power. Ed. C. Kramrae, M. Schulz, and W. M. O’Barr. Beverly Hills: Sage 1984. 101-15.

Willis, P. Learning to Labour: How Working Class Kids Get Working Class Jobs. Manchester: Saxon, 1977.

CCCC is proud to continue the tradition of publishing podcast episodes concerning the authors’ work in every issue of CCC.

The episodes discuss the contexts of the authors’ research and pedagogy projects that resulted in their published articles. We hope that the episodes will inspire CCC readers to implement at least some of the aspects of research, pedagogy, and writing practices that the authors discuss in the readers’ scholarship and classrooms. We hope that you’ll enjoy listening to the podcast episodes, as well as reading the full articles of the featured authors.

The podcasts were produced by the CCC editorial fellow (2019–2020), Kefaya Diab. The production includes arranging for and facilitating the recorded conversations, editing them into podcast episodes, and transcribing the audio episodes into text to facilitate readability accessibility to the journal’s audience.

Kefaya Diab holds a PhD in rhetoric and professional communication. She currently serves as a postdoctoral fellow at Indiana University (2018–2021). In her research, she engages rhetorical theory and cultural (digital) rhetorics in theorizing activist movements in the Arab world. In teaching, she adopts a critical pedagogy and labor-based learning contracts that invite students to utilize digital rhetorics and composition as tools to promote social justice. Her work has appeared in Sexual Harassment and Cultural Change in Writing Studies, Composition Studies, and Paideia-16 Textbook. She can be reached on her personal website: kefayadiab.weebly.com.

Music used in the podcast episodes is “Live the Moment” by Mikael Manvelyan.

February 2020 Issue (Volume 71, Number 3)

Transcripts of the February 2020 Podcast Episodes

Episode 1: “From Dissertation to a Journal Article”
A conversation with Antonio Byrd, author of “‘Like Coming Home’: African Americans Tinkering and Playing toward a Computer Code Bootcamp.” (10:36)

Episode 2: “Why We Need to Talk about Self-Care in Rhetoric and Composition”
A conversation with Dana Lynn Driscoll, S. Rebecca Leigh, and Nadia Francine Zamin, authors of “Self-Care as Professionalization: A Case for Ethical Doctoral Education in Composition Studies” (15:36)

Episode 3: “Design Thinking as a Process of Learning beyond Success or Failure”
A conversation with Scott Wible, author of “Using Design Thinking to Teach Creative Problem Solving in Writing Courses” (8:43)

Episode 4: “On Implementing Feminist Theory in the Writing Classroom without Naming It”
A conversation with Cassandra Woody, author of “Re-Engaging Rhetorical Education through Procedural Feminism: Designing First-Year Writing Curricula That Listen” (8:27)

 

Archive of Past CCC Podcasts

See below for links to podcasts recorded during the term of previous CCC editor Jonathan Alexander. Alexander and editorial assistants Jasmine Lee, Jens Lloyd, and Allison Dziuba talked with CCC authors about their articles. Authors discussed the origin stories for their research, connections between the articles and larger conversations in the field, and future directions for inquiry. Click on the author’s name to access the recording.

Jerry Stinnett
A conversation with Jerry Stinnett, author of “Using Objective-Motivated Knowledge Activation to Support Writing Transfer in FYC” (16:20).

Zhaozhe Wang
A conversation with Zhaozhe Wang, author of “Relive Differences through a Material Flashback” (11:59).

V. Jo Hsu
A conversation with V. Jo Hsu, author of “Reflection as Relationality: Rhetorical Alliances and Teaching Alternative Rhetorics” (15:04).

Ira J. Allen
A conversation with Ira J. Allen, author of “Composition Is the Ethical Negotiation of Fantastical Selves” (19:46).

James Rushing Daniel
A conversation with James Rushing Daniel, author of “‘A Debt Is Just the Perversion of a Promise’: Composition and the Student Loan” (12:32).

Joyce Olewski Inman and Rebecca A. Powell
A conversation with Joyce Olewski Inman and Rebecca A. Powell, authors of “In the Absence of Grades: Dissonance and Desire in Course-Contract Classrooms” (11:59).

Rachael W. Shah
A conversation with Rachael W. Shah, author of “The Courage of Community Members: Community Perspectives of Engaged Pedagogies” (13:21).

Todd Ruecker, Stefan Frazier, and Mariya Tseptsura
A conversation with Todd Ruecker, Stefan Frazier, and Mariya Tseptsura, coauthors of “‘Language Difference Can Be an Asset’: Exploring the Experiences of Nonnative English-Speaking Teachers of Writing” (15:19).

Heather Lindenman, Martin Camper, and Lindsay Dunne Jacoby
A conversation with Heather Lindenman, Martin Camper, and Lindsay Dunne Jacoby, coauthors (with Jessica Enoch) of “Revision and Reflection: A Study of (Dis)Connections between Writing Knowledge and Writing Practice” (14:01).

Peter Wayne Moe
A conversation with Peter Wayne Moe, author of “Reading Coles Reading Themes: Epideictic Rhetoric and the Teaching of Writing” (10:43).

Deborah Mutnick
A conversation with Deborah Mutnick, author of “Pathways to Freedom: From the Archives to the Street” (17:58).

Hannah J. Rule
A conversation with Hannah J. Rule, author of “Writing’s Rooms” (17:21).

Kelly Ritter
A conversation with Kelly Ritter, author of “With ‘Increased Dignity and Importance’: Re-Historicizing Charles Roberts and the Illinois Decision of 1955” (13:21).

Tara Wood
A conversation with Tara Wood, author of “Cripping Time in the College Composition Classroom” (8:57).

Sarah Klotz
A conversation with Sarah Klotz, author of “Impossible Rhetorics of Survivance at the Carlisle School, 1879–1883” (10:37).

Tyler S. Branson and James Chase Sanchez
A conversation with Tyler S. Branson and James Chase Sanchez, coauthors (with Sarah Ruffing Robbins and Catherine M. Wehlburg) of “Collaborative Ecologies of Emergent Assessment: Challenges and Benefits Linked to a Writing-Based Institutional Partnership” (10:47).

Jim Webber
A conversation with Jim Webber, author of “Toward an Artful Critique of Reform: Responding to Standards, Assessment, and Machine Scoring” (12:34).

Laurie Grobman
A conversation with Laurie Grobman, author of “Disturbing Public Memory in Community Writing Partnerships” (18:47).

David M. Grant
A conversation with David M. Grant, author of “Writing Wakan: The Lakota Pipe as Rhetorical Object” (11:31).

Steven Fraiberg
A conversation with Steven Fraiberg, author of “Pretty Bullets: Tracing Transmedia/Translingual Literacies of an Israeli Soldier across Regimes of Practice” (17:15).

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

Courtney L. Werner
A conversation with Courtney L. Werner, author of “How Rhetoric and Composition Described and Defined New Media at the Start of the Twenty-First Century” (20:26)

Jeffrey Ringer
A conversation with Jeffrey Ringer, author of “Working With(in) the Logic of the Jeremiad: Responding to the Writing of Evangelical Christian Students” (11:31)

Jessica Pauszek
A conversation with Jessica Pauszek, author of “‘Biscit’ Politics: Building Working-Class Educational Spaces from the Ground Up” (11:38)

Rebecca Brittenham
A conversation with Rebecca Brittenham, author of “The Interference Narrative and the Real Value of Student Work” (15:26)

Chris Mays
A conversation with Chris Mays, author of “Writing Complexity, One Stability at a Time: Teaching Writing as a Complex System” (12:47)

Eli Goldblatt
A conversation with Eli Goldblatt, author of “Don’t Call It Expressivism: Legacies of a ‘Tacit Tradition'” (16:08).

Chris M. Anson
A conversation with Chris Anson, author of “The Pop Warner Chronicles: A Case Study in Contextual Adaptation and the Transfer of Writing Ability” (18:22).

Jeffrey A. Bacha
A conversation with Jeffrey A. Bacha, author of “The Physical Mundane as Topos: Walking/Dwelling/Using as Rhetorical Invention” (8:35).

D. Alexis Hart and Roger Thompson
A conversation with D. Alexis Hart and Roger Thompson, coauthors of “Veterans in the Writing Classroom: Three Programmatic Approaches to Facilitate the Transition from the Military to Higher Education” (14:50).

Kristopher M. Lotier
A conversation with Kristopher M. Lotier, author of “Around 1986: The Externalization of Cognition and the Emergence of Postprocess Invention.” (19:10).

Nathaniel A. Rivers
A conversation with Nathaniel A. Rivers, author of “Geocomposition in Public Rhetoric and Writing Pedagogy.” (24:12)

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

Ben Kuebrich
A conversation with Ben Kuebrich, author of “‘White Guys Who Send My Uncle to Prison’: Going Public within Asymmetrical Power.” (15:15)

Jacqueline Preston
A conversation with Jacqueline Preston, author of “Project(ing) Literacy: Writing to Assemble in a Postcomposition FYW Classroom.” (8:45)

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

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v57-4

Bordelon, Suzanne. “Re-Publish or Perish: A Reassessment of George Pierce Baker’s The Principles of Argumentation: Minimizing the Use of Formal Logic in Favor of Practical Approaches.” CCC 57.4 (2006): 763-788.

Abstract:

The article contends that previous scholars have misread George Pierce Baker’s efforts by focusing primarily on The Principles of Argumentation and the role of logic. Baker’s view of logic was more complex than scholars have claimed. He challenged traditional concepts of formal logic, highlighting only those aspects that would help students learn argument.

[Note: This is the revised version of an article that originally appeared in CCC 57.3. The originally published version is available here in PDF.]

Keywords:

ccc57.4 GPBaker History Argument Logic Students Persuasion Analysis Audience Text Drama Rhetoric Pedagogy

Works Cited

Annual Reports of the President and the Treasurer of Harvard College, 1900-01. Harvard/Radcliffe Online Historical Reference Shelf: Harvard/Radcliffe Annual Reports. 22 Oct. 2001. 10 Feb. 2006 http://pds.harvard.edu:8080/pdx/servlet/pds?op=f&id=2574409&n=5054&s=4.

Annual Reports of the President and Treasurer of Radcliffe College, 1904-05 . Harvard/Radcliffe Online Historical Reference Shelf: Harvard/Radcliffe Annual Reports. 22 Oct. 2001. 10 Feb. 2006 http://pds.harvard.edu:8080/pdx/servlet/pds?op=f&id=2573658&n=667&s=4.

Baker, George Pierce. Dramatic Technique. Boston: Houghton, 1919.

—, ed. The Forms of Public Address. New York: Holt, 1904.

—. “Intercollegiate Debating.” Educational Review 21 (1901): 244-57. Papers of George Pierce Baker (HUG 1192.15). Courtesy of the Harvard Univ. Archives, Pusey Library, Cambridge, MA.

—. “Introduction (An Open Letter to Teachers).” The Forms of Public Address . Ed. Baker. New York: Holt, 1904. ix-xxiii.

—. Preface. The Principles of Argumentation. By Baker. Boston: Ginn, 1895. v- viii.

—. Preface. Specimens of Argumentation: Modern. Comp. Baker. New York: Holt, 1893. iii-vii.

—. The Principles of Argumentation. Boston: Ginn, 1895.

—, comp. Specimens of Argumentation: Modern. New York: Holt, 1893.

Baker, George Pierce, and Henry Barrett Huntington. The Principles of Argumentation . Rev. and augmented ed. Boston: Ginn, 1905.

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Foster, William Trufant. Preface. Argumentation and Debating. By Foster. Boston: Houghton, 1908. v-x.

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

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

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Simmons, Sue Carter. “ Constructing Writers: Barrett Wendell’s Pedagogy at Harvard .” CCC 46 (1995): 327-52.

Stone, Arthur P. “Novelties, Real and Fancied, in the Teaching of Argument.” Quarterly Journal of Public Speaking 4 (1918): 247-62.

Toulmin, Stephen Edelston. The Uses of Argument. 1958. Cambridge: Cambridge UP, 1974.

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Whitburn, Merrill D. “Rhetorical Theory in Yale’s Graduate Schools in the Late Nineteenth Century: The Example of William C. Robinson’s Forensic Oratory.” Rhetoric Society Quarterly 34 (2004): 55- 70.

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Dickson, Alan Chidsey, et al. “Interchanges: Responses to Richard Fulkerson, ‘Composition at the Turn of the Twenty-First Century’ (June 2005).” CCC 57.4 (2006): 730-762.

Higgins, Lorraine D. and Lisa D. Brush. “Personal Experience Narrative and Public Debate: Writing the Wrongs of Welfare.” CCC 57.4 (2006): 694-729.

Abstract:

Personal narrative embeds the expertise of subordinated groups in stories that seldom translate into public debate. The authors describe a community writing project in which welfare recipients used personal narratives to enter into the public record their tacit and frequently discounted knowledge. The research illustrates the difficulties and possibilities: rhetorical, emotional, and material: of constructing narratives that “cross publics.”

Keywords:

ccc57.4 Welfare Narrative Women Project Personal Public Community Rhetoric Ethos Deliberation Writing

Works Cited

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Cushman, Ellen. “The Rhetorician as an Agent of Social Change.” CCC 47.1 (1996): 7-28.

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Flower, Linda. ” Talking across Difference: Intercultural Rhetoric and the Search for Situated Knowledge .” CCC 55.1 (2003): 38-68.

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

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Coogan, David. “Service Learning and Social Change: The Case for Materialist Rhetoric.” CCC 57.4 (2006): 667-693.

Abstract:

A materialist rhetoric in service learning is needed to teach students how to discover the arguments that already exist in the communities they wish to serve; analyze the effectiveness of those arguments; collaboratively produce viable alternatives with community partners; and assess the impact of their interventions. Through a discussion of a project that attempted but failed to increase parent involvement in Chicago’s public schools, this article shows why rhetorical production needs to be supported by the kind of rhetorical analysis that reveals how institutions exercise power. Materialist rhetoric challenges students, teachers, and community partners to write for social change and define change concretely, in terms of institutional practices or policies that they wish to influence.

Keywords:

ccc57.4 School Students Parents Community Control Reform Rhetoric Power Chicago SocialChange Education ServiceLearning Materialist

Works Cited

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Cushman, Ellen. “The Rhetorician as an Agent of Social Change.” CCC 47.1 (1996): 7-28.

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

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

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

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Elbow, Peter. “The Music of Form: Rethinking Organization in Writing.” CCC 57.4 (2006): 620-666.

Abstract:

Written words are laid out in space and exist on the page all at once, but a reader can only read a few words at a time. For readers, written words are trapped in the medium of time. So how can we best organize writing for readers? Traditional techniques of organization tend to stress the arrangement of parts in space and certain metadiscoursal techniques that compensate for the problem of time. In contrast, I’ll describe five ways to organize written language that harness or bind time. In effect, I’m exploring form as a source of energy. More broadly, I’m implying that our concept itself of “organization” is biased toward a picture of how objects are organized in space and neglects the story of how events are organized in time.

Keywords:

ccc57.4 Time Space Organization Readers Music Writing Essay Energy Experience Texts Coherence Voice Form Thinking Sentences Perplexity Rhythm

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Canagarajah, A. Suresh. “The Place of World Englishes in Composition: Pluralization Continued.”  CCC 57.4 (2006): 586-619.

Abstract:

Contesting the monolingualist assumptions in composition, this article identifies textual and pedagogical spaces for World Englishes in academic writing. It presents code meshing as a strategy for merging local varieties with Standard Written English in a move toward gradually pluralizing academic writing and developing multilingual competence for transnational relationships.

Keywords:

ccc57.4 English WorldEnglishes Students Language Variety Codes Texts Communities Transnational Monolingual Multilingual Vernacular GSmitherman AcademicWriting AAVE CodeMeshing

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Brutt-Griffler, Janina. World English: A Study of Its Development. Clevedon, UK: Multilingual Matters, 2002.

Canagarajah, A. Suresh. ” Safe Houses in the Contact Zone: Coping Strategies of African American Students in the Academy .” College Composition and Communication 48.2 (1997): 173-96.

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Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v57-2

Gilyard, Keith. “Review Essay: Language, Identity, and Citizenship.” Rev. of Black Identity: Rhetoric, Ideology and Nineteenth-Century Black Nationalism by Dexter B. Gordon; Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education by Catherine Prendergast; Latino/a Discourses: On Language, Identity and Literacy Education , Michelle Hall Kells, Valerie Balester, and Victor Villanueva, eds. CCC 57.2 (2005): 364-371.

Laurence, David and Kathleen Blake Yancey. “Interchanges: Is the English Department Disappearing?” CCC 57.2 (2005): 358-363.

Abstract:

This interchange between Laurence and Yancey centers on a claim that Yancey makes in her 2004 CCCC Chair’s Address. CCC Online is pleased to be able to provide here a PDF copy (approx. 4.7 MB) of that Address (“Made Not Only in Words: Composition in a New Key“).

Hesse, Douglas D. “Who Owns Writing?” CCC 57.2 (2005): 335-357.

Abstract:

Not available.

Video

Clicking on either of the images below will trigger the video of Douglas Hesse’s 2005 CCCC Chair’s Address. You will need a video player capable of viewing QuickTime movies in order to view it. Also, because of the length of the talk, the file size is correspondingly substantial (approx. 32 MB).

Keywords:

ccc57.2 ChairsAddress Writing Essay Students CCCC School Teachers Composition Discourse Aphasia CivicSphere

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Moskovitz, Cary and David Kellogg. “Primary Science Communication in the First-Year Writing Course.” CCC 57.2 (2005): 307-334.

Abstract:

Despite the widespread acceptance of many kinds of nonliterary texts for first-year writing courses, primary scientific communication (PSC) remains largely absent. Objections to including PSC, especially that it is not rhetorically appropriate or sufficiently rich, do not hold. We argue for including PSC and give some practical suggestions for developing courses and designing assignments using PSC.

Keywords:

ccc57.2 PSC FYC Students Texts Science Research Composition Pollen Reading Disciplines Literature

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Abstract:

This essay presents a task-based multimodal framework for composing grounded in theories of multiple media and goal formation. By examining the way two students negotiated the complex communicative tasks presented them in class, the essay underscores the benefits associated with asking students to attend to the various motives, activities, tools, and environments that occasion, support, and complicate the production of academic as well as everyday texts.

Keywords:

ccc57.2 Students Work Goals Tasks Multimodal Media Production Motives Academic Texts

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Brent, Doug. “Reinventing WAC (Again): The First-Year Seminar and Academic Literacy.” CCC 57.2 (2005): 253-276.

Abstract:

Academically oriented first-year seminars can be good venues for teaching many of the concepts important to WAC programs, including extended engagement with a research topic and situated writing. A qualitative study of a first-year seminar program at the University of Calgary highlights faculty members’ and students’ responses.

Keywords:

ccc57.2 WAC Students Qualitative Research FYC Course University Faculty Pedagogy Content Disciplines AcademicLiteracy

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Walvoord, Barbara E. “The Future of WAC.” College English 58 (1996): 58-79.

Fishman, Jenn, et al. “Performing Writing, Performing Literacy.” CCC 57.2 (2005): 224-252.

Abstract:

This essay reports on the first two years of the Stanford Study of Writing, a five-year longitudinal study aimed at describing as accurately as possible all the kinds of writing students perform during their college years. Based on an early finding about the importance students attach to their out-of-class or self-sponsored writing and subsequent interviews with study participants, we argue that student writing is increasingly linked to theories and practices of performance. To illustrate the complex relationships between early college writing and performance, we explore the work of two study participants who are also coauthors of this essay.

Companion Videos

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(Clicking on each of the images above launches the respective video. You will need to run Windows Media Player to be able to display them.)

Keywords:

ccc57.2 Writing Performance Students College Audience Study Composition Literacy Longitudinal BraddockAward

Works Cited

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Bartholomae, David. “Inventing the University.” When a Writer Can’t Write: Studies in Writer’s Block and Other Composing Process Problems. Ed. Mike Rose. New York: Guilford, 1985. 273-85.

Beaufort, Anne. Freshmen Writing and Beyond: Re-Conceptualizing the Design of Post-Secondary Writing Courses , forthcoming.

—. Writing in the Real World: Making the Transition from School to Work . New York: Teachers College P, 1999.

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

Carlson, Marvin. Performance: A Critical Introduction. London: Routledge, 1996.

Carroll, Lee Ann. Rehearsing New Roles: How College Students Develop as Writers . Carbondale: Southern Illinois UP, 2002.

Dias, Patrick, Aviva Freedman, Peter Medway, and Anthony Par�. Worlds Apart: Acting and Writing in Academic and Workplace Contexts. Mahwah, NJ: Erlbaum, 1999.

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

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

Heath, Shirley Brice, dir. ArtShow: Youth and Community Development . Videocassette. Partners for Livable Communities, 1999.

Heath, Shirley Brice, and Milbray McLaughlin. Identity and Inner City Youth. New York: Teachers College P, 1993.

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Herrington, Anne J., and Marcia Curtis. Persons in Process: Four Stories of Writing and Personal Development in College . Urbana, IL: NCTE, 2000.

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Pollock, Della. “The Performative ‘I.'” Conference on College Composition and Communication. New York Hilton, New York. 21 Mar. 2003.

—. “Performing Writing.” The Ends of Performance. Ed. Peggy Phelan and Jill Lane. New York: New York UP, 1998. 73-103.

Quintilian, Marcus Fabius. The Institutio Oratoria of Quintilian. Trans. H. E. Butler. Cambridge, MA: Harvard UP, 1922.

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

Schechner, Richard. Performance Studies: An Introduction. London: Routledge, 2002.

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Sedgwick, Eve Kosofsky. “Teaching ‘Experimental Critical Writing.'” The Ends of Performance. Ed. Peggy Phelan and Jill Lane. New York: New York UP, 1998. 104-15.

Sommers, Nancy, and Laura Saltz. ” The Novice as Expert: Writing the Freshman Year .” CCC 56.1 (Sept. 2004): 124-49.

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Spolin, Viola. Improvisation for the Theater: A Handbook of Teaching and Directing Techniques . Evanston, IL: Northwestern UP, 1963.

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Thomas, Sharon, Julie Bevins, and Mary Ann Crawford. “The Portfolio Project: Sharing Our Stories.” Writing Center Research: Extending the Conversation . Ed. Paula Gillespie, Alice Gillam, Lady Falls Brown, and Byron Stay. Mahwah, NJ: Erlbaum, 2002. 149-66.

Turner, Victor. From Ritual to Theatre: The Human Seriousness of Play. New York: PAJ, 1982.

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Welch, Kathleen. The Contemporary Reception of Classical Rhetoric: Appropriations of Ancient Discourse . Hillsdale, NJ: Erlbaum, 1990.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v57-3

Swearingen, C. Jan. “Review Essay: Feminisms and Composition.” Rev. of Fractured Feminisms: Rhetoric, Context, and Contestation , Laura Gray-Rosendale and Gil Harootunian, eds.; Feminism and Composition: A Critical Sourcebook , Gesa E. Kirsch, Faye Spencer Maor, Lance Massey, Lee Nickoson-Massey, Mary P. Sheridan-Rabideau, eds.; A Way to Move: Rhetorics of Emotion and Composition Studies, Dale Jacobs and Laura R. Micciche, eds. CCC 57.3 (2006): 443-551.

Harris, Joseph. “Re-Visions: D�jà Vu All Over Again.” CCC 57.3 (2006): 534-442.

Works Cited

Bartholomae, David. “Freshman English, Composition, and CCCC.” CCC 40 (1989): 38-50.

—. “Postscript: The Profession.” Writing on the Margins: Essays on Composition and Teaching. Boston: Bedford, 2005. 372-79.

Bousquet, Marc. “Composition as Management Science: Towards a University without a WPA.” JAC 22 (2002): 493-526.

Coalition on the Academic Workforce. “Who Is Teaching in U.S. College Classrooms? A Collaborative Study of Undergraduate Faculty, Fall 1999.” 22 Nov. 2000. 25 Nov. 2005 http://www.historians.org/caw/.

Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCC 36 (1985): 272-82.

Harris, Joseph. “Thinking like a Program.” Pedagogy 4 (2004): 357-64.

—. “Undisciplined Writing.” Delivering Composition. Ed. Kathleen Blake Yancey. Logan: Utah State UP, forthcoming 2006.

Hillard, Van, and Joseph Harris. “Making Writing Visible at Duke University.” Peer Review 6.1 (Fall 2003): 15-17.

McLeod, Susan H. “‘Breaking Our Bonds and Reaffirming Our Connections,’ Twenty Years Later.” CCC 56 (2006): 524-533.

Williams, Raymond. “Structures of Feeling.” Marxism and Literature. London: Oxford UP, 1977. 128-35.

McLeod, Susan H.. “Re-Visions: Rethinking Hairston’s ‘Breaking Our Bonds.'” CCC 57.3 (2006): 523-534.

Keywords:

ccc57.3 Literature Research Composition EnglishDepartments Faculty Writing MHairston Field Discipline

Works Cited

ADE Ad Hoc Committee on the English Major Report. Profession 2004. New York: MLA, 2004. 178-217.

Anson, Chris M., and Robert L. Brown, Jr. “Subject to Interpretation: The Role of Research in Writing Programs and Its Relationship to the Politics of Administration in Higher Education.” The Writing Program Administrator as Researcher: Inquiry in Action and Reflection . Ed. Shirley K. Rose and Irwin Wiser. Portsmouth, NH: Boynton, 1999.

Bartholomae, David. “Freshman English, Composition, and CCCC.” CCC 40.1 (Feb. 1989): 38-50.

Brown, Stuart C., Rebecca Jackson, and Theresa Enos. “The Arrival of Rhetoric in the Twenty-First Century: The 1999 Survey of Doctoral Programs in Rhetoric.” Rhetoric Review 18:2 (2000): 233-373.

Goggin, Maureen Daly. Authoring a Discipline: Scholarly Journals and the Post-World War II Emergence of Rhetoric and Composition . Mahwah, NJ: Erlbaum, 2000.

Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCC 36 (1985): 272-82.

—. “Some Speculations about the Future of Writing Programs.” WPA: Writing Program Administration 11.3 (Spring 1988): 9-16.

Haswell, Richard. “Documenting Improvement in College Writing: A Longitudinal Approach.” Written Communication 17 (July 2000): 307-52.

—. “NCTE/CCCC’s Recent War on Scholarship.” Written Communication 22.2 (Apr. 2005): 198-223.

Holbrook, Sue Ellen. “Women’s Work: The Feminizing of Composition.” Rhetoric Review 9.2 (Spring 1991): 201-29.

Little, Sherry Burgus, and Shirley K. Rose. “A Home of Our Own: Establishing a Department of Rhetoric and Writing Studies at San Diego State University.” WPA: Writing Program Administration 18 (Fall/Winter 1994): 16-27.

McLeod, Susan H. “Celebrating Diversity (in Methodology).” Composition Studies in the New Millennium: Rereading the Past, Rewriting the Future. Ed. Lynn Z. Bloom, Donald A. Daiker, and Edward M. White. Carbondale: Southern Illinois UP, 2003. 151-54.

Modern Language Association. “Trends in Employment Placements of New English PhDs: Ten MLA Surveys of PhD Placement, 1976-1996.” 22 Nov. 2005 http://www.mla.org/ade/images/PHDtrends.jpg.

National Association for Music Education. “A Research Agenda for Music Education.” 22 Nov. 2005 http://www.menc.org/information/research/agenda.html.

Parker, William Riley. “Where Do English Departments Come From?” College English 28 (Feb. 1967): 339-51.

Rose, Phyllis. “The Coming of the French: My Life as an English Professor.” American Scholar (Winter 2005): 59-68.

Syfer, Judy. “I Want a Wife.” Ms. preview issue. New York Magazine 20-21 Dec. 1971: 56.

Tingle, Nicholas, and Judy Kirscht. “A Place to Stand: The Role of a Union in the Development of a Writing Program.” Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education . Ed. Eileen E. Schell and Patricia Lambert Stock. Urbana, IL: NCTE, 2001. 218-32.

U.S. Department of Education. National Center for Educational Statistics. “Bachelor’s Degrees Granted in English, 1950-1997.” 22 Nov. 2005 http://www.mla.org/ade/images/BAtrends.gif.

Yancey, Kathleen Blake. ” Made Not Only in Words: Composition in a New Key .” CCC 56 (December 2004): 297-328.

Witte, Stephen P. Rev. of Research on Written Communication, by George Hillocks, Jr. CCC 38 (1987): 202-07.

Marzluf, Phillip P. “Diversity Writing: Natural Languages, Authentic Voices.” CCC 57.3 (2006): 503-522.

Abstract:

Though diversity serves as a valuable source for rhetorical inquiry, expressivist instructors who privilege diversity writing may also overemphasize the essential authenticity of their students’ vernaculars. This romantic and salvationist impulse reveals the troubling implications of eighteenth-century Natural Language Theory and may, consequently, lead to exoticizing and stereotyping students’ linguistic performances.

Keywords:

ccc57.3 Language Students Writing Diversity Voice Discourse PElbow Theory Linguistic Natural Authentic

Works Cited

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

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

Bizzell, Patricia. “The Intellectual Work of ‘Mixed’ Forms of Academic Discourse.” Alt Dis: Alternative Discourses and the Academy . Ed. Christopher L. Schroeder, Helen Fox, and Patricia Bizzell. Portsmouth, NH: Boynton, 2002. 1-10.

Blair, Hugh. Lectures on Rhetoric and Belles Lettres . Delmar, NY: Scholars’ Facsimiles and Reprints, 1993.

Campbell, Kermit E. “‘Real Niggaz’s Don’t Die’: African American Students Speaking Themselves into Their Writing.” Writing in Multicultural Settings. Ed. Carol Severino, Juan C. Guerra, and Johnnella E. Butler. New York: MLA, 1997. 67-78.

Clegg, Roger. “Why I’m Sick of the Praise for Diversity on Campuses.” Chronicle of Higher Education 14 July 2000: B8.

Comas, James. “Ethics, Ethos, Habitation.” Ethical Issues in College Writing. Ed. Fredric G. Gale, Phillip Sipiora, and James L. Kinneavy. New York: Lang, 1999. 75-89.

Elbow, Peter. Everyone Can Write: Essays toward a Hopeful Theory of Writing and Teaching Writing . New York: Oxford UP, 2000.

—. “Vernacular Englishes in the Writing Classroom?” Alt Dis: Alternative Discourses and the Academy. Ed. Christopher Schroeder, Helen Fox, and Patricia Bizzell. Portsmouth, NH: Boynton, 2002. 126-38.

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—. Writing without Teachers. 2nd ed. New York: Oxford UP, 1998.

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Hashimoto, I. “Voice as Juice.” CCC 38.1 (1987): 70-79.

Hillocks, George, Jr. Teaching Writing as Reflective Practice . New York: Teachers College P, 1995.

Hobbs, Catherine. Rhetoric on the Margins of Modernity: Vico, Condillac, Monboddo . Carbondale: Southern Illinois UP, 2002.

Holmes, David G. Revisiting Racialized Voice: African American Ethos in Language and Literature . Carbondale: Southern Illinois UP, 2004.

hooks, bell. “‘When I Was a Young Soldier for the Revolution’: Coming to Voice.” Landmark Essays on Voice and Writing . Ed. Peter Elbow. Davis, CA: Hermagoras, 1994. 51-58.

Kennedy, George A. Comparative Rhetoric: An Historical and Cross-Cultural Introduction . New York: Oxford UP, 1998.

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

Logan, Shirley Wilson. “‘When and Where I Enter’: Race, Gender, and Composition Studies.” Feminism and Composition Studies: In Other Words . Ed. Susan C. Jarratt and Lynn Worsham. New York: MLA, 1998. 45-57.

Marshall, Ian, and Wendy Ryden. “Interrogating the Monologue: Making Whiteness Visible.” CCC 52.2 (2000): 240-59.

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

Mio, Jeffery Scott, and Gene I. Awakuni. Resistance to Multiculturalism: Issues and Interventions. Philadelphia: Brunner, 2000.

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

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Rodriguez, Amardo. Diversity as Liberation (II): Introducing a New Understanding of Diversity . Cresskill, NJ: Hampton, 2003.

Smitherman, Geneva. “The Historical Struggle for Language Rights in CCCC.” Language Diversity in the Classroom: From Intervention to Practice . Ed. Geneva Smitherman and Victor Villanueva. Carbondale: Southern Illinois UP, 2003. 7-39.

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Young, Vershawn Ashanti. ” Your Average Nigga .” CCC 55.4 (2004): 693-715.

Kates, Susan. “Literacy, Voting Rights, and the Citizenship Schools in the South, 1957-70.” CCC 57.3 (2006): 479-502.

Abstract:

This essay examines the history of a massive literacy campaign called the Citizenship School Program that began as a response to the racist literacy tests that disenfranchised countless African American voters throughout the Southern United States between 1945 and 1965. The Citizenship Schools prepared thousands of African Americans to pass the literacy test by using materials that critiqued white supremacism and emphasized the twentieth-century struggle for civil rights.

Keywords:

ccc57.3 Literacy Citizenship School CitizenshipSchool AfricanAmerican CivilRights Voting Highlander Campaigns Education VoterRegistration

Works Cited

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Freire, Paulo. Pedagogy of the Oppressed . Trans. Myra Bergman Ramos. New York: Seabury, 1973.

Gere, Anne Ruggles. ” Kitchen Tables and Rented Rooms: The Extracurriculum of Composition .” CCC 45 (1994): 75-92.

Glen, John M. Highlander: No Ordinary School 1932-1962 . Lexington: UP of Kentucky, 1988.

Horton, Myles, with Judith Kohl and Herbert Kohl. The Long Haul: An Autobiography. New York: Teachers College P, 1998.

Levine, David Paul. “Citizenship Schools.” Diss. U of Wisconsin-Madison, 2000.

Lincoln, C. Eric, and Lawrence H. Mamiya. The Black Church in the African American Experience. Durham, NC: Duke UP, 1990.

Oldendorf, Sandra Brenneman. “Highlander Folk School and the South Carolina Sea Island Citizenship Schools: Implications for the Social Studies.” Diss. U of Kentucky, 1987.

Patterson, James T. Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy . New York: Oxford UP, 2001.

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Robinson, Bernice, and Septima Clark. Citizenship School Workbook. Southern Christian Leadership Conference. 1961. Box 1 Folder 10. Highlander Folk School Archives, New Market, TN.

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

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

Scribner, Sylvia. “Literacy in Three Metaphors.” In Perspectives on Literacy. Ed. Eugene R. Kitgen, Barry M. Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 71-81.

Stuckey, J. Elspeth. The Violence of Literacy . Portsmouth: Boynton, 1991.

Whisnant, David E. All That Is Native and Fine: The Politics of Culture in an American Region . Chapel Hill: U of North Carolina P, 1983.

Wible, Scott. “Pedagogies of the “Students’ Right” Era: The Language Curriculum Research Group’s Project for Linguistic Diversity.” CCC 57.3 (2006): 442-478.

Abstract:

This essay examines a Brooklyn College-based research collective that placed African American languages and cultures at the center of the composition curriculum. Recovering such pedagogies challenges the perception of the CCCC’s 1974 “Students’ Right to Their Own Language” resolution as a progressive theory divorced from the everyday practices and politics of the composition classroom.

Keywords:

ccc57.3 Students SROL History Langauge Teachers BEV Textbook LCRG Composition Writing Linguistics Research Dialect Pedagogy

Works Cited

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—. Letter to Marjorie Martus. 6 Oct. 1976. PA70-444. Ford Foundation Archives.

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Bruch, Patrick, and Richard Marback. “Critical Hope, ‘Students’ Right,’ and the Work of Composition Studies.” Introduction. Bruch and Marback vii-xvii.

—, eds. The Hope and the Legacy: The Past, Present, and Future of “Students’ Right to Their Own Language.” Cresskill, NJ: Hampton, 2005.

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

Lacey, Richard A. Letter to the Language Curriculum Research Group. 18 July 1974. PA70-444. Ford Foundation Archives.

—. Memorandum to Marjorie Martus. 12 July 1974. PA70-444. Ford Foundation Archives.

—. Memorandum to Marjorie Martus. 29 July 1974. PA70-444. Ford Foundation Archives.

Language Curriculum Research Group. “Final Report to Ford Foundation.” 15 July 1975. PA70-444. Ford Foundation Archives.

—. “Students’ Manual for Teaching Standard English Writing to Speakers Showing Black English Influences in Their Writing.” Ms. 1972. PA70-444. Ford Foundation Archives.

—. “Teachers’ Manual for Teaching Standard English Writing to Speakers Showing Black English Influences in Their Writing.” Ms. 1973. PA70-444. Ford Foundation Archives.

“LCRG-CUNY Teacher-Training Workshop Sign-up Sheet.” N.d. Appendix. Language Curriculum Research Group. “Final Report to Ford Foundation.” 15 July 1975. PA70-444. Ford Foundation Archives.

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Moore, Samuel A. Letter to Marjorie Martus. 28 Mar. 1972. PA70-444. Ford Foundation Archives.

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—. Telephone interview. 9 Nov. 2003.

—. Telephone interview. 7 Dec. 2003.

—. “Why Black English in the College Curriculum?” Afro-American Institute of Brooklyn College Lecture Series. Brooklyn. 10 Nov. 1971.

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Simpkins, G., G. Holt, and C. Simpkins. Bridge: A Cross-Cultural Reading Program. Boston: Houghton Mifflin, 1977.

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Smith, Ernie. “What Is Black English? What Is Ebonics?” The Real Ebonics Debate: Power, Language, and the Education of African-American Children . Ed. Theresa Perry and Lisa Delpit. Boston: Beacon, 1998. 49-58.

Smitherman, Geneva. ” CCCC’s Role in the Struggle for Language Rights .” A Usable Past: CCC at 50, Part 1 . Spec. issue of CCC 50 (1999): 349-76.

—. Personal interview. 26 Mar. 2004.

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

—. Talkin that Talk: Language, Culture, and Education in African America . London: Routledge, 1999.

Smitherman, Geneva, and Victor Villanueva. Introduction. Language Diversity in the Classroom: From Intention to Practice . Ed. Smitherman and Villanueva. Carbondale: Southern Illinois UP, 2003. 1-6.

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Trimbur, John. “Literacy and the Discourse of Crisis.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and Trimbur. Portsmouth, NH: Boynton, 1991. 277-95.

Ward, F. Champion. “Request for Grant Action.” 22 June 1970. PA70-444. Ford Foundation Archives.

Wolfram, Walt. “Reaction to: For Teaching Standard English . . .” July 1974. PA70-444. Ford Foundation Archives.

Wright, Richard. “Reaction to For Teaching SE . . .” July 1974. PA70-444. Ford  Foundation Archives.

Bordelon, Suzanne. “George Pierce Baker’s Principles of Argumentation: ‘Completely Logical’?” CCC 57.3 (2006): 416-441.

Abstract:

In preparing Suzanne Bordelon’s article for the February issue of CCC (57.3), the editorially unthinkable happened: An earlier version of her fine article replaced the final, well-revised version as it went to the printer. In addition to my profuse apologies to Professor Bordelon, I have decided to publish the correct version of the article, delaying until September my publication of Janet Eldred’s review essay of several books on technology. The silver lining, in this instance, is a teachable moment, a rare glimpse for readers of CCC into an accountable but ultimately human (and I hope humane) editorial process: Bordelon’s article, quite good to begin with, was judged an “accept with revisions,” and she revised the article extensively and well, passing muster with a final read by one of the first reviewers and me. Comparing the two versions, the article erroneously sent to the printer in February and the most current version, in this issue should in itself demonstrate the complexities and hard work of the editing, reviewing, and authoring processes. Most significantly, I hope they also demonstrate that human beings, for better or worse, are behind even the most careful, accountable, and efficient editorial work. I am indebted to Professor Bordelon for her graciousness in light of this error, and I’m pleased to be able to make things right.

Deborah H. Holdstein

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v45-1

Trimbur, John. “Review Essay: Taking the Social Turn: Teaching Writing Post-Process.” Rev. of Academic Discourse and Critical Consciousness by Patricia Bizzell; Critical Teaching and the Idea of Literacy by C. H. Knoblauch and Lil Brannon; Common Ground: Dialogue, Understanding, and the Teaching of Composition by Kurt Spellmeyer. CCC 45.1 (1994): 108-118.

Carr, Jean Ferguson , Shirley Brice Heath, and Susan Miller. “Interchanges: Responses to Anne Ruggles Gere, ‘The Extracurriculum of Composition.'” CCC 45.1 (1994): 93-107.

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

Abstract:

Gere sees composition scholars as having neglected to recount the history of composition in contexts outside the school classroom. She briefly reviews contemporary community-based writer’s groups that encourage participants to hone their craft. She then examines historical popular magazines and women’s clubs that encouraged literacy practices outside academia. In urging an examination of the relationship between domestic and academic scenes, Gere does not claim we should move away from current professionalism but rather that we consider “our own roles as agents within the culture that encompasses the communities on both sides of the classroom wall.”

Keywords:

ccc45.1 Composition Writing Women Writers Curriculum Extracurriculum Workshop Work Classroom Groups Walls Tenderloin

Works Cited

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Chautauqua Literary and Scientific Circle Record Book, CLSC Clubhouse, Chautauqua, New York, 1904 (unpaged).

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Connors, Robert, Lisa Ede and Andrea Lunsford. Essays on Classical Rhetoric and Modern Discourse. Carbondale: Southern Illinois UP, 1984.

Fisher, George. The American Instructor: Or; Young Man’s Best Companion. Philadelphia: Franklin and Hall, 1748.

Freedman, Jonathan. “Beyond the Usual Suspects: Theorizing the Middlebrow.” Unpublished paper, U of Michigan, 1993.

Goodman, Nathan, Ed. A Benjamin Franklin Reader. New York: Crowell, 1945.

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

Hale, Sarah Josepha. “Editor’s Column.” Godey’s Ladies Magazine 16 (1838):191.

Heath, Shirley Brice. “Toward an Ethnohistory of Writing in American Education.” Writing: The Nature, Development and Teaching of Written Communication. Ed. Marcia Farr Whiteman. Hillsdale, NJ: Lawrence Erlbaum, 1981.

Heller, Carol Elizabeth. “Writers of the Tenderloin.” Unpublished essay. U of California, Berkeley, 1987.

—. “The Multiple Functions of the Tenderloin Women’s Writing Workshop: Community in the Making.” Diss. U of California, Berkeley, 1992.

—. The Tenderloin Women’s Writing Workshop: Until We Are All Strong Together. New York: Teacher College Press, forthcoming.

Hoffman, Nicole Tonkovich. “Scribbling, Writing, Author(iz)ing Nineteenth Century Women Writers.” Diss. U of Utah, 1990.

Holt, Thomas. “Knowledge is Power’: The Black Struggle for Literacy.” The Right to Literacy. Eds. Andrea A. Lunsford, Helene Moglen, and James Slevin. New York, MLA, 1990. 91-102.

Hubbard, Ruth. Notes from the Underground: Unofficial Literacy in One Sixth Grade.” Anthropology and Education Quarterly 20 (1989): 291-307.

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

Larcom, Lucy. A New England Girlhood. Boston: Houghton, 1889.

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

Moore, Elizabeth, Dora Gilbert Tompkins, and Mildred MacLean. English Composition for College Women. New York: Macmillan, 1914.

Oxley, J. MacDonald. “Column.” Ladies Home Journal 9 (1894):16.

Perrin, Porter Gale. “The Teaching of Rhetoric in the American Colleges before 1750.” Diss. U of Chicago, 1936.

Porter, Dorothy B. “The Organized Educational Activities of Negro Literary Societies, 1828-1846.” The Journal of Negro Education 5 (1936):555-576.

Rudolph, Frederick. American College and University: A History. New York: Vintage, 1962.

—. Saturday Morning Club Yearbook, 1898, Schlesinger Library, Cambridge, MA.

Terdiman, Richard. “Is there Class in this Class?” The New Historicism. Ed. H. Aram Veeser. New York: Routledge, 1989.

Vincent, David. Literacy and Popular Culture: England 1750-1914. Cambridge: Cambridge UP, 1989.

Wagner, Jay P. “Alamakee Farmers Cultivate Writing Habits.” Des Moines Register 12 March 1991.

—. “Writers in Overalls.” The Washington Post. 2 January 1993.

Wolf, Robert. Free River Press Newsletter I. (January, 1993): l.

—, ed. Voices from the Land. Lansing, Iowa: Free River Press, 1992.

Clark, Gregory. “Rescuing the Discourse of Community.” CCC 45.1 (1994): 61-74.

Abstract:

Beginning with the premise that most contemporary rhetorics of discourse community assume political equality and obviate against difference, Clark seeks to redefine the concept. Maintaining that such a collectivity should remain democratic, he cites the work of ethicists Nel Noddings and Edith Wyschogrod to guide the participation of discourse that “directs people to value their differences because that is what enables their cooperation as equals.”

Keywords:

ccc45.1 Community Discourse People Practices Collectivity Difference Concept Cooperation Agreement Ethics Expertise AMacintyre Wyschogrod

Works Cited

Aristotle. The Ethics of Aristotle: The Nichomachean Ethics. New York: Penguin, 1976.

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Belenky, Mary Field. Blythe McVicker Clinchy, Nancy Rule Goldberger, and Jill Mattuck Tarule. Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic, 1986.

Bizzell, Patricia. “Beyond Anti-Foundationalism to Rhetorical Authority: Problems Defining ‘Cultural Literacy: ” College English 52 (1990): 661-75.

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

Burke. Kenneth. The Rhetoric of Religion: Studies in Logology. Berkeley: U of California P. 1970.

Clark, Gregory. Dialogue, Dialectic, and Conversation: A Social Perspective on the Function of Writing. Carbondale: Southern Illinois UP. 1990.

Clark, Gregory and S. Michael Halloran. “Transformations of Public Discourse in Nineteenth-Century America.” Oratorical Culture in Nineteenth-Century America: Transformations in the Theory and Practice of Public Discourse, ed. G. Clark and S.M. Halloran. Carbondale: Southern Illinois University Press, 1993 (in press).

Doheny-Farina, Stephen. Rhetoric, Innovation, Technology: Case Studies of Technical Communication in Technology Transfers. Cambridge: MIT Press, 1992.

Friedson, Eliot. Professional Powers: A Study of the Institutionalization of Formal Knowledge. Chicago: U of Chicago P. 1986.

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

Kastely, James L. “In Defense of Plato’s Gorgias.” PMLA 106, (1991): 96-109.

Kent, Thomas. “On the Very Idea of a Discourse Community.” CCC 42 (1991): 425-45.

MacIntyre, Alasdair. After Virtue: A Study in Moral Theory, 2nd ed. Notre Dame: Notre Dame UP. 1984.

—. Whose Justice? Which Rationality? London: Duckworth, 1988.

Miller, Carolyn R. “What’s Practical about Technical Writing.” Technical Writing: Theory and Practice. Ed. B. E. Fearing and W. K. Sparrow. New York: MLA, 1989. 14-24.

Myers, Greg. “Reality, Consensus, and Reform in the Rhetoric of Composition Teaching.” College English 48 (1986): 154-7 J.

Noddings, Nel. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: U of California P. 1984.

—. Women and Evil. Berkeley: U of California P. 1989.

Rooney, Ellen. Seductive Reasoning: Pluralism as the Problematic of Contemporary Literary Theory. Ithaca: Cornell UP. 1989.

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

Wyschogrod, Edith. Saints and Postmodernism: Revisioning Moral Philosophy. Chicago: U of Chicago P. 1990.

Young, Iris Marion. “The Ideal of Community and the Politics of Difference,” Feminism/Postmodernism. Ed. Linda J. Nicholson New York: Routledge, 1990. 300-23.

Hollis, Karyn. “Liberating Voices: Autobiographical Writing at the Bryn Mawr Summer School for Women Workers, 1921-1938.” CCC 45.1 (1994): 31-60.

Abstract:

Hollis examines the pedagogy and student texts associated with the Bryn Mawr Summer School for Women Workers, the first of four resident colleges for women established in the 1920s and 30s in America. She claims such pedagogy and autobiographical writing provide valuable examples for composition teachers to better understand current feminist and progressive pedagogies such as non-hierarchical teaching, student-centered pedagogy, interdisciplinary approaches, and student writing across of a wide range of genres. Recovering such history shows “one of the few instances” of a “successful cross-class alliance among upper,-, middle-, and working-class women from a variety of ethnic, religious, and geographic backgrounds.”

Keywords:

ccc45.1 Women School Workers Students BrynMawr Autobiography Faculty Narrative Education SummerSchool History Assignments

Works Cited

Andrews, William L. “The Changing Moral Discourse of Nineteenth-Century African American Women’s Autobiography: Harriet Jacobs and Elizabeth Keckley.” De/Colonizing the Subject. Ed. Sidonie Smith and Julia Watson. Minneapolis: U of Minnesota P, 1992.

Bakhtin, M. M. The Dialogic Imagination. Austin: U of Texas P, 1981.

Belenky, Mary Field and Blythe McVicker Clinchy, Nancy Rule Goldberger and Jill Mattuck Tarule. Women’s Ways of Knowing: The Development of Self, Voice and Mind. New York: Basic. 1986.

Bizzell, Patricia. “Power, Authority, and Critical Pedagogy.” Journal of Basic Writing 10.2 (1991): 54-70.

Blackburn, Regina. “In Search of the Black Female Self. African-American Women’s Autobiographies and Ethnicity.” Women’s Autobiography: Essays in Criticism. Ed. Estelle C. Jelinek. Bloomington: Indiana University Press, 1980. 133-148.

Campbell, JoAnn. “Women’s Work, Worthy Work: Composition Instruction at Vassar College, I987-1922.” Constructing Rhetorical Education. Ed. Marie Secor and Davida Charney. Carbondale: Southern Illinois UP, 1992. 26-42.

Carter, Jean and Hilda W. Smith. Education and the Worker-Student. New York: Affiliated Schools for Workers, Inc., 1934.

Coiner, Constance. “Literature of Resistance: The Intersection of Feminism and the Communist Left in Meridel Le Sueur and Tillie Olsen.” Left Politics and the Literary Profession. Ed. Leonard J. Davis and M. Bella Mirabella. New York: Columbia UP, 1990. 162-185.

Culley, Margo. “What a Piece of Work is Woman! An Introduction.” American Women’s Autobiography: Fea(s)ts of Memory. Madison: U Wisconsin P, 1992.3-31.

Davies, Margaret Llewelyn, ed. Life As We Have Known It by Cooperative Working Women. New York: Norton, 1975.

Eisenstein, Sarah. Give Us Bread But Give Us Roses: Working Women’s Consciousness in the United States, 1890 to the First World War. London: Routledge, 1983.

Eudovich, Faye. “Thoughts on Utopian Education.” Shop and School (1930): 22.

Fickland, Eloise. “Looking Back.” Shop and School (1933): 32.

Flynn, Elizabeth A. “Composing As a Woman.” CCC 39 (1988): 423-435.

Fox-Genovese, Elizabeth. “My Statue, My Self: Autobiographical Writings of Afro-American Women.” The Private Self Theory and Practice of Woman ‘s Autobiographical Writings. Ed. Shari Benstock. Chapel Hill: U North Carolina P, 1988. 63-89.

Friedman, Susan Stanford. “Women’s Autobiographical Selves: Theory and Practice.” The Private Self’ Theory and Practice of Women’s Autobiographical Writings. Ed. Shari Benstock. Chapel Hill: U of North Carolina P, 1988. 34-63.

Gagnier, Regina. “The Literary Standard, Working-Class Autobiography, and Gender.” Revealing Lives: Autobiography, Biography and Gender. Ed. Susan Groag Bell and Marilyn Yalom. Albany: SUNY Press, 1990. 93-114.

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

Goldberg, Edith. “My Autobiography.” Echo (1928): 25.

Gordon, Sarah. “A Typical Day in My Life.” Shop and School (1929): 27-28.

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Hantz, Rose. “The Banana Argument.” Shop and School (1932): 62.

Hansen, Alice. Personal Interview. 16 June 1992.

Heller, Rita. “Blue Collars and Blue Stockings: The Bryn Mawr School for Women Workers, 1921-1938.” Sisterhood and Solidarity: Workers’ Education for Women, 1914 1984. Philadelphia: Temple U P, 1984. 110-145.

—. “The Women of Summer: The Bryn Mawr Summer School for Women Workers, 1921-1938.” Diss. Rutgers University, 1986.

—. The Women of Summer. Film. National Endowment for the Humanities. 1985.

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Jelinek, Estelle C. The Tradition of Women’s Autobiography: From Antiquity to the Present. Boston: Twayne, 1986.

Johnston, Ellen. The Autobiography, Poems, and Songs of ‘The Factory Girl’. Glasgow: William Love, 1867.

Kennan, Ellen. “Autobiography.” English Syllabus. Bryn Mawr Summer School for Women Workers, 1926. 1.

—. “Autobiography.” English Syllabus. Bryn Mawr Summer School for Women Workers, 1934. 1.

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—. “Gender and Narrative Form in French and German Working-Class Narratives,” Interpreting Lives: Feminist Theory and Personal Narratives. Ed. Personal Narratives Group. Bloomington: Indiana UP, 1989. 103-117.

Parrish, Beulah. “Those Mill Villages.” Shop and School (1930): 6.

Peterson, Linda H. “Gender and the Autobiographical Essay: Research Perspectives, Pedagogical Practices.” CCC 42. May (1991): 171-183.

Rose, Shirley K. “Reading Representative Anecdotes of Literacy Practice; or ‘See Dick and Jane read and write!’.” Rhetoric Review 8 (1990): 244-259.

Rowbotham, Sheila. Woman’s Consciousness, Man’s World. London: Penguin, 1973.

Roydhouse, Marion W. “Partners in Progress: The Affiliated Schools for Women Workers, 1928-1939.” Sisterhood and Solidarity: Worker’s Education for Women, 1914-1984. Ed. Joyce L. Kornbluh and Mary Frederickson. Philadelphia: Temple Up, 1984. 189-221.

Rury, John L. Education and Women’s Work: Female Schooling and the Division of Labor in Urban America, 1870-1930. Albany: SUNY Press, 1991.

Sirc, Geoffrey. “Gender and ‘Writing Formations’ in First-Year Narratives.” Freshman English News 18 (1989): 4-11.

Smith, Emma. A Cornish Waif’s Story: An Autobiography. London: Odhams, 1954.

Smith, Hilda Worthington. “The Student and Teacher in Workers’ Education.” Workers’ Education in the United States. Ed. Theodore Brameld. New York: Harper, 1941. 181-202.

—. Women Workers at the Bryn Mawr Summer School. New York: Affiliated Summer Schools for Women Workers in Industry and American Association for Adult Education, 1929.

Smith, Sidonie. A Poetics of Women’s Autobiography: Marginality and the Fictions of Self-Presentation. Bloomington: Indiana UP, 1987.

—. “Resisting the Gaze of Embodiment: Women’s Autobiography in the Nineteenth Century.” American Women’s Autobiography: Fea(s)ts of Memory. Ed. Margo Culley. Madison: U of Wisconsin P, 1992. 75-110.

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

Zandy, Janet, ed. Calling Home: Working-Class Women’s Writings, An Anthology. New Brunswick: Rutgers UP, 1990.

Schultz, Lucille M. “Elaborating Our History: A Look at Mid-19th Century First Books of Composition.” CCC 45.1 (1994): 10-30.

Abstract:

Schultz notes that composition historians have reexamined 19th-century composition pedagogy and subsequently found more differentiated practices than previously thought. Schultz adds to these new findings with her examination of lesser-known composition textbooks written between 1838 and 1855.

Keywords:

ccc45.1 Composition Writing Students Books RFrost Teaching Rules 19thCentury FirstBooks Texts Topics Themes Grammar

Works Cited

Applebee. Arthur N. Study of Book Length Works Taught in High School English Courses. Report Series 1.2. Center for the Learning and Teaching of Literature: SUNY Albany. 1989.

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

Blair, Hugh. Lectures on Rhetoric and Belles Lettres. Philadelphia: James Kay, Jun. and Brother, 1833.

Brookfield, Charles. First Book in Composition. New York: A.S. Barnes, 1855.

Burrell, Edward William. “Authors of English Textbooks Published in the United States, 1845-1855.” Diss. Harvard U, 1964.

Campbell, JoAnn. “Controlling Voices: The Legacy of English A at Radcliffe College, 1883-1917.” CCC 43 (1992): 472-485.

Carpenter, Charles. History of American Schoolbooks. Philadelphia: U of Pennsylvania, 1963.

Connors, Robert J. “Personal Writing Assignments.” CCC 38 (1987):166-183.

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

—. “Writing the History of Our Discipline.” An Introduction to Composition Studies. Ed. Erika Lindemann and Gary Tate. New York: Oxford U P, 1991.

Crowley, Sharon. The Methodical Memory. Carbondale: Southern Illinois U P, 1990.

Emig, Janet. The Relation of Thought and Language Implicit in Some Early American Rhetoric and Composition Texts. Unpublished Qualifying Paper. Harvard University, 1963.

—. “The Relation of Thought and Language Implicit in Some Early American Rhetoric and Composition Texts.” The Web of Meaning. Ed. Dixie Goswami and Maureen Butler. Upper Montclair, NJ: Boynton/Cook, 1983. 3-43.

Frost, John. Easy Exercises in Composition. 2nd ed. Stereotyped. Philadelphia: W. Marshall, 1839.

—. ed. Lessons on Common Things; Their Origin, Nature, and Uses. Philadelphia: Thomas T. Ash, 1835.

—, ed. The School Master, and Advocate of Education. Assisted by W. R. Johnson, J. M. Keagy, W. Russell, and J. B. Walker. Philadelphia: W. Marshall. 1836.

—, ed. The Young People’s Book. Philadelphia: Morton M’Michael. 1842.

Giroux, Henry. Border Crossings. New York: Routledge, 1992.

Green, J. A., ed. Pestalozzi’s Educational Writings. London: Edward Arnold, 1916.

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

Haley-Oliphant, Ann E. “Classroom Ecology in a Science Class: A Description of Interaction Patterns in the Margins of Lessons.” Diss. U of Cincinnati, 1989.

“Hints and Methods for the use of Teachers.” Connecticut Common School Journal 4 (1842):53-60.

Illustrated Composition Book, The. New York: A. R. Phippen, 1854.

Jolliffe, David. “The Moral Subject in College Composition: A Conceptual Framework and the Case of Harvard, 1865-1900.” College English 51 (l989): 163-173.

Kitzhaber, Albert. Rhetoric in American Colleges, 1850–1900. Dallas: SMU Press, 1990.

Lilienthal, M.B. and Robert Allyn. Things Taught: Systematic Instruction in Composition and Object Lessons. Cincinnati: W.B. Smith, 1862.

Morley, Charles. A Practical Guide to Composition. New York: Robinson, Pratt, 1838.

Newkirk, Thomas. “Barrett Wendell’s Theory of Discourse.” Rhetoric Review 10 (l991):20-30.

Nietz, John A. Old Textbooks. Pittsburgh: U of Pittsburgh P, 1961.

—. The Evolution of American Secondary School Textbooks. Rutland, Vermont: Tuttle, 1966.

Northend, Charles. The Young Composer. Portland: Sanborn and Carter, 1848.

—. The Teacher and the Parent; A Treatise upon Common School Education. Boston: Jenks, Hickling, and Swan, 1853.

Oberholtzer, Ellis Paxson. The Literary History of Philadelphia. Philadelphia: George W. Jacobs, 1906.

Parker, Richard Green. Progressive Exercises in English Composition. Boston: Lincoln and Edmands, 1832.

—. Aids to English Composition. Boston: Robert S. Davis, 1844.

Phippen, A. R. The Illustrated Composition Book. New York: Henry W. Law, 1854.

Quackenbos, George P. First Lessons in Composition. New York: Appleton, 1851.

—. Illustrated Lessons in Our Language. New York: Appleton, 1876.

Rippingham, John. Rules for English Composition. Poughkeepsie: Paraclete Potter, 1816.

Russell, William. A Grammar of Composition. New Haven: A.H. Maltby, 1823.

Schultz, Lucille M., Chester Laine, and Mary Savage. ” Interaction Among School and College Writing Teachers: Toward Recognizing and Remaking Old Patterns .” CCC 39 (1988):139-53.

Simmons, Sue Carter. “Critiquing the Myth of Current Traditional Rhetoric: Invention in Writing Instruction at Harvard.” Penn State Conference on Rhetoric and Composition. University Park, July 1 991.

Spring, Joel The American School 1642-1990. 2nd ed. New York: Longman, 1990.

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

Whately, Richard. Elements of Rhetoric. Ed. Douglas Ehninger. Carbondale: Southern Illinois UP, 1963.

Woods, William. “The Reform Tradition in Nineteenth-Century Composition Teaching.” Written Communication 2 (1985): 377-390.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v57-1

Miller, Richard E. “Interchanges: On Asking Impertinent Questions.” With responses from Irv Peckham and Shirley Rose. CCC 57.1 (2005) 142-168.

Bernard-Donals, Michael. “Review Essay: Literacy, Affect, and Ethics.” CCC 57.1 (2005): 169-180.

Works Cited

Brandt, Deborah. Literacy as Involvement: The Acts of Writers, Readers, and Texts . Carbondale: Southern Illinois UP, 1990.

Scribner, Sylvia, and Michael Cole. The Psychology of Literacy . Cambridge, MA: Harvard UP, 1986.

Thelin, William. “Understanding Problems in Critical Classrooms.” CCC 57.1 (2005): 114-41.

Abstract

Some scholarship suggests that critical pedagogy should be abandoned for more pragmatic goals. While the democratic and political sensibilities of critical pedagogy require more from the instructor, classrooms that on the surface do not appear to work in teaching students should not be seen as signs that the pedagogy is not worth the extra effort. The classroom experience recounted in this piece suggests that blundered implementation can function as an opportunity to advance knowledge and to understand the ongoing project of critical pedagogy, strengthening it even as we realize that critical pedagogy cannot look and feel like status quo teaching and still enact progressive goals.

Keywords:

ccc57.1 Students Classrooms Pedagogy CriticalPedagogy Composition Essays Contracts Goals Problems

Works Cited

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

Colombo, Gary, Robert Cullen, and Bonnie Lisle, eds. Rereading America: Cultural Contexts for Critical Thinking and Writing. 4th ed. Boston: Bedford, 1998.

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

Graff, Gerald. “The Dilemma of Oppositional Pedagogy: A Response.” Left Margins: Cultural Studies and Composition Pedagogy. Ed. Karen Fitts and Alan W. France. Albany: SUNY P, 1995. 275-82.

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

Helmers, Marguerite H. Writing Students: Composition Testimonials and Representations of Students. Albany: SUNY P, 1994.

Hourigan, Maureen M. Literacy as Social Exchange: Intersections of Class, Gender, and Culture. Albany: SUNY P, 1994.

Luker, Kristin. “Dubious Conceptions: The Politics of Teenage Pregnancy.” Colombo, Cullen, and Lisle 91-108.

McComiskey, Bruce. Teaching Composition as a Social Process. Logan: Utah State UP, 2000.

McInelly, Brett C., and James D. Fogt. “At-Risk Students, At-Risk Teachers: Graduate Instructors, Institutionalized Curricula, and the Problems with Peer Workshops in the Composition Classroom.” Journal of Teaching Academic Survival Skills 3 (2001): 5-19.

Miller, Richard. “The Arts of Complicity: Pragmatism and the Culture of Schooling.” College English 61 (1998): 10-28.

Nelson, Craig E. “Student Diversity Requires Different Approaches to College Teaching, Even in Math and Science.” American Behavioral Scientist 40 (1996): 165-75.

Phelps, Louise Wetherbee. “A Constrained Vision of the Writing Classroom.” ADE Bulletin 103 (1992): 13-20.

Rosenthal, Rae. “Feminists in Action: How to Practice What We Teach.” Left Margins: Cultural Studies and Composition Pedagogy. Ed. Karen Fitts and Alan W. France. Albany: SUNY P, 1995. 139-56.

Ruszkiewicz, John. “Advocacy in the Writing Classroom.” The Ethics of Writing Instruction: Issues in Theory and Practice. Ed. Michael A. Pemberton. Stamford, CT: Ablex, 2000.

Scott, James. Weapons of the Weak: Everyday Forms of Peasant Resistance. New Haven: Yale UP, 1987.

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

—. When Students Have Power: Negotiating Authority in a Critical Pedagogy. Chicago: U of Chicago P, 1996.

Singh, Frances B. “C-Words: Classroom, Contact, Conflict, Collaboration, Consolidation, Colonizing, Colonialism.” Tassoni and Thelin 99-114.

Tassoni, John Paul, and William H. Thelin, eds. Blundering for a Change: Errors and Expectations in Critical Pedagogy. Portsmouth, NH: Boynton, 2000.

Thelin, William H., and John Paul Tassoni. “Blundering the Hero Narrative: The Critical Teacher in Classroom Representations.” Tassoni and Thelin 1-7.

Tobin, Lad. Reading Student Writing: Confessions, Meditations, and Rants. Portsmouth, NH: Boynton, 2004.

Wallace, David, and Helen Rothschild Ewald. Mutuality in the Rhetoric and Composition Classroom. Carbondale: Southern Illinois UP, 2000.

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Kinloch, Valerie Felita. “Revisiting the Promise of Students’ Right to Their Own Language: Pedagogical Strategies..” CCC 57.1 (2005): 83-113.

Abstract

The implications of the Students’ Right to Their Own Language resolution on classroom teaching and practices point to a continual need to reevaluate how communicative actions: linguistic diversities: of students are central aspects of the work within composition courses. This article revisits the historical significance and pedagogical value of the resolution in its critique of student-teacher exchanges, in its advancement of strategies that invite language variations into composition courses, and in its proposal to support the expressive rights of students.

Keywords:

ccc57.1 Language Students SROL Resolution Class History Pedagogy Literacy Diversity Writing JJordan

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Alexander, Jonathan. “Transgender Rhetorics: (Re)Composing Narratives of the Gendered Body.” CCC 57.1 (2005): 45-82.

Abstract

This essay attempts to demonstrate how transgender theories can inspire pedagogical methods that complement feminist compositionist pedagogical approaches to understanding the narration of gender as a social construct. By examining sample student writing generated by a prompt inspired by transgender theories, the author’s analysis suggests how trans theories might usefully expand and extend: for both instructors and students: our analysis of the stories we tell personally, socially, and politically about gender. Ultimately, the author argues that trans theories and pedagogical activities built on them can enhance our understanding of gender performance by prompting us to consider gender as a material and embodied reality.

Keywords:

ccc57.1 Gender Students Writing Body Stories Transgender Pedagogy Feminism Composition Identity Narratives Performance

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

Abstract

New-media writing exerts pressure in ways that writing instruction typically has not. In this article, we map the infrastructural dynamics that support: or disrupt: newmedia writing instruction, drawing from a multimedia writing course taught at our institution. An infrastructural framework provides a robust tool for writing teachers to navigate and negotiate the institutional complexities that shape new-media writing and offers composers a path through which to navigate the systems within and across which they work. Further, an infrastructural framework focused on the when of newmedia composing creates space for reflection and change within institutional structures and networks.

Keywords:

ccc57.1 Students Writing Infrastructure NewMedia Software Technology Standards Work Spaces Pedagogy Networks Multimedia

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