Category: Uncategorized

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v40-4

Bizzell, Patricia. Rev. of The Social Construction of Written Communication by Bennett A. Rafoth and Donald L. Rubin. CCC 40.4 (1989): 483-486.

Arrington, Phillip, and Frank Farmer. Rev. of Three Steps to Revising Your Writing for Style, Grammar, Punctuation, and Spelling by Barbara E. Walvoord; Style: Ten Lessons in Clarity and Grace by Joseph M. Williams; Clear and Coherent Prose: A Functional Approach by William Vande Kopple. CCC 40.4 (1989): 486-489.

Ney, James W. Rev. of The Complete Plain Words by Ernest Gowers, Sidney Greenbaum, and Janet Whitcut. CCC 40.4 (1989): 489-490.

Raimes, Ann. Rev. of Writing across Languages and Cultures: Issues in Contrastive Rhetoric by Alan C. Purves. CCC 40.4 (1989): 491-492.

Ray, Ruth, and Ellen Barton. “Response to Christina Haas and Linda Flower, “Rhetorical Reading Strategies and the Construction of Meaning.” CCC 40.4 (1989): 480-481.

Haas, Christina, and Linda Flower. “Reply by Christina Haas and Linda Flower.” CCC 40.4 (1989): 482.

Shen, Fan. “The Classroom and the Wider Culture: Identity as a Key to Learning English Composition.” CCC 40.4 (1989): 459-466.

Murphy, Richard J., Jr. “On Stories and Scholarship.” CCC 40.4 (1989): 466-472.

Schriner, Delores K. and William C. Rice. “Computer Conferencing and Collaborative Learning: A Discourse Community at Work.” CCC 40.4 (1989): 472-478.

Tobin, Lad. “Bridging Gaps: Analyzing Our Students’ Metaphors for Composing.” CCC 40.4 (1989): 444-458.

Abstract:

In this article, the author argues that teachers of writing should consider more closely their students’ metaphors for writing, both those that express frustration and confusion and those that communicate excitement and enjoyment. The author, citing metaphor as a powerful learning and teaching tool, suggests that teachers activity elicit their students’ metaphors for writing to as a starting point to discuss with their students issues of classroom power dynamics, instructor authority, and attitude towards writing.

Keywords:

ccc40.4 Writing Metaphor Students Writers Process Relationship Teachers Frustration Topic Concept

Works Cited

Belenky, Mary Field, et al. Womens’ Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, 1986.

Berthoff, Ann E. Forming/Thinking/Writing: The Composing Imagination. Montclair: Boynton/Cook, 1982.

Booth, Wayne C. “Metaphor as Rhetoric: The Problem of Evaluation.” On Metaphor. Ed. Sheldon Sacks. Chicago: U of Chicago P, 1978.47-70.

DeFrees, Madeline. “The Radical Activity of Writing Poems.” Spectrum. San Diego: Harcourt, 1987. 411-24.

Elbow, Peter. Writing Without Teachers. Oxford: Oxford UP, 1973.

Emig, Janet. The Web of Meaning: Essays on Writing, Teaching, Learning, and Thinking. Ed. Dixie Goswami and Maureen Butler. Montclair: Boynton/Cook, 1983.

Flower, Linda, and John R. Hayes. “The Cognition of Discovery: Defining a Rhetorical Problem.” The Writing Teacher’s Sourcebook. 2nd ed. Ed. Gary Tate and Edward P.J. Corbett. New York: Oxford UP, 1988. 92-102.

—. “Images, Plans, and Prose: The Representation of Meaning in Writing.” Written Communication 1 (January 1984): 120-60.

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

Murray, Donald M. “How the Text Instructs: Writing Teaches Writing.” Unpublished Paper Presented at the Miami University Conference on Writing Teacher as Researcher. Oxford, Ohio, Oct. 1988.

—. “Internal Revision: A Process of Discovery.” Learning By Teaching 72-87.

—. Learning By Teaching: Selected Articles on Writing and Teaching. Montclair: Boynton/Cook, 1982.

Percy, Walker. “Metaphor as Mistake.” Reclaiming the Imagination: Philosophical Perspectives for Writers and Teachers of Writers. Ed. Ann E. Berthoff. Montclair: Boynton/Cook, 1984. 132-44.

Perelman, Chaim. “The New Rhetoric: A Theory of Practical Reasoning.” The Rhetoric of Western Thought. 3rd ed. Ed. James L. Golden, Goodwin F. Berquist, and William E. Coleman. Dubuque: Kendall/Hunt, 1983. 403-23.

Peterson, Linda. “Repetition and Metaphor in the Early Stages of Composing.” CCC 36 (December 1985): 429-43.

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

Rose, Mike. Writer’s Block: The Cognitive Dimension. Carbondale: Southern Illinois UP, 1984.

Rubin, Lois. “Uneven Performance: What Students Do and Don’t Know About Their Own Writing.” Writing Instructor 4 (Summer 1985): 157-68.

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

Smith, Louise. “Enigma Variations: Reading and Writing Through Metaphor.” Only Connect: Uniting Reading and Writing. Ed. Thomas Newkirk. Montclair: Boynton/Cook, 1986. 158-73.

Tomlinson, Barbara. “Characters Are Coauthors: Segmenting the Self, Integrating the Composing Process.” Written Communication 3 (October 1986): 421-48.

—. “Talking About Composing: The Limitations of Retrospective Accounts.” Written Communication 1 (October 1984): 429-45.

—. “Tuning, Tying, and Training Texts: Metaphors for Revision.” Written Communication 5 (January 1988): 58-80.

Tracy, David. “Metaphor and Religion: The Test Case of Christian Texts.” On Metaphor. Ed. Sheldon Sacks. Chicago: U of Chicago P, 1978. 89-104.

Weaver, Richard M. The Ethics of Rhetoric. Davis: Hermagoras, 1985.

Schilb, John. “Composition and Poststructuralism: A Tale of Two Conferences.” CCC 40.4 (1989): 422-443.

Abstract:

This article explores what the place of poststructural theories should be in the field of composition by comparing the histories of composition and poststructuralism through looking at two different conferences that took place in the 1960s: the 1963 CCCC meeting and a 1966 conference at Johns Hopkins entitled “The Languages of Criticism and the Sciences of Man.” The author pairs participants from each conference and imagines they might say if they were brought together, noting in particular how each person defined rhetoric, which enlightens the current debate between composition and poststructuralist scholars over the term. In his conclusion, the author proposes that English departments embrace the conflicting variety of definitions of rhetoric in order to become a richer community of scholars.

Keywords:

ccc40.4 Rhetoric Composition Poststructuralism JDerrida WBooth ECorbett Writing RBarthes JLacan Language LiteraryTheory JohnsHopkins History CCCC Discourse Theory Scholarship Linguistics Conferences

Works Cited

Althusser, Louis. “Ideology and Ideological State Apparatuses.” Lenin and Philosophy. Trans. Ben Brewster. New York: Monthly Review, 1971. 127-86.

Atkins, G. Douglas, and Michael 1. Johnson, eds. Writing and Reading Differently: Deconstruction and the Teaching of Composition and Literature. Lawrence; UP of Kansas, 1985.

Barthes, Roland. “The Old Rhetoric: an aide-memoire.” The Semiotic Challenge. Trans. Richard Howard. New York: Hill and Wang, 1988. 11-94.

—. S/Z. Trans. Richard Miller. New York: Hill and Wang, 1974.

—. “To Write: An Intransitive Verb?” Macksey and Donato 134-45.

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

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

Berthoff, Ann E. “How Philosophy Can Help Us.” Pre/Text 9 (Spring/Summer 1988): 61-66.

Booth, Wayne. Critical Undemanding: The Powers and Limits of Pluralism. Chicago: U of Chicago P, 1979.

—. “The Rhetorical Stance.” CCC 14 (October 1963): 139-45.

Brereton, John, ed. Traditions of Inquiry. New York: Oxford UP, 1985.

Brooke, Robert. “Control in Writing: Flower, Derrida, and Images of the Writer.” College English 51 (April 1989): 405-17.

—. “Lacan, Transference, and Writing Instruction.” College English 49 (October 1987): 679-91.

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

Christensen, Francis. “A Generative Rhetoric of the Sentence.” CCC 14 (October 1963): 155-61.

Clifford, John, and John Schilb. “A Perspective on Eagleton’s Revival of Rhetoric.” Rhetoric Review 6 (Fall 1987): 22-31.

Comley, Nancy R. “A Release from Weak Specifications: Liberating the Student Reader.” Atkins and Johnson 129-38.

Connors, Robert, Lisa S. Ede, and Andrea Lunsford. “The Revival of Rhetoric in America.” Essays on Classical Rhetoric and Modern Discourse. Ed. Connors, Ede, and Lunsford. Carbondale: Southern Illinois UP, 1984. 1-15.

Corbett, Edward P. J. “Literature and Composition: Allies or Rivals in the Classroom?” Horner 168-84.

—. “The Usefulness of Classical Rhetoric.” CCC 14 (October 1963): 162-64.

Corder, Jim W., and James S. Baumlin. “Lonesomeness in English Studies.” ADE Bulletin 85 (Winter 1986): 36-39.

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

Crowley, Sharon. “Of Gorgias and Grammatology.” CCC 30 (October 1979): 279-84.

—. “writing and Writing.” Atkins and Johnson 93-100.

Culler, Jonathan. On Deconstruction: Theory and Criticism after Structuralism. Ithaca: Cornell UP, 1982.

De Lauretis, Teresa. Alice Doesn’t: Feminism, Semiotics, Cinema. Bloomington: Indiana UP, 1984.

de Man, Paul. Allegories of Reading: Figural Language in Rousseau, Nietzsche, Rilke, and Proust. New Haven: Yale UP, 1979.

Derrida, Jacques. “Afterword: Toward An Ethic of Discussion.” Trans. Samuel Weber. Limited Inc 111-60.

—. Limited Inc. Ed. Gerald Graff. Evanston: Northwestern UP, 1988.

—. “Limited Inc a b c. . . .” Trans. Samuel Weber. Limited Inc 29-110.

—. Of Grammatology. Trans. Gayatri Chakravorty Spivak. Baltimore: Johns Hopkins UP, 1976.

—. “Psyche: Inventions of the Other.” Trans. Catherine Porter. Reading de Man Reading. Ed. Lindsay Waters and Wlad Godzich. Minneapolis: U of Minnesota P, 1989.25-65.

—. “Signature Event Context.” Trans. Samuel Weber and Jeffrey Mehlman. Limited Inc 1-23.

—. “Structure, Sign, and Play in the Discourse of the Human Sciences.” Macksey and Donato 247-65.

—. “White Mythology: Metaphor in the Text of Philosophy,” Margins of Philosophy. Trans. Alan Bass. Chicago: U of Chicago P, 1982. 207-71.

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

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

Faigley, Lester. “The Study of Writing and the Study of Language.” Rhetoric Review 7 (Spring 1989): 240-56.

Felman, Shoshana. Jacques Lacan and the Adventure of Insight: Psychoanalysis in Contemporary Culture. Cambridge: Harvard UP, 1987.

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

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

Harned, Jon. “Post-Structuralism and the Teaching of Composition.” Freshman English News 15.2 (Fall 1986): 10-16.

Harris, Joseph. “The Plural Text/The Plural Self: Roland Barthes and William Coles.” College English 49 (February 1987): 158-70.

Horner, Winifred Bryan, ed. Composition and Literature: Bridging the Gap. Chicago: U of Chicago P, 1983.

Johnson, Barbara. A World of Difference. Baltimore: Johns Hopkins UP, 1987.

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

Kaufer, David, and Gary Waller. “To Write Is to Read Is to Write, Right?” Atkins and Johnson 66-92.

Lacan, Jacques. Ecrits: A Selection, Trans. Alan Sheridan. New York: Norton, 1977.

—. “Of Structure as an Inmixing of an Otherness Prerequisite to Any Subject Whatever.” Macksey and Donato 186-95.

Lentricchia, Frank. After the New Criticism. Chicago: U of Chicago P, 1980.

Macksey, Richard. “Lions and Squares: Opening Remarks.” Macksey and Donato. 1-14.

Macksey, Richard, and Eugenio Donato, eds. The Structuralist Controversy: The Languages of Criticism and the Sciences of Man. Baltimore: Johns Hopkins UP, 1972.

Miller, J. Hillis. “The Two Rhetorics: George Eliot’s Bestiary.” Atkins and Johnson 101-14.

Neel, Jasper. Plato, Derrida, and Writing. Carbondale: Southern Illinois UP, 1988.

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

Northam, Paul. “Heuristics and Beyond: Deconstruction/Inspiration and the Teaching of Writing Invention.” Atkins and Johnson 115-28.

Ohmann, Richard. “Use Definite, Concrete, Specific Language.” College English 41 (December 1979): 390-97.

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

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

Rorty, Richard. Consequences of Pragmatism. Minneapolis: U of Minnesota P, 1982.

Schilb, John. “Deconstructing Didion: Poststructuralist Rhetorical Theory in the Composition Classroom.” Literary Nonfiction: Theory, Criticism, Pedagogy. Ed. Chris Anderson. Urbana: Southern Illinois UP, 1989. 262-86.

—. “The History of Rhetoric and the Rhetoric of History.” Pre/Text 7 (Spring/Summer 1986): 11-34.

—. “Ideology and Composition Scholarship.” Journal of Advanced Composition 8 (1988): 22-29.

Snyder, Carol. “Analyzing Classifications: Foucault for Advanced Writers.” CCC 35 (May 1984): 209-16.

Spivak, Gayatri Chakravorty. In Other Worlds: Essays in Cultural Politics. New York: Methuen, 1987.

Swearingen, C. Jan. “Bloomsday for Literacy: How Reactionaries and Relativists Alike Undermine Literacy While Seeming to Promote It.” Freshman English News 17.1 (Fall 1988): 2-5.

Vitanza, Victor J. “Rhetoric’s Past and Future: A Conversation with Edward P.J. Corbett.” Pre/Text 8 (Fall/Winter 1987): 247-64.

Weber, Samuel. Institution and Interpretation. Minneapolis: U of Minnesota P, 1987.

Wells, Susan. “Classroom Heuristics and Empiricism.” College English 39 (December 1977): 467-76.

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

Winterowd, W. Ross. “The Purification of Literature and Rhetoric.” College English 49 (March 1987): 257-73.

Zavarzadeh, Mas’ud, and Donald Morton. “Theory Pedagogy Politics: The Crisis of ‘The Subject’ in the Humanities.” Boundary 2 15 (Fall 1986/Winter 1987): 1-22.

Hoetker, James, and Gordon Brossell. “The Effects of Systematic Variations in Essay Topics on the Writing Performance of College Freshmen.” CCC 40.4 (1989): 414-421.

Abstract:

The authors conducted a study of Florida’s College-Level Academic Skills Test to see whether or not lower-level writers are put at a disadvantage when asked to respond to an open-ended frame topic instead of a more explicit, rhetorically situated essay question. Their study found that essay questions that gave more information about the rhetorical situation for the response, including information about audience and purpose, did not elicit better essays from either high-level or low-level writers than the frame topics.

Keywords:

ccc40.4 Topics Essays Students Scores Variations Readers Ability Practice Questions Writing Assessment Writers

Works Cited

Brossell, Gordon C “Rhetorical Specification in Essay Examination Topics.” College English 33 (December 1982): 165-73.

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

Greenberg, Karen. The Effects of Variations in Essay Questions on the Writing Performance of CUNY Freshmen. New York: Instructional Resources Center, City University of New York, 1981.

McAndrew, Donald A. The Effects of an Assigned Rhetorical Context on the Holistic Quality and Syntax of the Writing of High and Low Ability College Writers. ERIC, 1981. ED 235 481.

—. “The Effects of an Assigned Rhetorical Context on the Syntax and Holistic Quality of the Writing of First Year College Students.” DA 43 (1982): 2911A. State U of New York at Buffalo.

Ruth, Leo, and Sandra Murphy. “Designing Topics for Writing Assessments: Problems of Meaning.” CCC 35 (December 1984): 410-42.

Faigley, Lester. “Judging Writing, Judging Selves.” CCC 40.4 (1989): 395-412.

Abstract:

This article, using recent theories of the self from a variety of disciplines, compares a 1929 admissions essay test with a recent collect of best student essays to show that teachers of writing look for the individual self in student texts – teachers are just as concerned about the student self that is presented in the text as the text itself. Students in the 1929 received high marks for incorporating references to standard sophisticated literary works and providing thoughtful reflection; students in the 1980s were rated highly if they wrote with an authentic voice, often resulting in first-person autobiographical essays. The author claims that insisting that students write authentically assumes a self-understanding that many do not possess yet, resulting in student writing that adopts a position of authority and power rather than writing that is grounded in a determined sense of self.

Keywords:

ccc40.4 Writing Self Students Writers Letters Essays Literature Autobiography WColes Evaluation

Works Cited

Adelstein, Michael E., and Jean G. Pival. The Writing Commitment. 4th ed. San Diego: Harcourt, 1988.

Althusser, Louis. “Ideology and Ideological State Apparatuses.” Lenin and Philosophy and other Essays. Trans. Ben Brewster. London: New Left Books, 1971. 121-73.

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

Baker, Sheridan. The Practical Stylist. 6th ed. New York: Harper, 1985.

Bartholomae, David. “Inventing the University.” When A Writer Can’t Write. Ed. Mike Rose. New York: Guilford, 1985. 134-65.

Belsey, Catherine. Critical Practice. London: Methuen, 1980. Berlin, James A. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1945. Carbondale: Southern Illinois UP, 1987.

Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste, Trans. Richard Nice. Cambridge: Harvard UP, 1984.

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

Commission on English. Examining the Examination in English: A Report to the College Entrance Examination Board. Cambridge: Harvard UP, 1931.

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

Doi, Takeo, The Anatomy of Dependence. Trans. John Brewster, Tokyo: Kodansha, 1973.

Easthope, Anthony. British Post-Structuralism. London: Routledge and Kegan Paul, 1988.

Foucault, Michel. “The Discourse on Language.” The Archaeology of Knowledge. Trans. A. M. Sheridan Smith. New York: Harper & Row, 1976.215-37.

Harris, Joseph. “The Plural Text/The Plural Self: Roland Barthes and William Coles.” College English 49 (February 1987): 158-70.

Heath, Shirley Brice. “Toward an Ethnohistory of Writing in American Education.” Writing: The Nature, Development, and Teaching of Written Communication. Vol. 1. Ed, Marcia Farr Whiteman. Hillsdale: Erlbaum, 1981. 25-45,

Kerek, Andrew, Don Daiker, and Max Morenberg, “Sentence Combining and College Composition.” Perceptual and Motor Skills: Monograph Supplement 51 (1980): 1059-1157.

Mauss, Marcel. “A Category of the Human Mind: The Notion of Person; The Notion of Self.” Trans, W. D. Halls. The Category of the Person: Anthropology, Philosophy, History, Ed. Michael Carrithers, Steven Collins, and Steven Lukes. Cambridge: Cambridge UP, 1985. 1-25, Trans, of “Une Categorie de l’Esprit Humain: La Notion de Personne, Celle de ‘Moi.'” 1938.

Morgan, Bob, “Three Dreams of Language; Or, No Longer Immured in the Bastille of the Humanist Word,” College English 49 (April 1987): 449-58.

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

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

Spring, Joel. The American School: 1642-1985. New York: Longman, 1986,

Therborn, Goran. The Ideology of Power and the Power of Ideology, London: Verso, 1980.

Thompson, John B. Studies in the Theory of Ideology. Cambridge: Polity, 1984.

Trachsel, Mary. “The History of College Entrance Examinations in English: A Record of Academic Assumptions about Literacy,” Diss. U of Texas, 1987.

Urban, Greg, “The ‘I’ of Discourse.” Semiotics, Self, and Society, Ed. Benjamin Lee and Greg Urban. Berlin: Mouton de Gruyter, in press.

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

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v40-1

Raymond, James C. Rev of The Making of Knowledge in Composition: Portrait of an Emerging Field by Stephen M. North. CCC 40.1 (1989): 93-95.

Larson, Richard L. Rev of The Making of Knowledge in Composition: Portrait of an Emerging Field by Stephen M. North. CCC 40.1 (1989): 95-98.

Lloyd-Jones, Richard. Rev of The Making of Knowledge in Composition: Portrait of an Emerging Field by Stephen M. North. CCC 40.1 (1989): 98-100.

Herrington, Anne J. Rev of How Writing Shapes Thinking: A Study of Teaching and Learning by Judith A. Langer and Arthur N. Applebee. CCC 40.1 (1989): 100-102.

Meyer, Paul R. Rev of Response to Student Writing by Sarah W. Freedman. CCC 40.1 (1989): 102-103.

Lipscomb, Delores. Rev of Sharing Writing: Peer Response Groups in English Classes by Karen Spear. CCC 40.1 (1989): 103-104.

Young, Art. Rev of Improving Student Writing: A Guidebook for Faculty in All Disciplines by Andrew Moss and Carol Holder. CCC 40.1 (1989): 104-105.

Leeson, Lee Ann. “Beyond Process Pedagogy: Making Connections between Classroom Practice and Adult Literacy.” CCC 40.1 (1989): 73-79.

Tinberg, Howard B. “Ethnography in the Writing Classroom.” CCC 40.1 (1989): 79-82.

Schreffler, Peter H. “‘Where All the Children Are above Average’: Garrison Keillor as a Model for Personal Narrative Assignments.” CCC 40.1 (1989): 82-85.

Coon, Anne C. “Using Ethical Questions to Develop Autonomy in Student Researchers.” CCC 40.1 (1989): 85-89.

Seabury, Marcia Bundy. “The Abstraction Ladder in Freshman Composition.” CCC 40.1 (1989): 89-92.

CCCC Committee on Professional Standards for Quality Education. “CCCC Initiatives on the Wyoming Conference Resolution: A Draft Report.” CCC 40.1 (1989): 61-72.

Abstract:

No works cited.

Olson, Gary A. and Joseph M. Moxley. “Directing Freshman Composition: The Limits of Authority.” CCC 40.1 (1989): 51-60.

Abstract:

The two authors conducted a study about the power, position, and responsibilities of writing program administrators by interviewing English department chairs. The survey showed that chairs want WPAs to be accessible and organized, to communicate well with faculty, and to train freshman composition instructors, but that chairs do not normally expect WPAs to assist in the creation of curricular policy. The authors believe that WPAs, as experts in composition and rhetoric, should have full control of the writing programs, act as co-chairs to the English department chair, and not be expected to take on an administrative role until they secure tenure.

Keywords:

ccc40.1 Programs Writing Programs WPA Director FYC Authority Chairs Faculty Departments Administration Control Tenure Policy

Works Cited

Bruffee, Kenneth A. “The WPA as (Journal) Writer: What the Record Reveals.” WPA: Writing Program Administration 9.1-2 (Fall-Winter 1985): 5-10.

CCCC Committee on Professional Guidance to Departments and Faculty. “Draft Statement of Professional Guidance to Junior Faculty and Department Chairs.” CCC 38 (December 1987): 493-97.

Connolly, Paul, and Teresa Vilardi. New Methods in College Writing Programs: Theories in Practice. New York: MLA, 1986.

Hairston, Maxine. “Some Speculations about the Future of Writing Programs.” WPA: Writing Program Administration 11. 3 (Spring 1988): 9-16.

Hatzog, Carol P. Composition and the Academy: A Study of Writing Program Administration. New York: MLA, 1986.

—-. “Freshman English 1984: Politics and Administrative Process.” WPA: Writing Program Administration 8.1-2 (Fall-Winter 1984): 7-15.

Polin, Linda G., and Edward M. White. “Speaking Frankly: Writing Program Administrators Look at Instructional Goals and Faculty Retraining.” WPA: Writing Program Administration 9.1-2 (Fall-Winter 1985): 19-30.

Robertson, Linda R., Sharon Crowley, and Frank Lentricchia. “The Wyoming Conference Resolution Opposing Unfair Salaries and Working Conditions for Post-Secondary Teachers of Writing.” College English 49 (March 1987): 274-80.

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

Abstract:

In this article, the 1988 CCCC Chair’s Address, the author uses compares the two opening talks of the first CCCC convention to show how the convention struggled to redefine English and the first-year composition course. He reflects on the terms communication, composition, and conference to get a sense of where the field is now and what it could become in the future, stating that he is wary of calls for the creation of disciplinary boundaries in the field that could limit one of the field’s strengths, its diversity of interests and willingness to accept new ideas.

Keywords:

ccc40.1 ChairsAddress Composition CCCC FYC English Organization Literature Students Communication Language History Field Conferences Courses NCTE RWeaver JMcCrimmon

No works cited.

Dean, Terry. “Multicultural Classrooms, Monocultural Teachers.” CCC 40.1 (1989): 23-37.

Abstract:

This article challenges teachers of writing to acquire a wider knowledge of the cultures and histories of their individual students, citing that instructors who are sensitive to their students’ cultural diversity are better able to equip them with the knowledge they need to succeed at the university. The author describes theoretical models for multicultural classrooms and offers several teaching exercises and strategies to use for the purpose of raising issues of cultural diversity in the college composition classroom.

Keywords:

ccc40.1 Culture Students Home Schools Groups Mainstream University HomeCulture Multiculturalism Classrooms Identity Campus Family Teachers RRodriguez Minority Diversity

Works Cited

Bartholomae, David. “Inventing the University.” When a Writer Can’t Write. Ed. Mike Rose. New York: Guilford, 1985. 134-65.

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

Bourdieu, Pierre, and Jean-Claude Passeron. The Inheritors: French Students and Their Relation to Culture. Chicago: U of Chicago P, 1979.

Cummins, James. “Empowering Minority Students: A Framework for Intervention.” Harvard Educational Review 56 (February 1986): 18-36.

Fleming, Jacqueline. Blacks in College: A Comparative Study of Students’ Success in Black and in White Institutions. San Francisco: Jossey-Bass, 1985.

Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1982.

—. The Politics of Education: Culture, Power, and Liberation. South Hadley, MA: Bergin & Garvey, 1985.

Geertz, Clifford. Local Knowledge. New York: Basic Books, 1983.

Groden, Suzy, Eleanor Kutz, and Vivian Zamel. “Students as Ethnographers: Investigating Language Use as a Way to Learn Language.” The Writing Instructor 6 (Spring-Summer 1987): 132-40.

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

Holzman, Michael. “The Social Context of Literacy Education.” College English 48 (January 1986): 27-33.

Mitchell, Jacquelyn. “Reflections of a Black Social Scientist: Some Struggles, Some Doubts, Some Hopes.” Harvard Educational Review 52 (February 1982): 27-44.

Ogbu, John. The Next Generation: An Ethnography of Education in an Urban Neighborhood. New York: Academic Press, 1974.

Olson, Carol Booth, ed. Practical Ideas for Teaching Writing as a Process. Sacramento: California State Department of Education, 1986.

Petrie, Loretta. “Pulling Together the Multicultural Composition Class.” CCCC Convention. New Orleans, March 1986.

Philips, Susan Urmston. The Invisible Culture: Communication in the Classroom and Community on the Warm Springs Indian Reservation. New York: Longman, 1983.

The Puente Project: Building Bridges. Berkeley: Bay Area Writing Project, 1985.

Rodriguez, Richard. Hunger of Memory. Boston: Bantam Books, 1982.

Steinberg, Stephen. The Ethnic Myth: Race, Ethnicity, and Class in America. New York: Atheneum, 1981.

Wauters, Joan. “Non-Confrontational Critiquing Pairs: An Alternative to Verbal Peer Response Groups.” The Writing Instructor 7 (Spring/Summer 1988): 156-66.

Harris, Joseph. “The Idea of Community in the Study of Writing.” CCC 40.1 (1989): 11-22.

Abstract:

This article argues against the idea of a coherent, unified academic discourse community and suggests that creating a binary between the language of the university and the language of students makes it difficult for scholars to talk about how or why people would move between these two communities. The author proposes that teachers of writing show students that adopting an additional discourse community does not cancel out their previous discourse community; rather, it only adds another layer of complexity to their use of language, and students should be taught to be conscious of and value the competing discourses that make up their own unique voice. The author also urges others in the field of composition to be aware of the conflicting discourses within the university community and suggests using community to refer to specific and local groups instead of broader ones.

Keywords:

ccc40.1 BraddockAward Community Discourse Writing Students University Language DBartholomae DiscourseCommunities Beliefs AcademicDiscourse RWilliams PublicLanguage

Works Cited

Barthes, Roland. S/Z. Trans. Richard Miller. New York: Hill, 1974.

Bartholomae, David. “Inventing the University.” When a Writer Can’t Write. Ed. Mike Rose. New York, Guilford, 1985. 134-65.

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

Bazerman, Charles. “Some Difficulties in Characterizing Social Phenomena in Writing.” Conference on College Composition and Communication. Atlanta, March 1987.

Bizzell, Patricia. “Foundationalism and Anti-Foundationalism in Composition Studies.” Pre/Text 7 (Spring/Summer 1986): 37-57.

—. “What is a Discourse Community?” Penn State Conference on Rhetoric and Composition. University Park, July 1987.

Brodkey, Linda. Academic Writing as Social Practice. Philadelphia: Temple UP, 1987.

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

Coles, Nicholas. “Raymond Williams: Writing Across Borders.” Conference on College Composition and Communication. St. Louis, March 1988.

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

—. “Change.” South Atlantic Quarterly 86 (Fall 1987): 423-44.

Herzberg, Bruce. “The Politics of Discourse Communities.” Conference on College Composition and Communication. New Orleans, March 1986.

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

Hymes, Dell. Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: U of Pennsylvania P, 1974.

Lu, Min-zhan. “Teaching the Conventions of Academic Discourse: Structures of Feeling.” Conference on College Composition and Communication. St. Louis, March 1988.

Myers, Greg. “The Social Construction of Two Biologists’ Proposals.” Written Communication 2 (July 1985): 219-45.

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

Pratt, Mary Louise. “Interpretive Strategies/Strategic Interpretations: On Anglo-American Reader Response Criticism.” Boundary 2 11.1-2 (Fall/Winter 1982-83): 201-31.

Robbins, Bruce. “Professionalism and Politics: Toward Productively Divided Loyalties.” Profession 85: 1-9.

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

Schilb, John. “When Bricolage Becomes Theory: The Hazards of Ignoring Ideology.” Midwest Modern Language Association. Chicago, November 1986.

Swales, John. “Approaching the Concept of Discourse Community.” Conference on College Composition and Communication. Atlanta, March 1987.

Williams, Raymond. Second Generation. New York: Horizon, 1964.

—. The Country and the City. New York: Oxford UP, 1973.

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

—. Marxism and Literature. New York: Oxford UP, 1977.

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v40-2

Lunsford, Andrea A. Rev. of Quintilian on the Teaching of Speaking and Writing by James J. Murphy. CCC 40.2 (1989): 229-230.

Gage, John T. Rev. of The Literate Mode of Cicero’s Legal Rhetoric by Richard Leo Enos. CCC 40.2 (1989): 230-231.

Crusius, Timothy W. Rev. of In Defence of Rhetoric by Brian Vickers. CCC 40.2 (1989): 231-232.

Schilb, John. Rev. of The Art of Wondering: A Revisionist Return to the History of Rhetoric by William A. Covino. CCC 40.2 (1989): 233-234 .

Moran, Charles. Rev. of Plato, Derrida, and Writing by Jasper Neel. CCC 40.2 (1989): 234-236.

Woods, William F. Rev. of Human Communication as Narration: Toward a Philosophy of Reason, Value and Action by Walter R. Fisher. CCC 40.2 (1989): 236-238.

Summerfield, Geoffrey. Rev. of The Word for Teaching Is Learning: Essays for James Britton by Martin Lightfoot and Nancy Martin. CCC 40.2 (1989): 238-239.

Clifford, John. Rev. of A Preface to Literacy: An Inquiry into Pedagogy, Practice, and Progress by Myron C. Tuman. CCC 40.2 (1989): 239-241.

Gorrell, Donna. Rev. of Joining the Literacy Club: Further Essays into Education by Frank Smith. CCC 40.2 (1989): 241-242.

Campbell, Kim Sydow. Rev. of A Linguistic Study of American Punctuation by Charles F. Meyer. CCC 40.2 (1989): 242-243.

Myers, Greg. Rev. of Vocabulary: Applied Linguistic Perspectives by Ronald Carter. CCC 40.2 (1989): 243-244.

Greenberg, Karen L. Rev. of The IEA Study of Written Composition I: The International Writing Tasks and Scoring Scales by Tom P. Gorman, Alan C. Purves, and R. Elaine Degenhart. CCC 40.2 (1989): 244-245.

Hashimoto, I. Rev. of Writers on Writing by Tom Waldrep. CCC 40.2 (1989): 245-246.

Lovejoy, Kim Brian. Rev. of Research Projects for College Students: What to Write across the Curriculum by Marilyn Lutzker. CCC 40.2 (1989): 247-248.

Friedmann, Thomas. “Response to Carroll Viera, “The Grammarian as Basic Writer: An Exercise for Teachers.” CCC 40.2 (1989): 225-226.

Minot, Walter S. “Response to Richard H. Haswell, “Dark Shadows: The Fate of Writers at the Bottom.” CCC 40.2 (1989): 226-227.

Haswell, Richard H. “Reply by Richard H. Haswell.” CCC 40.2 (1989): 227.

Schwartz, Mimi. “Wearing the Shoe on the Other Foot: Teacher as Student Writer.” CCC 40.2 (1989): 203-210.

Heller, Dana A. “Silencing the Soundtrack: An Alternative to Marginal Comments.” CCC 40.2 (1989): 210-215.

Jenseth, Richard. “Understanding Hiroshima: An Assignment Sequence for Freshman English.” CCC 40.2 (1989): 215-219.

Fluitt-Dupuy, Jan. “Publishing a Newsletter: Making Composition Classes More Meaningful.” CCC 40.2 (1989): 219-223.

Stewart, Donald C. “What Is an English Major, and What Should It Be?” CCC 40.2 (1989): 188-202.

Abstract:

This article uses a study of 194 undergraduate English major programs at American colleges and universities to answer two questions: what do undergraduate English major students perceive the field of English to be and what knowledge from the field do they take with them into their careers. The study found that most undergraduate English major programs primarily emphasize literature and literary analysis instead of creative writing, composition and rhetoric, and linguistics. The author argues that to better prepare students for future careers in the field, which require knowledge in subjects other than literature, undergraduate English major courses should provide more opportunities for students to take courses and have tracks in writing, rhetoric, and linguistics.

Keywords:

ccc40.2 Composition Courses Curriculum English EnglishStudies Literature Rhetoric Programs Departments Majors EnglishMajor Linguistics History CreativeWriting

Works Cited

Aristotle. Rhetoric. Trans. Lane Cooper. Englewood Cliffs: NJ: Prentice Hall, 1932.

Austin, Penelope. “Spiralling Toward Paradise: Toward an Ideal Ph.D. Writing Program,” AWP Newsletter (September 1986): 1-4.

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

Blair, Hugh. Lectures on Rhetoric and Belles-Lettres. Ed. Harold F. Harding. 2 vols. Carbondale: Southern Illinois UP, 1965.

Burhans, Clinton. “The Teaching of Writing and the Knowledge Gap.” College English 45 (November 1983): 639-56.

Campbell, George. The Philosophy of Rhetoric. Ed. Lloyd F. Bitzer. Carbondale: Southern Illinois UP, 1963.

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

Cicero. De Oratore. Trans. J. S. Watson. Southern Illinois University Press Landmarks in Rhetoric and Public Address. Ed. David Potter. Carbondale: Southern Illinois UP, 1970.

Cutler, Bruce. “What Happens If We Win?” AWP Newsletter (May 1986): 5-7.

Golden, James, and Edward P. J. Corbett. The Rhetoric of Blair, Campbell, and Whately, New York: Holt, 1968.

Howell, Wilbur Samuel. Logic and Rhetoric in England: 1500-1700, Princeton: Princeton UP, 1956.

—. Eighteenth-Century British Logic and Rhetoric, Princeton: Princeton UP, 1971.

Kitzhaber, Albert R. “Death-or Transfiguration?” College English 21 (April 1960); 367-73.

—. “Rhetoric in American Colleges: 1850-1900.” Diss. U of Washington, 1953.

Murphy, James. Rhetoric in the Middle Ages, Berkeley: U of California P, 1974.

Plato. Gorgias. Trans. Walter Hamilton. New York: Penguin, 1960.

—. Phaedrus, Trans. R. Hackforth. Cambridge: Cambridge UP, 1952.

Quintilian. The Institutes of Oratory, Trans. John Selby Watson. London: George Bell and Sons, 1887.

Scott, Fred Newton. “The Report on College Entrance Requirements in English.” Educational Review 20 (October 1900): 289-94.

—. “Rhetoric.” The New International Encyclopedia. New York: Dodd, Mead & Co., 1902-04.

Stewart, Donald C. “Comp. Vs. Lit.: Which Is Your Job and Which Is Your Strength?” College English 40 (September 1978): 65-69.

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

Murphy, Ann. “Transference and Resistance in the Basic Writing Classroom: Problematics and Praxis.” CCC 40.2 (1989): 175-187.

Abstract:

The author, using Freud’s analogy between teaching, psychoanalysis, and government, explores both the power relations in basic writing classrooms and the ways that psychoanalytic theory can enlighten composition teaching practices. This article explains how the theoretical model of Lacanian psychoanalytic pedagogy fails in the writing classroom because it does not take into account both the authoritative role a writing instructor has over students and the lack of training writing teachers have to deal with the issues that arise in exploratory personal writing.

Keywords:

ccc40.2 Students Psychoanalysis Teaching Writing SFreud JLacan Transference Resistance Classrooms Language Power Composition Process Theory Analysis RBrooke

Works Cited

Brooke, Robert. “Lacan, Transference, and Writing Instruction.” College English 49 (October 1987): 679-91.

Bruch, Hilde. Learning Psychotherapy: Rationale and Ground Rules. Cambridge: Harvard UP, 1974.

Davis, Robert Con. “Pedagogy, Lacan, and the Freudian Subject.” College English 49 (November 1987): 749-55.

Felman, Shoshana. “Psychoanalysis and Education: Teaching Terminable and Interminable.” Yale French Studies 63 (1982): 21-44.

Freud, Sigmund. “Analysis Terminable and Interminable.” Complete Psychological Works of Sigmund Freud. 24 vols. London: Hogarth Press, 1964. 23:216-53.

—. An Outline of Psycho-Analysis. Trans. James Strachey. New York: Norton, 1969.

—. “Transference.” A General Introduction to Psychoanalysis. Garden City: Garden City Publishing, 1943. 374-89.

Hairston, Maxine. “Different Products, Different Processes: A Theory About Writing.” CCC 37 (December 1986): 442-52.

Jay, Gregory. “The Subject of Pedagogy: Lessons in Psychoanalysis and Politics.” College English 49 (November 1987): 785-800.

Johnson, Barbara. “Teaching Deconstructively.” Writing and Reading Differently: Deconstruction and the Teaching of Composition and Literature. Ed. G. Douglas Atkins and Michael Johnson. Lawrence: U of Kansas P, 1985. 140-48.

Lacan, Jacques. “The Insistence of the Letter in the Unconscious.” The Structuralists from Marx to Levi-Strauss. Ed. Richard and Fernande De George. Garden City: Doubleday, 1972. 287-323.

McGee, Patrick. “Truth and Resistance: Teaching as a Form of Analysis.” College English 49 (October 1987): 667-78.

Malcolm, Janet. Psychoanalysis: The Impossible Profession. New York: Random, 1982.

Perelman, Les. “The Context of Classroom Writing.” College English 48 (September 1986): 471-79.

Ritchie, Joy S. “Beginning Writers: Diverse Voices and Individual Identity.” CCC 40.2 (1989): 152-174.

Abstract:

This article uses the author’s own observations of an introductory composition class to investigate the dynamics of workshops in college composition classrooms, showing that the rhetorical situation present in the workshop is always changing and must be addressed in discussions surrounding the pedagogical value of workshops. Her study shows that workshops are unpredictable because each writing class contains different students who bring different histories and needs to the table. Students develop their own voices within this polyphony and simultaneously become part of a larger classroom community. The author also argues that fruitful workshops arise when instructors are willing to relinquish some of their control of the classroom to give the class the freedom and opportunity to direct their learning.

Keywords:

ccc40.2 Writing Students Language Clasrooms MBakhtin Teachers Workshops Discourse Process Voices Experience Ideas Values Response BeginningWriters Identity

Works Cited

Applebee, Arthur. Contexts for Learning to Write. Norwood, NJ: Ablex, 1984.

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

—. “From Notes Made in 1970-71.” Speech Genres and Other Late Essays. Trans. Vern McGee. Austin: U of Texas P, 1986. 132-59.

—. “The Problem of the Text.” Speech Genres and Other Late Essays. Trans. Vern McGee. Austin: U of Texas P, 1986. 101-31.

Bartholomae, David. “Writing Assignments: Where Writing Begins.” FForum. Ed. Patricia L. Stock. Upper Montclair, NJ: Boynton/Cook, 1983. 300-12.

Bizzell, Patricia. “Arguing about Literacy.” College English 50 (Feb. 1988): 141-53.

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

Clark, Katerina, and Michael Holquist. Mikhail Bakhtin. Cambridge: Harvard UP, 1984.

Elbow, Peter. Embracing Contraries. New York: Oxford UP, 1986.

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

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

Murray, Donald. A Writer Teaches Writing. 2nd ed. New York: Houghton Mifflin, 1985.

Schuster, Charles. “Mikhail Bakhtin as Rhetorical Theorist.” College English 47 (Oct. 1985): 594-607.

Trimbur, John. “Beyond Cognition: The Voices in Inner Speech.” Rhetoric Review 5 (Spring 1987): 211-21.

Volosinov, V.N. Marxism and the Philosophy of Language. Trans. Ladislav Matejka and LR. Titunik. New York: Seminar Press, 1973.

Vygotsky, Lev. Thought and Language. Cambridge: MIT P, 1962.

Winterowd, W. Ross. “Composition Textbooks: Publisher-Author Relationships.” CCC 40.2 (1989): 139-151.

Abstract:

The author, who has worked with several publishing companies, uses seven case studies of publisher-author relations to show the degree of power publishers have in the creation of textbooks. He argues that publishing houses are driven in their decisions by economics. The article recommends that authors always consult with a lawyer during contract negotiations, submit minimum proposals instead of full manuscripts, and try to work with publishers who are interested in the value of their work.

Keywords:

ccc40.2 Authors Publishers Contracts Work Publishing Textbooks Composition Proposal Manuscript Editors Integrity Market Royalties

Works Cited

Adelstein, Michael E., and Jean G. Pival. The Writing Commitment. 4th ed. San Diego: Harcourt, 1988.

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

Axelrod, Rise B., and Charles R. Cooper. The St. Martin’s Guide to Writing. 2nd ed. New York: St. Martin’s, 1988.

Beaugrande, Robert de. “Composition Textbooks: Ethnography and Proposal.”‘ Written Communication 2 (October 1985): 391-413.

Berlin, James A. 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.

Coles, William E., Jr. Composing II: Writing as a Self-Creating Process. Rochelle Park, NJ: Hayden, 1981.

Connors, Robert J. “‘Textbooks and the Evolution of the Discipline.”‘ CCC 37 (May 1986): 177-94.

Hodges, John c., and Mary E. Whitten. The Harbrace College Handbook. 10th ed. San Diego: Harcourt, 1986.

Muther, Connie. “Textbook Deals: Is Your Board Putting Cost before Curriculum?” American School Board Journal 173 (January 1986): 32-34.

Ohmann, Richard. English in America: A Radical View of the Profession. New York: Oxford UP, 1976.

Stewart, Donald C. “Composition Textbooks and the Assault on Tradition.” CCC 29 (May 1978): 171-76.

—. “NCTE’s First President and the Movement for Language Reform.” College English 48 (September 1986): 444-56.

—. “Some History Lessons for Composition Teachers.” Rhetoric Review 3 (January 1985): 134-44.

—. “The Status of Composition and Rhetoric in American Colleges, 1890-1902: An MLA Perspective.” College English 47 (November 1985): 734-46.

“TAA Members vs. CBS, a Decision in Three Rounds.” TAA Report 2 (October 1988): 1-2.

Textbook Authors Association. “Some Issues and Questions an Author Might Address Before Signing A Publishing Contract for a Textbook.” 1987.

Trimmer, Joseph H., and James M. McCrimmon. Writing with a Purpose. 9th ed. Boston: Houghton Mifflin, 1988.

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

Winterowd, W. Ross. “The Purification of Literature and Rhetoric.” College English 49 (October 1987): 257-73.

Young, Richard E. “Recent Developments in Rhetorical Invention.” Teaching Composition: Twelve Bibliographical Essays. Ed. Gary Tate. Rev. and enlarged ed. Fort Worth: Texas Christian UP, 1987. 1-38.

Young, Richard E., Alton L. Becker, and Kenneth L. Pike. Rhetoric: Discovery and Change. New York: Harcourt, 1970.

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About

The CCC Online Archive was designed by Collin Brooke, past CCC Online Archive editor, and Derek Mueller at Syracuse University primarily as a research tool, an online supplement to the journal College Composition and Communication. Among other things, the designers provided an additional point of access to the content of the journal, multiple search protocols for exploring that content, and means of surveying and generating metadata for the journal. Their guiding principles were access and visibility, in the context of making CCC both increasingly and variously available to the scholars in the field. This content was previously available through the Syracuse University website, however, in August of 2011 it was moved to this more permanent location within the CCCC/NCTE site to make it accessible to CCCC members.

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There are two ways to find content in the CCC Online Archive:

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2. We have compiled a master list (PDF) of all issues that are available in the Archive. The CCC Online Archive volume numbers in the links correspond to the volume numbers of the CCC issues that they refer to.

Workshop and Panel Discussion Reports of the 1955 Conference on College Composition and Communication Meeting, March 24, 25, 26, The Morrison Hotel, Chicago, Illinois.