Royster, Jacqueline Jones. Rev. of Lives on the Boundary: The Struggle and Achievements of America’s Underprepared by Mike Rose. CCC 40.3 (1989): 349-350.
Penticoff, Richard. Rev. of Audits of Meaning: A Festschrift in Honor of Ann E. Berthoff by Louise Z. Smith. CCC 40.3 (1989): 350-352.
Bamberg, Betty. Rev. of Composition Research/Empirical Designs by Janice M. Lauer and J. William Asher. CCC 40.3 (1989): 352-353.
Dasenbrock, Reed Way. Rev. of Shaping Written Knowledge: The Genre and the Activity of the Experimental Article in Science by Charles Bazerman. CCC 40.3 (1989): 354-355.
Nienhuis, Terry. Rev. of Focus on Collaborative Learning by Jeff Golub and NCTE Committee on Classroom Practices. CCC 40.3 (1989): 355-356.
Rankin, Elizabeth. Rev. of Student Writing Groups: Demonstrating the Process . CCC 40.3 (1989): 356-357.
Flachmann, Kim. Rev. of The Plural I. And After by William E. Coles, Jr.; Seeing through Writing by William E. Coles, Jr. CCC 40.3 (1989): 357-360.
Smith, Susan Belasco. Rev. of The I-Search Paper by Ken Macrorie. CCC 40.3 (1989): 360-361.
McLeod, Susan H. “Writing across the Curriculum: The Second Stage, and beyond.” CCC 40.3 (1989): 337-343.
Daemmrich, Ingrid. “A Bridge to Academic Discourse: Social Science Research Strategies in the Freshman Composition Course.” CCC 40.3 (1989): 343-348.
CCCC Executive Committee. “Statement of Principles and Standards for the Postsecondary Teaching of Writing.” CCC 40.3 (1989): 329-336.
This statement outlines the executive committee’s position on the professional standards that promote quality education for full-time faculty, graduate students, temporary faculty, and part-time faculty. It stresses how important it is for both students and faculty to keep writing class sizes small and for writing programs to have adequately funded writing centers and support systems, space for conferencing with students, and opportunities for professional development.
ccc40.3 Faculty Writing Composition Teaching Research PartTimeFaculty Institutions Standards Departments
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The author suggests several guidelines for composition and rhetoric candidates entering the job market. She proposes that candidates approach the job search as a research project: they should know what kind of job they want, what kind of institution they want to teach at, and where they want to teach. She also emphasizes the importance of building professional identity by attending and presenting at conferences, submitting articles, and completing dissertations on schedule. The article also explains when and where interviews in composition and rhetoric jobs occur and how to approach both the interview and the campus visit.
ccc40.3 JobSearch Interview Writing Schools Position Jobs Questions Faculty Campus Researchers Application GraduateStudents MLA Dossier CV
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In this article, the author tries to bridge the gap between cognition and context – whether the composing act is more influenced by either individual cognition and personal values or social forces and cultural context – by suggesting that the two are always interconnected and informing one another. The author claims that moving beyond the debate between the two camps would help scholars understand more deeply how writing happens and help teachers guide their students through the hurdles, both personal and social, they face while writing. She offers three principles that show that cognition and context not only influence each other, but construct one another: that context provides cues to the individual writer, that context is always mediated by the individual writer, and that a writer’s purpose, though constrained and bounded, is always a meaningful rhetorical act. The article goes on to discuss observational research methodology and explain why observational research is essential in creating a theory that explains the intimate relationship between cognition and context.
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Kostelnick, Charles. “Process Paradigms in Design and Composition: Affinities and Directions.” CCC 40.3 (1989): 267-281.
This article attempts to create a cross-disciplinary theory of the creative act by juxtaposing the process movement, applied in composition theory and pedagogy, and design theory, used in fields like architecture and urban planning. The article explains the history and major tenets of both process and design theory, emphasizing that both value creativity as an important problem-solving tool, are concerned with the choices writers and designers make in the process of creating, emphasize the importance of context, and borrow theories from cognitive psychology and other fields. The author warns against urges in the field of composition to create a unified process theory, as no one model can fit all students’ needs and rhetorical situations.
ccc40.3 Process Design Writing Problems Methods Invention Model Designers Analysis Students Writers Theorists Paradigm Methodology CAlexander
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