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College Composition and Communication, Vol. 41, No. 1, February 1990

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Tuman, Myron C. Rev. of The Culture and Politics of Literacy by W. Ross Winterowd. CCC 41.1 (1990):. 92-94.

Neel, Jasper. Rev. of Composition as a Human Science by Louise Wetherbee Phelps. CCC 41.1 (1990): 94-96.

White, Edward M. Rev. of A Teacher’s Introduction to Deconstruction by Sharon Crowley. CCC 41.1 (1990):. 96-97.

Klein, Thomas D. Rev. of Strengthening Programs for Writing across the Curriculum by Susan H. McLeod. CCC 41.1 (1990): 97-98.

Fulkerson, Richard. Rev. of Preparing to Teach Writing by James Williams. CCC 41.1 (1990): 98-100.

Fearing, Bertie E. Rev. of Writing in the Business Professions by Myra Kogen. CCC 41.1 (1990): 100-102.

Nolte, Edward. Rev. of Code of Fair Testing Practices in Education by Joint Committee on Testing Practices. CCC 41.1 (1990): 102-103.

Flynn, Elizabeth A. “Composing ‘Composing as a Woman’: A Perspective on Research.” CCC 41.1 (1990): 83-89.

McKendy, Thomas F. “Legitimizing Peer Response: A Recycling Project for Placement Essays.” CCC 41.1 (1990): 89-91.

Lunsford, Andrea A. “Composing Ourselves: Politics, Commitment, and the Teaching of Writing.” CCC 41.1 (1990): 71-82.


In this, her 1989 CCCC Chair’s Address, Lunsford argues that the field of rhetoric and composition must compose itself both historically and subjectively. Scholars, working in tandem with colleagues in anthropology, classics, history, and psychology, can broaden the history of the development of writing by looking for ways to “tell it slant.” Also, the field should study not just writing and writers, but also the teachers of writing, probing for those stories throughout history that reflect a teacher’s political and value-driven decision to teach writing to others in the hopes of changing the existing reality. Both inside and outside the academy, people are trying to compose the field in negative light, and so Lunsford argues that it is vital for composition and rhetoric scholars to compose themselves, asserting the merit of the field: its interdisciplinary, collaborative, postmodern, dynamic and democratic nature.


ccc41.1 ChairsAddress Writing History Teachers Students Rhetoric Stories Address CCCC Talk Technology Women Narratives Politics

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Brown, Betsy E. “Comestible Communication: The Rhetoric of the Power Lunch.” CCCC Convention. Minneapolis, March 1985.
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Clark, Suzanne. “Julia Kristeva.” CCCC Convention. Seattle, March 1989.
Connors, Robert J. “Angelina Grimke.” CCCC Convention. Seattle, March 1989.
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Glenn, Cheryl. “Aspasia.” CCCC Convention. Seattle, March 1989.
Goody, Jack. The Domestication of the Savage Mind. Cambridge: Cambridge UP, 1977.
—. The Interface between the Written and the Oral. Cambridge: Cambridge UP, 1987.
—. The Logic of Writing and the Organization of Society. Cambridge: Cambridge UP, 1986.
Goody, Jack, and Ian Watt. “The Consequences of Literacy.” Literacy in Traditional Societies. Ed. Jack Goody. Cambridge: Cambridge UP, 1968. 27-68.
Gutman, Herbert G. Power and Culture. New York: Pantheon, 1987.
Haas, Christina, and Linda Flower. “Rhetorical Reading Strategies and the Construction of Meaning.” CCC 39 (May 1988): 167-83.
Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCCC Convention. Minneapolis, May 1985. Rpt. in CCC 36 (October 1985): 272-82. Rpt. in ADE Bulletin 81 (Fall 1985): 1-5.
Halloran, S. Michael. “Aristotle’s Concept of Ethos, or If Not His, Somebody Else’s.” Rhetoric Review 1 (September 1982): 58-63.
—. “Eating Aristotle: Semiotics as Salivation in The Name of the Rose.” CCCC Convention. Minneapolis, March 1985.
—. “On the End of Rhetoric, Classical and Modern.” College English 36 (February 1975): 621-31.
—. “Rhetoric in the American College Curriculum: The Decline of Public Discourse.” Pre/Text 3 (Fall 1982): 245-69.
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Halloran, S. Michael, and Mertill O. Whitburn. “Ciceronian Rhetoric and the Rise of Science: The Plain Style Reconsidered.” The Rhetorical Tradition and Modern Writing. Ed. James J. Murphy. New York: MLA, 1982. 58-72.
Havelock, Eric A. The Muse Learns to Write: Reflections on Orality and Literacy from Antiquity to the Present. New Haven: Yale UP, 1986.
Heath, Shirley Brice. Ways With Words: Language, Life, and Work in Communities and Classrooms. Cambridge: Cambridge UP, 1983.
Heilbrun, Carolyn. Writing a Woman’s Life. New York: Norton, 1988.
Herrington, Anne J. “Wining and Dining Across the Curriculum: The Smorgasbord of Discourse.” CCCC Convention. Minneapolis, March 1985.
Hirsch, E.D., Jr. Cultural Literacy. Boston: Houghton, 1987.
Holt, Thomas. ”’Knowledge Is Power’: The Black Struggle for Literacy.” The Right to Literacy Conference. Columbus, Ohio, September 1988.
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Jarrett, Susan. “Toward a Sophistic Historiography.” Pre/Text 8 (Spring 1987): 9-28.
—. “The First Sophists and the Political Implications of Techne.” CCCC Convention. Seattle, March 1989.
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Johnson, Nan. Nineteenth-Century Rhetoric: Theory and Practice in North America. Carbondale; Southern Illinois UP, forthcoming.
—. “English Composition, Rhetoric, and English Studies at Nineteenth-Century Canadian Colleges and Universities.” English Quarterly 20.4 (Winter 1987): 296-304.
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Redfern, Jenny R. “Christine de Pisan and Her Medieval Rhetoric.” CCCC Convention. Seattle, March 1989.
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Royster, Jacqueline Jones. “Muted Voices: Perspectives on Black Women as Writers of Non-Fiction Prose.” The Right to Literacy Conference. Columbus, Ohio, September 1988.
—. “Contending Forces: The Struggles of Black Women for Intellectual Affirmation.” Ohio State U, Columbus, Ohio, 1 March 1989.
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Scribner, Sylvia, and Michael Cole, The Psychology of Literacy. Cambridge: Harvard UP, 1981.
Secor, Marie. “La Technique: An Alimentary Approach to Stylistic Analysis,” CCCC Convention. Minneapolis, March 1985.
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Stimpson, Catherine R. Where the Meanings Are. New York: Methuen, 1988.
Swearingen, E. Jan. “Inez de la Cruz.” CCCC Convention. Seattle, March 1989.
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Sykes, Charles. Profscam: Professors and the Demise of Higher Education. Washington: Regnery Gateway. 1988.
Troyka, Lynn Quitman. “Perspectives on Legacies and Literacy in the 1980’s.” CCC 33 (1982): 252-62.
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Winsor, Dorothy A. “Engineering Writing/Writing Engineering.” CCC 41.1 (1990): 58-70.


The author, using both a file of engineering documents and interviews with a engineer with his PhD in mechanical engineering, seeks to discredit the notion held among engineers that language is only a way to transmit knowledge, not to discover it. She claims that engineers need writing in order to analyze their physical data and convert it into knowledge that can be shared with others and used in conjunction with other information in later experiments. Engineers also use language to “write themselves as engineers”: their reports transform their often creative, non-linear decisions in an experiment to an ostensibly logical progression of choices, since engineering values facts and data, not tacit knowledge.


ccc41.1 Knowledge Writing Documents Papers Engineering Research DataSheets Computers Graphs Handouts Scientists Data Reports

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Allen, Thomas J. Managing the Flow of Technology: Technology Transfer and the Dissemination of Technological Information in an R&D Organization. Cambridge: MIT P, 1977.
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Paradis, James, David Dobrin, and Richard Miller. “Writing at Exxon ITD: Notes on the Writing Environment of an R&D Organization.” Writing in Nonacademic Settings. Ed. Lee Odell and Dixie Goswami. New York: Guilford, 1985.281-307.
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Stotsky, Sandra. “On Planning and Writing Plans. Or Beware of Borrowed Theories!” CCC 41.1 (1990): 37-57.


This article illustrates the current research and pedagogical problem caused by the lack of a cohesive definition of planning and writing plans, gives reasons why the problem is occurring, and offers a new definition of writing plans. Stotsky argues that the absence of a precise definition has stunted research in planning, because without a clear conceptual definition, theories cannot be produced, tested, refined or shared. She claims that composition’s borrowing of other disciplines’ theoretical frameworks have caused the ambiguity surrounding writing plans. Cognitive psychology’s theory that thinking precedes writing created a binary between product and process, a binary that is challenged in writing plans because of the difficulty of separating mental planning from physical writing action. She proposes that researchers adopt a Vygotskian view of language and offers a new theory of planning as the composing (not writing) process, which she defines as “the activity of creating ideas and connecting them coherently, internally, and visibly.”


ccc41.1 Writing Process Research Plans Thinking Goals MentalConstructs LFlower JHayes Purpose Study Planning

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Worth, Anderson, et al. “Cross-Curricular Underlife: A Collaborative Report on Ways with Academic Words.” CCC 41.1 (1990): 11-36.


The six authors (five students and one professor) conducted a study of the reading and writing practices in the University of Utah’s required writing course and in other lower-division courses at the institution. Each of the five student-authors reflected individually on how learning was (or wasn’t) happening in their second-quarter courses: the literacy practices used, their motivation for taking certain classes, and the effect of the teacher’s and other students’ attitudes on the class. They found that what defines “academic literacy” varies by the discourse community that the student is in. The student-authors conclude that a narrowly defined first-year course that does not consider the varying ways students will be writing does not adequately prepare students to use language efficiently in other courses. Susan Miller agrees and points out that first-year composition’s view of academic literacy is “simultaneously too uniformed and idealistic about, and too alienated from, the multicultural, multileveled settings in which that literacy has purchase,” and that students must learn in first-year writing how to analyze and understand the ethoi that informs each rhetorical situation they encounter.


ccc41.1 Students Classrooms Writing Courses Teachers Language Notes Learning Observations AcademicLiteracy DBrandt Underlife Values

Works Cited

Bazerman, Charles. The Informed Writer. 2nd ed. Boston: Houghton, 1988.
Brooke, Robert. “Underlife and Writing Instruction.” CCC 38 (May 1987): 141-53.
Chase, Geoffrey. “Accommodation, Resistance and the Politics of Student Writing.” CCC 39 (February 1988): 13-22.
Connors, Robert J., and Andrea A. Lunsford. “Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research.” CCC39 (Dec. 1988): 395-409.
Lindemann, Erika. “Grading Rubrics for Class Evaluations of Writing Assignments.” Ms. distributed to class.
Miller, Susan. “The Subject of Composition.” Ch. 3 of Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois UP, forthcoming 1990.

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Murphy, Ann. ” Transference and Resistance in the Basic Writing Classroom: Problematics and Praxis .” CCC 40 (May 1989): 175-87.
Purves, Alan C., ed. Introduction. Writing Across Languages and Cultures: Issues in Contrastive Rhetoric. Written Communication Annual 2. Newbury Park: Sage, 1988. 9-21.
Warnock, John, and Tilly Eggers [Warnock]. “The Freshman Writing Program at the University of Wyoming.” Options for the Teaching of English: Freshman Composition. Ed. Jasper P. Neel. New York: MLA, 1978. 1-9.

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