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Janangelo, Joseph. “Review Essay: Theorizing Technology While Courting Credibility: Emerging Rhetorics in CAI Scholarship.” Rev. of The Writing Space: The Computer, Hypertext and the History of Writing by Jay David Bolter; The Electronic Word: Democracy, Technology, and the Arts by Richard A. Lanham; Writing Teachers Writing Software: Creating Our Place in the Electronic Age by Paul LeBlanc; Literacy Online: The Promise (And Peril) of Reading and Writing with Computers by Myron C. Tuman. CCC 45.4 (1994): 535-547.
Loux, Ann Kimble and Rebecca M. Stoddart. “Denial, Conflagration, Pride: Three Stages in the Development of an Advanced Writing Requirement.” CCC 45.4 (1994): 521-534.
The authors narrate the success of and advanced writing requirement taught by full-time faculty at a small liberal arts college. They claim their story can help inform other writing teachers and administrators seeking to implement an extensive writing across the disciplines program. The authors chart three successive stages of faculty implementing the program: denial that writing and learning were integrally related; conflagration of frustration of faculty upon learning that writing among majors was now revealed as under par; and pride in accomplishments after three years of efforts. Many faculty insisted on developmental drafts or stages through most of their assignments, claiming too that the upper-level writing requirement was now essential for developing higher-level thinking skills.
ccc45.4 Writing Faculty Students Teachers Requirement Papers Portfolios Assignments Departments AdvancedWriting Majors Disciplines
- Brown, Ann. “Writing to Learn and Communicate in Mathematics: An Assignment in Abstract Algebra.” MAA Notes 16 (1989): 131-33.
- Bryant, Susan, Mary Ann Traxler, and Karilee Watson. “Empowerment 01 Practitioners through Professional Writing: Creating a Writing Program for an Undergraduate Teacher Education Program.” Teacher Education: Preparing Teachers for School Reform. Eds. Pamela J. Farris and Jerry A. Summers. Midwest Association of Teacher Educators. Dekalb, IL: April, 1993.
- Chute, Carolyn. The Beans of Egypt, Maine. New York: Warner, 1985.
- Danford, Cynthia. “Writing in Nursing Education: Peer Review of Drafts.” Nurse Educator. 15.4 (1990): 5-6.
- McElroy, Jerome. “The Mentor Model in the Senior Writing Seminar.” The Teaching Professor 4.8 (1990): 2.
- Nekvasil, Nancy P. “Adding Writing Proficiency to Undergraduate Biology Research-A Formula for Success at Saint Mary’s.” Journal of College Science Teaching. 20 (1991): 292-93.
- Skinner, B. F. Walden Two. Toronto: Macmillan, 1948.
- Snow, Joanne Erdman. “The Advanced Writing Requirement at Saint Mary’s College.” Writing to Learn Mathematics and Science. Ed. Paul Connolly and Teresa Vilardi. New York: Teachers College P, 1989, 193-97.
- —. “Writing Assignments and Course Content: Using Writing to Teach Mathematics.” MAA Notes 16 (1990):113-14.
- Stoddart, Rebecca M. and Ann K. Loux. “And, not but”: Moving from Monologue to Dialogue in Introductory Psychology/English Courses.” Teaching of Psycho1ogy 19 (1992): 145-49.
- Traxler, Mary Ann and Karilee Watson. “Writing Across the Curriculum: Creating a Professional Writing Sequence for a Teacher Education Program.” The Fifth National Forum, The Association of Independent Liberal Arts Colleges for Teacher Education. Ed. Tom Warren. Beloit, WI, August, 1993.
Penrose, Ann M. and Cheryl Geisler. “Reading and Writing without Authority.” CCC 45.4 (1994): 505-520.
The authors investigate variables responsible for differences in writing styles between novice academic writers and experienced writers including disciplinary knowledge, educational credentials, age and gender. They argue that though domain knowledge helps them gain some authority, rhetorical knowledge must also be taught. Students should be taught to analyze authors’ assumptions, motivations and the situations that inform their work to help them gain agency as writers who recognize knowledge as developed through a “communal and continual process.”
ccc45.4 Authors Knowledge Paternalism Authority Claims Students Reading Definition Texts Domain Critique InformationTransfer JChildress HealthCare
- Bartholomae, David. “Inventing the University.” When a Writer Can’t Write. Ed. Mike Rose. NY: Guilford, 1986. 134-65.
- Bartholomae, David, and Anthony Petrosky. Facts, Artifacts and Counterfacts: Theory and Method for a Reading and Writing Course. Upper Montclair, NJ: Boynton, 1986.
- 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. “Cognition, Convention and Certainty: What We Need to Know about Writing.” Pre/Text 3 (1982): 213-243.
- —. “What Happens When Basic Writers Come to College?” CCC 37 (1986): 294301.
- Bruffee, Kenneth A. “Social Construction, Language, and the Authority of Knowledge: A Bibliographical Essay.” College English 48 (1986): 773-90.
- Childress, James. Who Should Decide? Paternalism in Health Care. New York: Oxford UP, 1982.
- Collins, Randall. The Credential Society: An Historical Sociology of Education and Stratification. New York: Academic, 1979.
- Freidson, Eliot. Professional Powers: A Study of the Institutionalization of Formal Knowledge. Chicago: U of Chicago P, 1986.
- Frey, Olivia. “Beyond Literary Darwinism: Women’s Voices and Critical Discourse.” College English 52 (1990): 507-26.
- Geisler, Cheryl. “Toward a Sociocognitive Model of Literacy: Constructing Mental Models in a Philosophical Conversation.” Textual Dynamics of the Professions. Ed. Charles Bazerman and James Paradis. Madison: Wisconsin, 1990.
- —. Academic Literacy and the Nature of Expertise. Hillsdale, NJ: Erlbaum, 1994.
- Gert, B. and C. Culver. “Paternalistic Behavior,” Philosophy and Public Affairs 6 (1976): 45-57.
- Gilligan, Carol. In a Different Voice. Cambridge, MA: Harvard UP, 1982.
- —. “Adolescent Development Reconsidered.” Gilligan et al. vii-xxxix.
- Gilligan, Carol. Janie Victoria Ward, Jill McLean Taylor, and Betty Bardige. Mapping the Moral Domain. Cambridge, MA: Harvard UP, 1988.
- Gradwohl. Jane M. and Gary M. Schumacher. “The Relationship Between Content Knowledge and Topic Choice in Writing.” Written Communication 6 (1989): 181-95.
- Greene, Stuart. “Exploring the Relationship Between Authorship and Reading.” Penrose and Sitko. 33-51.
- Haas, Christina. “Beyond’ Just the Facts’: Reading as Rhetorical Action.” Penrose and Sitko. 19-32.
- —. “Learning to Read Biology: One Student’s Rhetorical Development in College.” Written Communication 11 (1994): 43-84.
- Higgins, Lorraine. “Reading to Argue: Helping Students Transform Source Texts.” Penrose and Sitko. 70-10 I.
- Kaufer, David, and Cheryl Geisler. “Novelty in Academic Writing.” Written Communication 8 (1989): 286-311.
- Kaufer, David S., Cheryl Geisler and Christine M. Neuwirth. Arguing from Sources: Exploring Issues through Reading and Writing. San Diego: Harcourt, 1989.
- Lamb, Catherine E. “Beyond Argument in Feminist Composition.” CCC 42 (1991): 11-24.
- Langer, Judith A. “The Effects of Available Information on Responses to School Writing Tasks.” Reading Research Quarterly 19 (1984): 468-81.
- Newell, George E. and Peter N. Winograd. “The Effects of Writing on Learning from Expository Text.” Written Communication 6 (1989): 196-217.
- Penrose, Ann M.. and Barbara M. Sitko, eds. Hearing Ourselves Think: Cognitive Research in the College Writing Classroom. New York: Oxford UP, 1993.
- Rodriguez, Richard. Hunger of Memory. New York: Bantam, 1983.
- Rose, Mike. Lives on the Boundary. New York: Macmillan, 1989.
- Tompkins, Jane. “Me and My Shadow.” New Literary History 19(1987): 169-78.
- Wall, Susan. “Writing, Reading and Authority: A Case Study.” Bartholomae and Petrosky 105-36.
- Wilson, Paul T. and Richard C. Anderson. “What They Don’t Know will Hurt Them: The Role of Prior Knowledge in Comprehension: Reading Comprehensions: From Research to Practice. Ed. Judith Orasanu. Hillsdale, NJ: Erlbaum, 1986. 31-48.
- Witte, Stephen P. “Context, Text, Intertext: Toward a Constructivist Semiotic of Writing.” Written Communication 9 (1992): 237-308.
Selfe, Cynthia L. and Richard J. Selfe, Jr. “The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones.” CCC 45.4 (1994): 480-504.
By describing some of the political and ideological implications of computer interfaces and use in pedagogy, the authors seek to help teachers to identify some of the effects of “domination and colonialism associated with computer use” to better consider the relationship between technology and education. They cite a study of schools with high minority enrollments problematically using computers for primarily basic skills drill and practice sessions in contrast to majority schools that use computers to develop higher order literacy and cognitive skills. The authors believe computer interfaces exacerbate this gap between populations; the Macintosh computer interface is cited as for privileging objects familiar to white collar people such as files, folders, telephones, faxes, watches, and desk calendars as opposed to alternative representations of objects such as those found on a mechanic’s workbench. Students must thus be taught to become technology critics as well as technology users and composition and humanist scholars must help design software and primary interfaces to counter dominant hegemonic practices.
ccc45.4 Computers Interfaces Technology Teachers Students English Composition Language Use Design Maps Borders ContactZone Culture Software Power
- Ambler, Allen L., Margaret M. Burnett, and Betsy A. Zimmerman. “Operational Versus Definitional: A Perspective on Programming Paradigms.” Computer (September 1992): 28-43.
- Barker, Thomas. T. and Fred O. Kemp. “Network Theory: A Postmodern Pedagogy for the Writing Classroom.” Computers and Community: Teaching Composition in the Twenty-First Century. Ed. Carolyn Handa. Portsmouth, NH: Boynton. 1-27.
- Barton, Ellen. “Interpreting the Discourses of Technology.” Literacy and Computers: The Complications of Teaching and Learning on Technology. Ed. Cynthia L. Selfe and Susan Hilligoss. New York: MLA, 1994. 56-75.
- Batson, Trent. “The ENFI Project: A Networked Classroom Approach to Writing Instruction.” Academic Computing (February/March 1988): 32-33, 55-56.
- Berger, John. Ways of Seeing. New York: Penguin Books, 1972.
- Bolter, Jay D. Writing Space: The Computer, Hypertext, and the History of Writing. Hillsdale, NJ: Erlbaum, 1991.
- Bruce, Bertram, Joy Freeft Peyton, and Trent Batson. Network-Based Classrooms: Promises and Realities. New York: Cambridge UP 1993.
- Butler. Judith. Gender Trouble: Feminism and the Subversion of Identity. NY: Routledge. 1990.
- Burns, Hugh. “Stimulating Rhetorical Invention through Computer-Assisted Instruction.” Diss. U of Texas at Austin, 1979.
- Cooper, Marilyn M., and Cynthia L. Selfe. “Computer Conferences and Learning: Authority, Resistance, and Internally Persuasive Discourse.” College English 52 (1990): 847-69.
- Creedy, Steve. “Local Firm’s African-American Computer Graphics Fill Void.” Pittsburgh Post Gazette 23 August 1993: B8.
- de Certeau, Michel. The Practice of Everyday Life. Trans. Steven Randall. Berkeley: U of California P, 1984.
- Deleuze, Gilles, and Felix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. Trans. Brian Massumi. Minneapolis, MN: of Minnesota, 1987.
- Eldred, Janet C. “Computers, Composition, and the Social View.” Critical Perspectives on Computers and Composition Studies. Ed. Gail E. Hawisher and Cynthia L. Selfe. New York: Teachers College P, 1989.201-18.
- Faigley, Lester. “Subverting the Electronic Notebook: Teaching Writing Using Networked Computers.” The Writing Teacher as Researcher: Essays in the Theory and Practice of Class-Based Research. Ed. Donald A. Daiker and Max Morenberg. Portsmouth, NH: Boynton, 1990. 290-311.
- Faigley, Lester. Fragments of Rationality: Postmodernity and the Subject of Composition. Pittsburgh: U of Pittsburgh P, 1992.
- Feenberg, Andrew. Critical Theory of Technology. New York: Oxford UP, 1991.
- Flores, Mary J. “Computer Conferencing: Composing a Feminist Community of Writers.” Computers and Community: Teaching Composition in the Twenty-First Century. Ed. Carolyn Handa. Portsmouth, NH: Boynton, 1990. 106-17.
- Foucault, Michel. “Space, Knowledge, and Power.” The Foucault Reader. Ed. Paul Rabinow. New York: Pantheon, 1984. 239-56.
- Gilligan, Carolyn. In A Different Voice: Psychological Theory and Women’s Development. Cambridge, MA: Harvard UP, 1982.
- Giroux, Henry A. Border Crossings: Cultural Workers and the Politics of Education. New York: Routledge, 1992.
- Gomez, Mary L. “The Equitable Teaching of Composition.” Evolving Perspectives on Computers and Composition Studies. Ed. Gail E. Hawisher and Cynthia L. Selfe. Urbana, IL: NCTE, 1991. 318-35.
- Grimes, William. “Computer as a Cultural Tool.” New York Times 1 December 1992: C 13-15.
- Handa, Carolyn, ed. Computers and Community: Teaching Composition in the Twenty-First Century. Portsmouth, NH: Boynton, 1990.
- Harding, Sandra and Merrill B. Hintikka, eds. Discovering Reality: Feminist Perspectives on Epistemology, Metaphysics, Methodology, and Philosophy of Science. London: Reidel. 1983.
- Hawisher, Gail E. and Cynthia L. Selfe. “Voices in College Classrooms: The Dynamics of Electronic Discussion.” The Quarterly 14 (Summer 1992): 24-28, 32.
- —. “The Rhetoric of Technology and the Electronic Writing Class” CCC 42 (1991): 55-65.
- —. “Tradition and Change in Computer-Supported Writing Environments.” Theoretical and Critical Perspectives on Teacher Change, Ed. P. Kahaney, J. Janangelo, and L. A. M. Perry. Norwood, NJ: Ablex, 1993. 155-86.
- Janangelo, Joseph. “Technopower and Technoppression: Some Abuses of Power and Control in Computer-Assisted Writing Environments.” Computers and Composition 9 (November 1991): 47-64.
- Jessup, Emily (1991). “Feminism and Computers in Composition Instruction.” Evolving Perspectives on Computers and Composition Studies: Questions for the 1990s, Ed. Gail E. Hawisher and Cynthia L. Selfe. Urbana, IL: 1991. 336-55.
- Jordan, June. ON CALL: Political Essays. Boston, MA: South End 1985.
- —. “Toward a Manifest New Destiny.” The Progressive (February 1992): 18-23.
- Keller, Evelyn F. Reflections on Gender and Science. New Haven: Yale UP, 1985.
- Kiesler, Sara, Jane Siegel. and Timothy W. McGuire. “Social Psychological Aspects of Computer-Mediated Communication.” American Psychologist 39 (1984): 1123-34.
- Klem, Elizabeth, and Charles Moran. “Teachers in a Strange LANd: Learning to Teach in a Networked Writing Classroom.” Computers and Composition 9 (August 1992): 5-22.
- Kremers, Marshall. “Adams Sherman Hill Meets ENFI An Inquiry and a Retrospective.” Computers and Composition 5 (August 1988): 69-77.
- Kramare, Cheris, ed. Technology and Women’s Voices: Keeping in Touch. New York: Routledge, 1988.
- Kurzweil, Raymond. The Age of Intelligent Machines. Cambridge, MA: MIT P, 1990.
- LeBlanc, Paul. “Competing Ideologies in Software Design for Computer-Aided Composition.” Computers and Composition 7 (April 1990): 8-19.
- Laclau, Ernesto, and Chantel Mouffe. Hegemony and Socialist Strategy: Towards a Radical Democratic Politics. London: Verso, 1985.
- Moreau, N. B. “Education, Ideology, and Class/Sex Identity.” Language and Power, Ed. Cheris Kramarae. Beverley Hills, CA: Sage, 1984. 43-61.
- Nelson, Theodor H. “The Tyranny of the File.” Datamation 15 December 1986: 83-86:
- Nold, Ellen “Fear and Trembling: A Humanist Approaches the Computer.” CCC 26 (1975): 269-273.
- Ohmann, Richard. “Literacy, Technology, and Monopoly Capitalism.” College English 47 (1985): 675-689.
- Olson, C. Paul. “Who Computes?” Critical Pedagogy and Cultural Power. Ed. David Livingstone. South Hadley, MA: Bergin, 1987. 179-204.
- Piller, Charles. “Separate Realities: The Creation of the Technological Under class in America’s Public Schools.” MacWorld (September 1992): 218-30.
- Petzold, Charles. “Move Over, ASCII! Unicode is Here.” PC Magazine 12 (26 October 1993): 374-376.
- Pratt, Mary Louise. “Linguistic Utopias.” The Linguistics of Writing, Ed. Nigel Fabb. et al. Manchester: Manchester UP, 1987. 48-66.
- —. “Arts of the Contact Zone.” Profession 91: (1991) 33-40.
- Romano Susan. “The Egalitarianism Narrative: Whose Story? Which Yardstick?” Computers and Composition 10 (August 1993): 5-28.
- Said, Edward. “Reflections on Exile.” Out There: Marginalization and Contemporary Cultures. Ed. Russell Fergeson, Martha Gever, Trinh T. Minh-ha, and Cornell West. Cambridge, MA: MIT P, 1990. 357-368.
- Seagull, J. F. and N. Walker. “The Effects of Hierarchical Structure and Visualization on Computerized Information Retrieval.” International Journal of Human-Computer Interaction 4(1992): 369-485.
- Selfe, Cynthia L. “English Teachers and the Humanization of Computers: Networking Communities of Readers and Writers.” On Literacy and Its Teaching: Issues in English Education. Eds. Gail E. Hawisher and Anna O. Soter. 1990. Albany, NY: State U of New York P, 1990. 190-205.
- —. “Technology in the English Classroom: Computers through the Lens of Feminist Theory.” Computers and Community: Teaching Composition in the Twenty-First Century. Ed. Carolyn Handa. Portsmouth, NH: Boynton, 1990. 118-39.
- Selfe, Cynthia L., and Paul R. Meyer. “Testing Claims for On-Line Conferences.” Written Communication 8 (1991): 163-92.
- Sheingold, Karer, L. M. Martin, and M. W. Endreweit. “Preparing Urban Teachers for the Technological Future.” Mirrors of the Mind: Patterns of Experience in Educational Computing. Ed. Roy D. Pea and Karen Sheingold. Norwood, NJ: Ablex, 1987. 67-85.
- Spitzer, Michael. “Computer Conferencing: An Emerging Technology.” Critical Perspectives in Computers and Composition Instruction. Ed. Gail E. Hawisher and Cynthia L. Selfe. New York: Teachers College P, 1989. 187-200.
- Springer, Claudia. “The Pleasure of the Interface.” Screen 32 (1991): 303-23.
- Stuckey, Elspeth. The Violence of Literacy. Portsmouth, NH: Boynton, 1991.
- Turkle, Sherry, and Papert, Seymour. “Epistomological pluralism: Styles and Voices within the Computer Culture.” Signs 16 (1990): 128-57.
- Virilio, Paul. Speed and Politics: An Essay on Dromology. Trans. Mark Polizzotti. New York: Semiotext(e), 1987.
- Weizenbaum, Joseph. “Not Without Us: A Challenge to Computer Professionals to Use Their Power to Bring the Present Insanity to a Halt.” Fellowship (October! November 1986): 8-10.
- Winograd, Terry and Fernando Flores. Understanding Computers and Cognition: A New Foundation for Design. Reading, MA: Addison, 1986.
- Wheelock, Ann and Gail Dorman. Before It’s Too Late. Boston, MA: Massachusetts Advocacy Commission, 1989.
- Wood, Denis. The Power of Maps. New York, NY: Guilford, 1992.
- WordPerfect for DOS: Reference for IBM Personal Computers and PC Networks, 1989.
Brandt, Deborah. “Remembering Writing, Remembering Reading.” CCC 45.4 (1994): 459-479.
Brandt notes most research on reading and writing has focused on them as processes of meaning making, “emphasizing the role of textual language in those processes.” Brandt considers the attitudes taken toward these two activities from audiotaped interviews she conducted with forty residents of Dane County, Wisconsin. These accounts of literacy development show the people were not necessarily inspired to read when learning to write or vice versa. The prestige of reading was conveyed often to the interviewees as young children while writing was less explicitly taught and publicly valued, “largely because practices are embedded in mundane work and are more stratified generationally.” Brandt concludes by calling for further research into settings in which knowledge of reading and writing is practiced.
ccc45.4 Writing Reading People Children School Books Parents Literacy Mothers Family Home Memories Fathers Adults Interviews Feelings Generations
- Ackerman, John. “Reading, Writing, and Knowing: The Role of Disciplinary Knowledge in Comprehension and Composing.” Research in the Teaching of English 25 (1991): 133-78.
- Bartholomae, David and Anthony Petrosky. Facts, Artifacts, and Counterfacts: Theory and Method for a Writing Course. Upper Montclair, NJ: Boynton, 1986.
- Bereiter, Carl and Marlene Scardamalia. “Learning About Writing from Reading.” Written Communication I (1984): 163-88.
- Berlin, James. “Writing Instruction in School and College English, 1890-1985.” A Short History of Writing Instruction From Ancient Greece to Twentieth-Century America. Ed. James J. Murphy. Davis, Ca: Hermagoras, 1990. 183-222.
- Brandt, Deborah. Literacy as Involvement: The Acts of Writers, Readers, and Texts. Carbondale: Southern Illinois UP, 1990.
- Chomsky, Carol. “Approaching Reading Through Invented Spelling.” Theory and Practice in Early Reading, Vol. 2. Ed. Lauren B. Resnick and Patricia A. Weaver. Hillsdale, NJ: Erlbaum, 1979.
- Courage, Richard. “The Interaction of Public and Private Literacies.” CCC 44 (1993): 484-96.
- Elbow, Peter. “The War Between Reading and Writing and How to End It.” Rhetoric Review 12 (1993): 5-24.
- Ferreiro, Emilia and Ana Teberosky. Literacy Before Schooling. Trans. Karen G. Castro. Exeter, NH: Heinemann, 1982.
- Fishman, Andrea. Amish Literacy: What and How It Means. Portsmouth, NH: Heinemann, 1988.
- Flower, Linda. “The Construction of Purpose in Reading and Writing.” College English 50 (1988): 528-50.
- Flower, Linda, et al. Reading-to- Write: Exploring a Cognitive and Social Process. New York: Oxford UP, 1990.
- Furet, Francois and Jacques Ozouf. Reading and Writing: Literacy in France from Calvin to Jules Ferry. New York: Cambridge UP, 1982.
- Gere, Anne Ruggles. ” Kitchen Tables and Rented Rooms: The Extracurriculum of Composition .” CCC 45 (1994): 75-92.
- Haas, Christina and Linda Flower. ” Rhetorical Reading Strategies and the Construction of Meaning .” CCC 39 (1988): 167-84.
- Harste, Jerome C., Virginia A. Woodward, and Carolyn L. Burke. Language Stories and Literacy Lessons. Exeter, NH: Heinemann, 1984.
- Heller, Carol Elizabeth. The Tenderloin Women’s Writing Workshop: Until We Are Strong Together. New York: Teacher College P, in press.
- Hollis, Karyn. ” Liberating Voices: Autobiographical Writing at the Bryn Mawr Summer School for Women Workers, 1921-1938.” CCC 45 (1994): 31-60.
- Greene, Stuart. “Mining Texts in Reading to Write.” Journal of Advanced Composition 12 (1992): 151-70.
- Hatch, Jill A., Charles A. Hill, and John R. Hayes. “When the Messenger Is the Message.” Written Communication 10 (1993): 569-98.
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- —. Ways With Words. New York: Cambridge UP, 1983.
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- Monaghan, E. Jennifer and E. Wendy Saul. “The Reader, the Scribe, the Thinker: A Critical Look at the History of American
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- Petersen, Bruce T. “Writing About Responses: A Unified Model of Reading, Interpretation, and Composition.” College English 44 (1982): 459-68.
- Petrosky, Anthony. “From Story to Essay: Reading and Writing.” CCC 33 (1982): 19-36.
- Radway, Janice. Reading the Romance: Women, Patriarchy, and Popular Literature. Chapel Hill: U of North Carolina p, 1984.
- Salvatori, Mariolina. “Reading and Writing a Text: Correlations Between Reading and Writing Patterns.” College English 45 (1983): 657-66.
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Lu, Min-Zhan. “Professing Multiculturalism: The Politics of Style in the Contact Zone.” CCC 45.4 (1994): 442-458.
A multicultural approach to style is advocated. Lu critiques the definition of style as belonging to those above “error” and to contest the distinction between “real” and “student” writers. Lu advocates students to recognize writers’ deviations from official codes of academic discourse and experiment negotiating their own style in light of such awareness.
ccc45.4 Students Style Writing Teaching Ability Power Discourses Class English Approach ContactZone Multiculturalism Error TDreiser
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- Miller, Susan. Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois UP, 1991.
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