College Composition and Communication, Vol. 45, No. 4, December 1994

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v45-4

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.

Abstract:

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.

Keywords:

ccc45.4 Writing Faculty Students Teachers Requirement Papers Portfolios Assignments Departments AdvancedWriting Majors Disciplines

Works Cited

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.

Abstract:

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.”

Keywords:

ccc45.4 Authors Knowledge Paternalism Authority Claims Students Reading Definition Texts Domain Critique InformationTransfer JChildress HealthCare

Works Cited

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.

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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.

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—. “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.

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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.

Abstract:

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.

Keywords:

ccc45.4 Computers Interfaces Technology Teachers Students English Composition Language Use Design Maps Borders ContactZone Culture Software Power

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—. “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.

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—. “Arts of the Contact Zone.” Profession 91: (1991) 33-40.

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WordPerfect for DOS: Reference for IBM Personal Computers and PC Networks, 1989.

Brandt, Deborah. “Remembering Writing, Remembering Reading.” CCC 45.4 (1994): 459-479.

Abstract:

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.

Keywords:

ccc45.4 Writing Reading People Children School Books Parents Literacy Mothers Family Home Memories Fathers Adults Interviews Feelings Generations

Works Cited

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Lu, Min-Zhan. “Professing Multiculturalism: The Politics of Style in the Contact Zone.” CCC 45.4 (1994): 442-458.

Abstract:

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.

Keywords:

ccc45.4 Students Style Writing Teaching Ability Power Discourses Class English Approach ContactZone Multiculturalism Error TDreiser

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