Clark, Suzanne. “Women, Rhetoric, Teaching.” Rev. of Women Writing the Academy: Audience, Authority, and Transformation by Gesa E. Kirsch; An Ethic of Care: Feminist and Interdisciplinary Perspectives by Mary Jeanne Larrabee; Feminisms and Critical Pedagogy by Carmen Luke and Jennifer Gore; Feminine Principles and Women’s Experience in American Composition and Rhetoric by Louise Wetherbee Phelps and Janet Emig; Anxious Power: Reading, Writing, and Ambivalence in Narrative by Women by Carol J. Singley; Susan Elizabeth Sweeney. CCC 46.1 (1995): 108-122.
Bartholomae, David, et al. “Interchanges: Responses to Bartholomae and Elbow.” CCC 46.1 (1995): 84-107.
Elbow, Peter. “Being a Writer vs. Being an Academic: A Conflict in Goals.” CCC 46.1 (1995): 72-83.
This article is a published edition of Peter Elbow’s talk about the definitions and place of personal and academic writing given at the 1991 College Composition and Communication Conference in Boston, Massachusetts. Elbow advocates students be taught to be writers and academics; he defines the two in contradistinction to each other.
ccc46.1 Writers Students Writing Readers Academics Conflict Course Role Conversation DBartholomae Interests Texts
Bartholomae, David. “Writing with Teachers: A Conversation with Peter Elbow.” CCC 46.1 (1995): 62-71.
This article is a published edition of David Bartholomae’s talk about the definitions and place of personal and academic writing given at the 1991 College Composition and Communication Conference in Boston, Massachusetts. Bartholomae argues that academic writing is never “free” from institutional pressures and powers and that “free writing is the master trope” of such a fallacy.
ccc46.1 Writing Students AcademicWriting Classrooms Desire Power Work Argument PElbow Argument Conversation
Bridwell-Bowles, Lillian. “Freedom, Form, Function: Varieties of Academic Discourse,” CCC 46.1 (1995): 46-61.
Bridwell-Bowles calls teachers to teach writers not only academic discourse conventions but transformative language about complex politically charged subjects. Reviewing her own literacy history and recent composition history, she claims academic writing still needs the upset and complement of alternate writing: “writing that is not always about later, about jobs and careers, but writing that is about themselves as people, as individuals and citizens of various communities.”
ccc46.1 Writing Students Language World Discourse Form Dreams Education Profession Thinking Practices Literacy Freedom AcademicWriting
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White, Edward M. “An Apologia for the Timed Impromptu Essay Test.” CCC 46.1 (1995): 30-45.
White calls that the college essay test be reevaluated with “attention to its virtues as well as its drawbacks.” He believes essay testing still plays a role in the development of portfolios and in the general arena of writing assessment. White particularly calls for a less reactive stance by the composition community against essay testing, noting that 70% of universities still use the form as a part of admissions and that colleagues outside the English Department might default to multiple-choice testing if no vigorously qualified standard of essay testing is recommended.
ccc46.1 Essay Writing Test Assessment Portfolios Testing Reliability Students Validity Students
- Belanoff, Pat and Marcia Dickson. Portfolios: Process and Product. Portsmouth, NH: Boynton, 1991.
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- Elbow, Peter. “Foreword.” Belanoff and Dickson ix-xvi.
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- Murphy, Sandra, et al. “Survey of Postsecondary Writing Assessment Practices.” Report to the CCCC Executive Committee, 1993.
- Roemer, Marjorie, Lucille M. Schultz, and Russell K. Durst. “Portfolios and the Process of Change.” CCC 42 (1991): 455-69.
- White, Edward M. “Assessing Higher-Order Thinking and Communication Skills in College Graduates Through Writing.” Journal of General Education 42 (1993): 105-22.
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Kirsch, Gesa E. and Joy S. Ritchie. “Beyond the Personal: Theorizing a Politics of Location in Composition Research.” CCC 46.1 (1995): 7-29.
Given that feminist scholarship has informed composition studies and admitted the personal into public discourse, how might its emphasis on fronting personal, material politics of location inform and change research practices? Ritchie and Kirsch argue that it is not enough to claim the personal and locate oneself in one’s scholarship but that they also theorize their locations by “examining their experiences as reflections of ideology and culture, by interpreting their experiences through the eyes of others, and by recognizing their own split selves.” The authors further recommend changes in research practices that emphasize collaboration with participants, the writing of research reports and the raising of ethical questions relative to these research practices.
ccc46.1 Research Researchers Women Questions Composition Location Writing Politics Experience Feminism Scholars Work Personal Gender Ethics
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- Ritchie, Joy, S. “Confronting the Essential Problem: Reconnecting Feminist Theory and Pedagogy.” Journal of Advanced Composition 10 (1990): 249-71.
- Ritchie, Joy, S., Manjit Kaur, and BeeTin Choo Meyer. “Women Students’ Autobiographical Writing: The Rhetoric of Discovery and Defiance.” Valuing Diversity: Race, Gender, and Class in Composition Research. Ed. Emily Jessup and Kathleen Geissler. Portsmouth, NH: Heinemann. Forthcoming.
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