College Composition and Communication, Vol. 47, No. 1, February 1996

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v47-1

Courage, Richard. “Review: Dangerous Narratives.” Rev. of Live from Death Row by Abu-Jamal Mumia. CCC 47.1 (1996): 124-130.

Anokye, Akua Duku, Suellynn Duffey, and Judith Rodby. “Interchanges: Rethinking Basic Writing.” CCC 47.1 (1996): 101-111.

Donahue, Patricia. “Review Essay: Talking to Students.” Rev. of Generation at the Crossroads: Apathy and Action on the American Campus by Paul Rogat Loeb; Battling Bias: The Struggle for Identity and Community on College Campuses by Ruth Sidel; City on a Hill: Testing the American Dream at City College by James Traub. CCC 47.1 (1996): 112-123.

Soliday, Mary. “From the Margins to the Mainstream: Reconceiving Remediation.” CCC 47.1 (1996): 85-100.

Abstract:

Soliday proposes a “progressive version of mainstreaming” to address a basic writing remedial model entrenched in a system that rewards the labeling of students in efforts to “fix” them. She analyzes her proposed two-semester credit-bearing course “responsive to writers with diverse language and cultural backgrounds” by qualitatively evaluating a basic writing student who takes the course.

Keywords:

ccc47.1 Students Writing Remediation Course Language Curriculum Essays Classrooms Programs

Works Cited

Bartholomae, David. “Inventing the University.” Perspectives on Literacy. Ed. Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 273-285.

Brodkey, Linda. “On the Subjects of Class and Gender in the ‘Literacy Letters,”’ College English 51 (1989): 125-41.

Coles, Nicholas and Susan V. Wall. “Conflict and Power in the Reader Responses of Adult Basic Writers.” College English 49 (1987): 298-314.

Duffey, Suellynn. “Literacy and Culture: Cross- Placement in First Year Writing Courses,” Unpublished Proposal. Columbus: Department of English, Ohio State University, November 1991.

Dyson, Michael Eric. Reflecting Black: AfricanAmerican Cultural Criticism. Minneapolis: Minnesota UP, 1993.

Elbow, Peter. “Writing Assessment in the Twenty-First Century: A Utopian View.” Composition in the Twenty-First Century: Crisis and Change. Ed. Lynn Bloom, Donald Daiker, and Edward White. Carbondale: Southern Illinois UP, 1995.

Elbow, Peter. “Response to Glynda Hull, Mike Rose, Kay Losey Fraser, and Marisa Castellano.” CCC 44 (1993): 587-88.

Faludi, Susan. Backlash: The Undeclared War Against American Women. New York: Doubleday, 1991.

Fishman, Judith. “Do You Agree or Disagree: The Epistemology of the CUNY Writing Assessment Test,” Writing Program Administration 8 (1984): 17-25.

Grego, Rhonda, and Nancy Thompson. ” Repositioning Remediation: Renegotiating Composition’s Work in the Academy .” CCC 47 (1996): 56-78.

Harley, Kay, and Sally Cannon. “Collapsing the Boundaries that Separate Basic Writers,” CCCC, Nashville, TN, March 1994.

Hull, Glynda, Mike Rose, Kay Losey Fraser, and Marisa Castellano. “Reply to Peter Elbow.” CCC 44 (1993): 588-89.

Journal of Basic Writing. Special Issue: Fourth National Basic Writing Conference Plenaries. Vol. 12.1 (Spring 1993): 1-89.

Kidda, Michael, Joseph Turner, and Frank E. Parker. “There Is an Alternative to Remedial Education.” Metropolitan Universities 3 (Spring 1993): 16-25.

Kogen, Myra. “The Conventions of Expository Writing.” Journal of Basic Writing 5.1 (Spring 1986): 24-37.

Kutz, Eleanor, Suzy Q. Groden, and Vivian Zamel. The Discovery of Competence: Teaching and Learning with Diverse Student Writers. Portsmouth: Boynton, 1993.

Lalicker, William B. “Eliminating the Segregation of a Basic Writing Program.” CCCC, Nashville, TN, March 1994.

Leo, John. “A University’s Sad Decline.” US News & World Report August 15, 1994: 20. Lively, Kit. “Ready or Not.” Chronicle of Higher Education 31 March 1995: A23-24.

Mac Donald, Heather. “Downward Mobility: The Failure of Open Admissions at City University.” City Journal Summer 1994: 10-20.

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Mellix, Barbara. “From Outside, In.” Georgia Review 41 (1987): 258-67.

Miller, Susan. Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois UP, 1991.

Otheguy, Ricardo. The Condition of Latinos in the City University of New York: A Report to the Vice Chancellor for Academic Affairs and to the Puerto Rican Council on Higher Education. New York: CUNY Office of Institutional Research, June 1990.

Rose, Mike. “The Language of Exclusion: Writing Instruction at the University.” College English (1985): 341-55.

—. “Remedial Writing Courses: A Critique and a Proposal.” College English 45 (1983): 109-28.

Shaughnessy, Mina. Errors and Expectations. New York: Oxford UP, 1977.

Shor. Ira. Empowering Education: Critical Teaching for Social Change. Chicago: U of Chicago P, 1992.

Stygall, Gail. “Resisting Privilege: Basic Writing and Foucault’s Author Function.” CCC 45 (1994): 320-41.

Traub, James. City on a Hill: Testing the American Dream at City College. New York: Addison, 1994.

—. “Class Struggle.” New Yorker 19 September 1994: 76-90.

—. “Letter to the Editor.” New York Times Book Review 23 October 1994: 39.

Grego, Rhonda and Nancy Thompson. “Repositioning Remediation: Renegotiating Composition’s Work in the Academy.” CCC 47.1 (1996): 62-84.

Abstract:

Grego and Thompson analyze their implementation of a Writing Studio comprised of a small group of students and an instructor as a complement to the required Freshman Composition Course at the University of South Carolina. They use the Studio to reflect how students and composition teachers might jettison the practice of professionalizing writing that uncritically maintains a distinction of basic/normal writers and negates composition as a scholarly enterprise.

Keywords:

ccc47.1 Writing Students Work Studio Teachers Composition Remediation Institutions BasicWriting Program

Works Cited

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Bourdieu, Pierre. Outline of a Theory of Practice. Cambridge: Cambridge UP, 1977.

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Crawford, June, Susan Kippax, Jenny Onyx, Una Gault, and Pam Benton. Emotion and Gender, Constructing Meaning from Memory. London: Sage, 1992.

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Holbrook, Sue Ellen. “Women’s Work: The Feminizing of Composition.” Rhetoric Review 9 (1991): 201-29.

Kippax, S., J. Crawford, P. Benton, U. Gault and J. Noesjirwan. “Constructing Emotions: Weaving Meaning from Memories.” British Journal of Social Psychology 27 (1988): 19-33.

Lutz, Catherine A., and Lila Abu-Lughod, eds. Language and the Politics of Emotion. Cambridge: Cambridge UP, 1990.

Mann, Patricia. Micro-Politics: Agency in a Postfeminist Era. Minneapolis: U of Minnesota P, 1994.

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Robinson, Marilynne. Housekeeping. New York: Bantam, 1982.

Shaughnessy, Mina. Errors and Expectations. New York: Oxford UP, 1977.

Smith, Dorothy. The Everyday World as Problematic: A Feminist Sociology. Boston: Northeastern UP, 1987.

Stewart, Susan. On Longing: Narratives of the Miniature, the Gigantic. the Souvenir, the Collection. Baltimore: Johns Hopkins UP, 1984.

Stygall. Gail. ” Resisting Privilege: Basic Writing and Foucault’s Author Function .” CCC 45 (1994): 320-41.

Welch, Nancy. “Revising a Writer’s Identity: Reading and ‘Re-Modeling’ in a Composition Class.” CCC 47.1 (1996): 41-61.

Abstract:

Welch argues that student identification with a teacher and a teacher’s model of composition can be complicated by asking students to recognize and revise ideas of what exactly they identify with and what in turn they may be denying, suppressing or perpetrating in the process. Welch recasts the use of a curriculum of writing as therapy arguing that it can complement this revision process by allowing students to identify their transference and challenging teachers to allow written expression of emotion in the composition class as long as such expression is guided by recognition and revision of discourses that inform such expression.

Keywords:

ccc47.1 Students Writing Reading Teacher Identity Draft Revision Classroom Transference ReModeling Composition

Works Cited

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Bishop, Wendy. “Writing Is/And Therapy?: Raising Questions About Writing Classrooms and Writing Program Administration.” Journal of Advanced Composition 13 (1993): 503-16.

Brand, Alice. “Social Cognition, Emotions, and the Psychology of Writing.” Journal of Advanced Composition 11 (1991): 395-407.

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—. ” Modeling a Writer’s Identity: Reading and Imitation in the Writing Classroom .” CCC 39 (1988): 23-41.

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Daniell, Beth. “Composing (as) Power.” CCC 45 (1994): 238-46.

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Murphy, Ann. ” Transference and Resistance in the Basic Writing Classroom: Problematics and Praxis .” CCC 40 (1989): 175-87.

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Robinson, Marilynne. Housekeeping. New York: Bantam, 1982.

Rosenblatt, Louise. Literature as Exploration. 4th ed. New York: MLA, 1983.

Rushdie, Salman. Haroun and the Sea of Stories. New York: Viking, 1990.

Sperling, Melanie, and Sarah Warshauer Freedman. “A Good Girl Writes Like a Good Girl.” Written Communication 4 (1987): 343-69.

Spivak, Gayatri Chakravorty. “Feminism and Deconstruction, Again: Negotiating with Unacknowledged Masculinism.” Between Feminism and Psychoanalysis. Ed. Teresa Brennan. London: Routledge, 1989.206-23.

Tobin, Lad. Writing Relationships: What Really Happens in the Composition Class. Portsmouth: Boynton, 1993.

Tompkins, Jane. “Me and My Shadow.” New Literary History 19 (1987): 169-78.

—. “The Way We Live Now.” Change 24 (November 1992): 15-19.

Weesner, Theodore. The Car Thief 1967. New York: Vintage, 1987.

Royster, Jacqueline Jones. “When the First Voice You Hear Is Not Your Own.” CCC 47.1 (1996): 29-40.

Abstract:

Royster argues that scholarly use of subject position can converge dialectical perspectives, permit interpretation to be “richly informed” and have import for cross-boundary discourse. Subjectivity encourages sensitivity to context and calls for a transformation in theory and practice of scholarship that interrogates notions of voice as skewed toward spoken or written performance. Jones claims voice is constructed visually and orally and “as a phenomenon that has import also in being a thing heard, perceived and reconstructed.”

Keywords:

ccc47.1 Voice People Others Stories Boundaries Home Practice Scene Understanding Position Students

Works Cited

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Cushman, Ellen. “The Rhetorician as an Agent of Social Change.” CCC 47.1 (1996): 7-28.

Abstract:

Cushman queries how composition teachers might consider how to be agents of social change outside the university. She examines her ethnographic work in a city neighborhood and considers how composition/rhetoric scholars might consider their civic purpose in the academy and how they might locate themselves in “everyday teaching and learning in neighborhoods.”

Keywords:

ccc47.1 People Community Activism University Access Reciprocity Work Literacy Students Research Change City

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