College Composition and Communication, Vol. 47, No. 4, December 1996

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v47-4

Amy J. Devitt. “Review Essay: Genre, Genres, and the Teaching of Genre.” Rev. of Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power by Carol Berkenkotter and Thomas N. Huckin; Genre and the New Rhetoric by Aviva Freedman and Peter Medway; Learning and Teaching Genre by Aviva Freedman and Peter Medway. CCC 47.4 (1996): 605-615.

Gottschalk, Katherine K., et al. “Interchanges: Contested Ground: Defining Writing Courses.” CCC 47.4 (1996): 594-604.

Charney, Davida. “Empiricism Is Not a Four-Letter Word.” CCC 47.4 (1996): 567-593.

Abstract:

Keywords:

ccc47.4 Research Methods Science Scientists Objectivity Critics Qualitative Empiricism Knowledge Authority Discourse

Works Cited

Bazerman, Charles. Shaping Written Knowl­edge: The Genre and Activity of the Experimen­tal Article in Science. Madison: D of Wisconsin P. 1989.

Bereiter, Carl. “Implications of Postmodern­ism for Science, or, Science as Progressive Discourse.” Educational Psychologist 2 9 (1994): 3-12.

Bereiter, Carl and Marlene Scardamalia. The Psychology of Written Composition. Hillsdale: Erlbaum, 1987.

Berlin, James. “Rhetoric and Ideology in the Writing Class.” College English 50 (1988): 477-94.

Bizzell, Patricia. “Thomas Kuhn, Scientism, and English Studies.” College English 40 (1979): 764-71.

Blakeslee, Ann. “Inventing Scientific Discourse: Dimensions of Rhetorical Knowledge in Phys­ics.” Diss. Carnegie Mellon D, 1993.

Blyler, Nancy Roundy. “Research as Ideology in Professional Communication.” Technical Communication Quarterly 4 (1995): 285-313.

Charney, Davida. “A Study in Rhetorical Reading: How Evolutionists Read ‘The Spandrels of San Marco.”’ Understanding Scientific Prose. Ed. Jack Selzer. Madison: U of Wisconsin P. 1993. 203-31.

Connors, Robert J. “Composition Studies and Science.” College English 45 (1983): 1-20.

Cross, Geoffrey. “Ethnographic Research in Business and Technical Writing: Between Extremes and Margins.” Journal of Business and Technical Communication 8 (1994): 118-34.

Cushman, Ellen. ” The Rhetorician as an Agent of Social Change .” CCC 47 (1996): 7-28.

Dombrowski, Paul. “Post-Modernism as the Resurgence of Humanism in Technical Communication Studies.” Technical Commu­nication Quarterly 4 (1995): 165-85.

Fahnestock, Jeanne. “Accommodating Science: The Rhetorical Life of Scientific Facts.” Written Communication 3 (1986): 275-96.

Fahnestock, Jeanne, and Marie Secor. “The Stases in Scientific and Literary Argument.” Written Communication 5 (1988): 427-43.

Faigley, Lester. “Nonacademic Writing: The Social Perspective.” Writing in Non­academic Settings. Eds. Lee Odell and Dixie Goswami. New York: Guilford, 1985. 3-83.

Fitzgerald, Jill. “Research on Revision in Writing.” Review of Educational Research 57 (1987): 481-506.

Flower, Linda. ” Cognition, Context, and Theory Building .” CCC 40 (1989): 282-311.

Flynn, Elizabeth. ” Feminism and Scientism .” CCC 46 (1995): 353-69.

Fluehr-Lobban, Carolyn. “Informed Consent in Anthropological Research: We Are Not Exempt.” Human Organization 53 (1994): 1-10.

Haack, Susan. Evidence and Inquiry: Towards Reconstruction in Epistemology. Oxford: Black­well, 1993.

Harding, Sandra. “Is There a Feminist Meth­od?” Feminism and Science. Ed. Nancy Tuana. Bloomington: Indiana UP, 1989. 17-32.

Hayes, John R. “Taking Criticism Seriously.” RTE 27 (1993): 305-15.

Herndl, Carl G. ” Teaching Discourse and Re­producing Culture: A Critique of Research and Pedagogy in Professional and Non-Ac­ademic Writing .” CCC 44 (1993): 349-63.

—. “Writing Ethnography: Representa­tion, Rhetoric, and Institutional Practices.” College English 53 (1991): 320-32.

Hidi, Suzanne, and Valerie Anderson. “Producing Written Summaries: Task Demands, Cognitive Operations, Implica­tions for Instruction.” Review of Educational Research 56 (1986): 473-93.

Jayaratne, Toby E., and Abigail Stewart. “Quantitative and Qualitative Methods in the Social Sciences.” Beyond Methodology: Feminist Scholarship as Lived Research. Eds. Mary Fonow and Judith Cook. Blooming­ton: Indiana UP, 1991. 85-106.

Kaufer, David, and Kathleen Carley. Commu­nication at a Distance: The Influence of Print on Sociocultural Organization and Change. Hills­dale: Erlbaum, 1993.

Kirsch, Gesa and Joy S. Ritchie. ” Beyond the Personal: Theorizing a Politics of Location in Composition Research .” CCC 46.1 (1995): 7-29.

Kitcher, Philip. The Advancement of Science: Sci­ence without Legend. Objectivity without Illusions. New York: Oxford UP, 1993.

Lay. Mary. “Feminist Theory and the Re­definition of Technical Communication.” Journal of Business and Technical Communica­tion 5 (1991): 348-70.

MacDonald, Susan Peck. Professional Academic Writing in the Humanities and Social Sciences. Carbondale: Southern Illinois UP, 1994.

Paludi, M. A. and L. A. Strayer. “What’s in an Author’s Name? Differential Evaluations of Performance as a Function of Author’s Name.” Sex Roles 12 (1984): 353-61.

Paul, Danette, and Davida Charney. “Intro­ducing Chaos into Science and Engineer­ing: Effects of Rhetorical Strategies on Scientific Readers.” Written Communication 12 (1995): 396-438.

Peplau, Letitia, and Eva Conrad. “Beyond Nonsexist Research: The Perils of Feminist Methods in Psychology.” Psychology of Women Quarterly 13 (1989): 379-400.

Perelman, Chaim, and Lucille Olbrechts­-Tyteca. The New Rhetoric. Notre Dame UP, 1969.

Popper, Karl. In Search of a Better World. London: Routledge, 1992.

—. The Open Society and Its Enemies, Vol. 2, 5th ed. Princeton: Princeton UP, 1971.

Porter, Theodore. Trust in Numbers: The Pur­suit of Objectivity in Science and Public Life. Princeton: Princeton UP, 1995.

Risman, Barbara. “Methodological Implica­tions of Feminist Scholarship.” The American Sociologist 24 (1993): 15-25.

Rowan, Katherine. “Moving Beyond the What to the Why: Differences in Profes­sional and Popular Science Writing.” Journal of Technical Writing and Communica­tion 19 (1989): 161-79.

Rymer, Jone. “Scientific Composing Process­es: How Eminent Scientists Write Journal Articles.” Advances in Writing Research Vol. 2. Ed. David Jolliffe. Norwood: Ablex, 1988. 211-50.

Selzer, Jack, ed. Understanding Scientific Prose. Madison: U of Wisconsin P, 1993.

Shumway, David R. “Science, Theory, and the Politics of Empirical Studies in the En­glish Department.” Writing Theory and Criti­cal Theory. Eds. John Clifford and John Schilb. New York: MLA, 1994. 148-58.

Swales, John. Genre Analysis: English in Aca­demic and Research Settings. Cambridge, England: Cambridge UP, 1990.

Thompson, Dorothea. “Arguing for Experi­mental Facts in Science: A Study of Re­search Article Results Sections in Biochemistry.” Written Communication 10 (1993): 106-30.

Watson, Richard. “Ozymandias, King of Kings: Postprocessual Radical Archaeology as Critique.” American Antiquity 55 (1990): 673-89.

Winsor, Dorothy. “The Construction of Knowledge in Organizations: Asking the Right Questions about the Challenger.” Journal of Business and Technical Communica­tion 4 (1990): 7-20.

—. “An Engineer’s Writing and the Corporate Construction of Knowledge.” Written Communication 6 (1989): 270-85.

Huot, Brian. “Toward a New Theory of Writing Assessment.” CCC 47.4 (1996): 549-566.

Abstract:

Huot claims many composition teachers are frustrated by or uninterested in writing assessment in part because current writing assessments suffer from positivist assumptions. Tests therefore are invalid and problematic. To solve these problems, Huot proposes a theory of writing assessment that would lead to testing measures. New writing assessments would have a recognizable theoretical foundation and take into account localized context and rhetoric as assessment factors.

Keywords:

ccc47.4 Assessment Writing Students Context Raters Reliability Placement Validity Reading Ability Methods

Works Cited

Allen, Michael. “Valuing Differences: Port­net’s First Year.” Assessing Writing 2 (1995): 67-90.

Barritt, Loren, Patricia L. Stock, and Francelia Clark. “Researching Practice: Evaluating Assessment Essays.” CCC 37 (1986): 315-27.

de Beaugrande, Robert. and Wolfgang Dressler. Introduction to Text Linguistics. New York: Longman, 1981.

Berlak, Harold. “Toward the Development of a New Science of Educational Testing and Assessment.” Toward a New Science of Educa­tional Testing and Assessment. Ed. Harold Ber­lak et al. Albany, New York: State U of New York P, 1992, 181-206.

Brown, George and Gillian Yule. Discourse Analysis. New York: Cambridge UP, 1983.

Carini. Patricia F. Observation and Description: An Alternative Methodology for the Investiga­tion of Human Phenomenon. Grand Forks, North Dakota Study Group on Evaluation, 1975.

Cherry, Roger and Paul Meyer. “Reliability Issues in Holistic Assessment.” Williamson and Huot 109-41.

Cronbach, Lee J. “Five Perspectives on Valid­ity Argument.” Test Validity. Ed. Harold Wainer. Hillside: Erlbaum, 1988. 3-17.

Diederich, Paui. John W. French and Sydell T. Carlton. Factors in Judgments of Writing Quality. Princeton: Educational Testing Ser­vice, 1961. RB No. 61-15. ERIC ED 002 172.

Durst, Russel K., Marjorie Roemer, and Lucille Schultz. “Portfolio Negotiations: Acts in Speech.” New Directions in Portfolio Assessment. Ed. Laurel Black, Donald A. Daiker, Jeffrey Sommers, and Gail Stygail. Portsmouth, NH: Boynton/Cook, 1994. 286-300.

Elbow, Peter and Patricia Belanoff. “State University of New York at Stony Brook Portfolio-based Evaluation Program.” Port­folios: Process and Product. Ed. Pat Belanoff and Marcia Dickson. Portsmouth, NH: Boynton/Cook, 1991. 3-16.

Englehard, George Jr., Belita Gordon, and Stephen Gabrielson. “The Influences of Mode of Discourse, Experiential Demand, and Gender on the Quality of Student Writing.” Research in the Teaching of English 26 (1992): 315-36.

Faigley, Lester, Roger Cherry, David A. Jol­liffe, and Anna M. Skinner. Assessing Writ­ers’ Knowledge and Processes of Composing. Norwood: Ablex, 1985.

Guba, Egon G. “The Alternative Paradigm Dialog.” The Paradigm Dialog. Ed. Egon G. Guba. Newbury Park: Sage, 1990. 17-27.

Guba, Evon G., Lincoln, Yvonna S. Fourth Generation Evaluation. Newbury Park: Sage, 1989.

Halliday, Michael. Language as Social Semiotic. Baltimore: Arnold, 1978.

Harris, Joseph. Personal Correspondence, June, 1996.

Haswell, Richard and Susan Wyche-Smith. “A Two-Tiered Rating Procedure for Place­ment Essays.” Assessment in Practice: Putting Principles to Work on College Campuses. Ed. Trudy Banta. San Francisco: Jossey Bass, 1995.204-07.

Huot, Brian. “The Influence of Holistic Scoring Procedures on Reading and Rating Student Essays.” Williamson and Huot 206-36.

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Levinson, Stephen C. Pragmatics. New York: Cambridge UP, 1983.

Messick, Samuel. “Meaning and Values in Test Validation: The Science and Ethics of Assessment.” Educational Researcher 18.2 (1989): 5-11.

Moss, Pamela A. “Can There be Validity Without Reliability?” Educational Researcher 23.2 (1994): 5-12.

—. “Enlarging the Dialogue in Education­al Measurement: Voices From Interpretive Research Traditions.” Educational Researcher 25.1 (1996): 20-28.

—. “Shifting Conceptions of Validity in Educational Measurement: Implications for Performance Assessment.” Review of Educational Research 62 (1992): 229-58.

—. “Validity in High Stakes Writing Assessment Problems and Possibilities.” Assessing Writing (1994): 109-28.

Pula, Judith J., and Brian Huot “A Model of Background Influences on Holistic Raters.” Williamson and Huot. 237-65.

Purves Allan C. “Apologia Not Accepted.” CCC 46 (1995): 549-50.

—. “Reflections on Research and Assess­ment in Written Composition.” Research in the Teaching of English 26 (1992): 108-22.

Robertson, Alice. “Teach, Not Test: A Look at a New Writing Placement Procedure.” WPA: 18 (1994): 56-63.

Smith, William L. “Assessing the Reliability and Adequacy of Using Holistic Scoring of Essays as a College Composition Placement Program Technique.” Williamson and Huot. 142-205.

White, Edward M. ” Apologia for the Timed Impromptu Essay Test .” CCC 46 (1995): 30-45.

—. “Holistic Scoring: Past Triumphs and Future Challenges.” Williamson and Huot 79-108.

—. ” Language and Reality in Writing Assessment .” CCC 40 (1990): 187-200.

—. “Response to Allen Purves,” CCC 46 (1995): 550-51.

—. Teaching and Assessing Writing. 2nd Ed. San Francisco: Jossey-Bass, 1994.

Williamson, Michael M. “The Worship of Ef­ficiency: Untangling Theoretical and Practi­cal Considerations in Writing Assessment.” Assessing Writing 1 (1994): 147-74.

Williamson, Michael M. and Brian Huot, eds. Validating Holistic Scoring for Writing Assess­ment: Theoretical & Empirical Foundations. Cresskill, NJ: Hampton, 1993.

Grimm, Nancy Maloney. “Rearticulating the Work of the Writing Center.” CCC 47.4 (1996): 523-548.

Abstract:

Grimm argues for a stronger presence of writing center voices in composition scholarship and conceptualizes the writing center as a site to help close the gap between theory and practice in academic literacy.

Keywords:

ccc47.4 WritingCenters Students Literacy Relationships Composition University Community Language Practice

Works Cited

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—. “Marxist Ideas in Composition Stud­ies.” Contending with Words: Composition and Rhetoric in a Postmodern Age. Eds. Patricia Harkin and John Schilb. New York: MLA, 1991. 52-68.

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Brandt, Deborah. Literacy as Involvement: The Acts of Writers, Readers, and Texts. Carbondale: Southern Illinois UP, 1990.

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Bushman, Donald E. “Past Accomplishments and Current Trends in Writing Center Re­search: A Bibliographic Essay.” The Writing Center: New Directions. Eds. Ray Wallace and Jeanne Simpson. New York: Garland, 1991. 27-37.

Cooper, Marilyn. “Why Are We Talking About Discourse Communities? Or, Foundationalism Rears Its Ugly Head Once More.” Marilyn Cooper and

Michael Holzman. Writing as Social Action. Portsmouth: Heinemann, 1989.

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Harris, Joseph. ” The Idea of Community in the Study of Writing .” CCC 40 (February 1989): 11-22.

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—. The Dance of Intimacy: A Woman’s Guide to Courageous Acts of Change in Key Relationships. New York: Harper, 1989.

—. The Dance of Deception: Pretending and Truth-Telling in Women’s Lives. New York: HarperCollins, 1993.

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—. The Return of the Political. London: Verso, 1993.

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Olson, Gary A. and Evelyn Ashton-Jones. “Writing Center Directors: The Search for Professional Status.” WPA: Writing Program Administration 12.1-2 (1988): 19-28.

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—. “Linguistic Utopias.” The Linguistics of Writing: Arguments between Language and Literature. Eds. Nigel Fabb, Derek Attridge, Alan Durant, and Colin MacCabe. New York: Methuen, 1987. 48-66.

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Smith, Louise Z. “Family Systems Theory and the Form of Conference Dialogue.” The Writing Center Journal 11.2 (Spring 1991): 61-72.

Spooner, Michael. “Circles and Centers: Some Thoughts on the Writing Center and Academic Book Publishing.” Writing Lab Newsletter 17:10 (June 1993): 1-3.

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Street, Brian. Social Literacies: Critical Ap­proaches to Literacy in Development, Ethnogra­phy and Education. London: Longman, 1995.

Trachsel. Mary. “Nurturant Ethics and Aca­demic Ideals: Convergence in the Writing Center.” The Writing Center Journal 16.1 (Fall 1995): 24-45.

Villanueva, Jr. Victor. Bootstraps: From an American Academic of Color. Urbana: NCTE, 1993.

Vygotsky, Lev. Mind in Society. Cambridge: Harvard UP, 1978.

—. Thought and Language. Cambridge: MIT P, 1988.

Minock, Mary. “A(n) (Un)Certain Synergy: Rhetoric, Hermeneutics, and Transdisciplinary Conversations about Writing.” CCC 47.4 (1996): 502-522.

Abstract:

Minock analyzes outcomes of the WAC program she directed at Wayne State University and argues for a pragmatic rhetoric of integrative theory and practice to help establish effective WAC programs. She finds that WAC faculty achieve consensus on grading standards but not on giving advice to students on how to improve their essays. To improve WAC effectiveness, she proposes a theory informed practice that forms a hermeneutic: a “series of dialogic understanding.” This hermeneutic would help faculty acknowledge and consider disciplinary biases within a framework of larger rhetorical concerns.

Keywords:

ccc47.4 Writing Faculty Rhetoric Students WAC Theory Conversations Audience Community Hermeneutics Disciplines Interdisciplinary

Works Cited

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—. “Rhetoric, Hermeneutics, and the Critique of Ideology: Metacritical Com­ments on Truth and Method.” The Herme­neutic Reader: Texts of the German Tradition from the Enlightenment to the Present. Ed Kurt Mueller-Vollmer. New York: Continuum, 1992. 274-92.

—. Truth and Method. 2nd ed. Rev. trans. Joel Weinsheimer and Donald G. Marshall. New York: Crossroads, 1989.

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Halden-Sullivan, Judith. “The Phenomenol­ogy of Process.” Gere 44-59.

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Schildgen, Brenda Deen. “Reconnecting Rhetoric and Philosophy in the Composi­tion Classroom.” Gere 30-43.

Slosson, Edwin Emery. “From Great Ameri­can Universities (1910).” The Origins of Literary Studies in America: A Documentary Anthology. Ed. Gerald Graff and Michael Warner. New York: Routledge, 1989. 168­70.

Spellmeyer, Kurt. “Being Philosophical About Composition: Hermeneutics and the Teaching of Writing.” Gere 9-29.

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Walvoord, Barbara E. “Getting Started.” Writ­ing Across the Curriculum: A Guide to Developing Programs. Ed. Susan H. McLeod and Margot Soven. Newbury Park: Sage, 1992. 12-31.

Kuriloff, Peshe C. “What Discourses Have in Common: Teaching the Transaction between Writer and Reader.” CCC 47.4 (1996): 485-501.

Abstract:

Kuriloff argues that instructors should teach discourse conventions of multiple academic disciplines and audience awareness to college students. He analyses sample academic sociology and literary essays written by a professor and a number of students to illustrate common discourse practices across disciplines. Citing H. Paul Grice’s Cooperative Principle, Kuriloff argues for a greater emphasis upon reader-writer interaction in composition pedagogy.

Keywords:

ccc47.4 Readers Students Discourse Writing Community Transaction Conventions DiscourseCommunities Authority Audience

Works Cited

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Gopen, George and Judith Swan. “The Science of Scientific Writing.” American Scientist 78, Nov-Dec. 1990: 550-58.

Graff, Gerald. Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education. New York: Norton, 1992.

Grice, H. Paul. Studies in the Way of Words. Cambridge: Harvard UP, 1989.

Lee, Helen. “Stay Outta My Space and I’ll Stay Outta Yours: The Social Order of Privacy at Scherr Pool.” The Samuel P. and Ida S. Mandell Undergraduate Essay Awards 1993-1994. Writing Across the University, University of Pennsylvania. 61-66.

MacDonald, Susan Peck. Professional Academic Writing in the Humanities and Social Sciences. Carbondale: Southern Illinois P, 1994.

Pratt, Mary Louise. “Linguistic Utopias.” The Linguistics of Writing. Eds. Nigel Fabb, Derek Attridge, Alan Durant, and Colin MacCabe. New York: Methuen, 1987. 48-66.

Slevin, James F. “Genre Theory, Academic Discourse and Writing Within Disciplines.” Audits of Meaning. Ed. Louise Z. Smith. Portsmouth: Boynton, 1988. 3-16.