College Composition and Communication, Vol. 48, No. 2, May 1997

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v48-2

Olson, Gary A. “Critical Pedagogy and Composition Scholarship.” Rev. of Rhetorics, Poetics, and Cultures: Refiguring College English Studies by James A. Berlin; Working Theory: Critical Composition Studies for Students and Teachers by Judith Goleman; Eloquent Dissent: The Writings of James Sledd by James Sledd and Richard D. Freed. CCC 48.2 (1997): 297-303.

France, Alan W., Donald Lazere, and Kurt Spellmeyer. “Interchanges: Theory, Populism, Teaching.” CCC 48.2 (1997): 284-296.

Bizzaro, Patrick, et al. “Interchanges: Reimagining Response.” CCC 48.2 (1997): 269-283.

Smith, Summer. The Genre of the End Comment: Conventions in Teacher Responses to Student Writing.” CCC 48.2 (1997): 249-268.

Abstract:

Identifying the “end comment genre,” Smith inquires into the features, patterns, and effectiveness of teacher end comments on student essays. Her study sample contains 208 end comments collected from ten teaching assistants at Penn State. Her analysis leads to suggestions for resisting stable conventions of commenting in order to achieve more effective communication between teacher and student about the student’s writing.

Keywords:

ccc48.2 Genre Paper Teachers Comments Students Evaluation EndComments Coaching Writing

Works Cited

Bakhtin. Mikhail. “The Problem of Speech Genres.” Speech Genres and Other Late Essays. Ed. Caryl Emerson and Michael Holquist. Trans. Vern McGee. Austin: U of Texas P, 1986.60-102.

Beason, Larry. “Feedback and Revision in Writing Across the Curriculum Classes.” RTE 27 (1993): 395-422.

Brannon, Lil and Cy Knoblauch. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” CCC 33 (1982): 157-66.

Connors, Robert, and Andrea Lunsford. ” Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research .” CCC 39 (1988): 395-409.

—. ” Teachers’ Rhetorical Comments on Student Papers .” CCC 44 (1993): 200-23.

Huot, Brian. “The Literature of Direct Writing Assessment: Major Concerns and Prevailing Trends.” Review of Educational Research 60 (1990): 237-63.

Keh, Claudia. “Feedback in the Writing Process: A Model and Methods for Implementation.” ELT Journal 44 (1990): 294-304.

Miller, Carolyn. “Genre as Social Action.” Quarterly Journal of Speech 70 (1984): 151-67.

Sommers, Nancy. “Responding to Student Writing.” CCC(1982): 148-56.

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

Zak, Frances. “Exclusively Positive Responses to Student Writing.” Journal of Basic Writing 9 (1990): 40-53.

Marshall, Margaret J. “Marking the Unmarked: Reading Student Diversity and Preparing Teachers.” CCC 48.2 (1997): 231-248.

Abstract:

Marshall challenges the center-margins metaphor as perpetuating an “unmarked center,” where class and literacy experience get overridden by assumptions about white dominant cultural values and white middle-class literacy learning. She considers these assumptions by examining the writing of two first-year writing students, pointing out that teacher training should include ways to read student writing rhetorically for the ways in which students in the “middle” are not all the same.

Keywords:

ccc48.2 Students Writing Reading Literacy Diversity Teaching Practices Society AWalker Experience

Works Cited

Antczak, Frederick. Thought and Character: The Rhetoric of Democratic Education. Ames: Iowa State UP, 1985.

Bartholomae, David. “Released into Language: Errors, Expectations, and the Legacy of Mina Shaughnessy.” The Territory of Language: Linguistics, Stylistics, and the Teaching of Composition. Ed. Donald A. McQuade. Carbondale: Southern Illinois UP, 1986.65-88.

Bazerman, Charles. “Codifying the Social Scientific Style: The APA Publication Manual as a Behavorist Rhetoric.” The Rhetoric of the Human Sciences: Language and Argument in Scholarship and Public Affairs. Ed. John Nelson, Allan Megill, and Donald McCloskey. Madison: U of Wisconsin P, 1987. 125-44.

Becker, Alton L. “Biography of a Sentence: A Burmese Proverb.” Text, Play, and Story: The Construction and Reconstruction of Self and Society. Ed. Edward M. Bruner. Washington: American Ethnological Society, 1984. 135-55.

Bruner, Jerome. Actual Minds, Possible Worlds. Cambridge: Harvard UP, 1986.

Clifford, James. The Predicament of Culture: Twentieth-Century Ethnography, Literature, and Art. Cambridge: Harvard UP, 1988.

Geertz, Clifford. Works and Lives: The Anthropologist as Author. Stanford: Stanford UP, 1988.

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

Harris, Muriel. “Mending the Fragmented Free Modifier.” CCC32 (1981): 175-84.

Harste, Jerome, Virginia Woodward and Carolyn Burke. “Rethinking Development and Organization.” Perspectives on Literacy. Ed. Eugene R. Kintgen, Barry M. Kroll and Mike Rose. Carbondale and Edwardsville: Southern Illinois UP, 1988. 321-47.

Jaggar, Angela and M. Trika Smith-Burke, eds. Observing the Language Learner. Urbana: NCTE, 1985.

Kaestle, Carl F. “The History of Literacy and the History of Readers.” Review of Research in Education 12 (1985): 11-53.

Lu, Min-Zahn. “Conflict and Struggle: The Enemies or Preconditions of Basic Writing?” College English 54 (1992): 887-913.

Pratt, Mary Louise. “Arts of the Contact Zone.” Ways of Reading. 3rd ed. Ed. David Bartholomae and Anthony Petrosky. New York: Bedford, 1993. 440-60.

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Salvatori, Mariolina, and Paul Kameen. “The Teaching of Teaching: Theoretical Reflections.” Reader 33-34 (Spring/FallI995): 103-24.

Scheppele, Kim Lane. Foreword: “Telling Stories.” Michigan Law Review 87 (1989): 2073-98.

Scribner, Sylvia, and Michael Cole. The Psychology of Literacy. Cambridge: Harvard UP, 1981.

Shaughnessy, Mina. Errors and Expectation: A Guide for the Teacher of Basic Writing. New York, Oxford UP, 1977.

Spellmeyer, Kurt. Common Ground: Dialogue, Understanding, and the Teaching of Composition. Englewood Cliffs: Prentice Hall, 1993.

Walker, Alice. “In Search of Our Mothers’ Gardens.” Ways of Reading. 3rd ed. Ed. David Bartholomae and Anthony Petrosky. New York: Bedford, 1993.606-17.

Weaver, Constance. Teaching Grammar in Context. Portsmouth: Boynton, 1996.

White, Hayden. The Content of the Form: Narrative Discourse and Historical Representation. Baltimore: Johns Hopkins Up, 1987.

White, James Boyd. When Words Lose Their Meaning: Constitutions and Reconstitutions of Language, Character, and Community. Chicago: U of Chicago P, 1984.

Leonard, Elisabeth Anne. “Assignment #9. A Text Which Engages the Socially Constructed Identity of Its Writer.” CCC 48.2 (1997): 215-230.

Abstract:

Leonard’s narrative traces her development as a composition instructor coming from an M.F.A and Ph.D. in creative writing and English literature. Emphasizing the work of Elbow and Bartholomae, among other expressivist compositionists, she explores the balance between teaching critical and creative reading and writing.

Keywords:

ccc48.2 Writing Students Reading Language SocialConstruction Identity Work Discourse PElbow Composition DBartholomae AcademicDiscourse ExperimentalWriting

Works Cited

Bartholomae, David. “Response.” CCC 46 (1995): 84-87.

Bartholomae, David. “Writing with Teachers.” CCC 46 (1995): 62-71.

Bartholomae, David, and Anthony Petrosky. Ways of Reading: An Anthology for Writers. 2^nd ed. Boston: St. Martin’s, 1990. 1-19.

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

Bishop, Wendy. “If Winston Weathers Would Just Write to Me on E-Mail.” CCC 46 (1995): 97-103.

Bridwell-Bowles, Lillian. ” Discourse and Diversity: Experimental Writing within the Academy .” CCC 43 (1992): 349-68.

—. “Freedom, Form, Function: Varieties of Academic Discourse.” CCC 46 (1995): 46-61.

Clifford, John and John Schilb, eds. Writing Theory and Critical Theory. New York: MLA, 1994.

Elbow, Peter. “Being a Writer vs. Being an Academic: A Conflict in Goals.” CCC 46 (February 1995): 72-83.

—. “Reflections on Academic Discourse: How it Relates to Freshmen and Colleagues.” College English 53 (1991): 135-55.

—. “Response.” CCC 46 (1995): 87-92.

Eliot, George. Adam Bede. 1859. London: Penguin, 1980.

Federman, Raymond. Critifiction: Postmodern Essays. Albany: SUNY P, 1993.

Gammon, Catherine, and Lynn Emanuel. Writing assignments for “Open to Experiment.” University of Pittsburgh, 1995.

Holland, Robert M, Jr. “Discovering the Forms of Academic Discourse.” Smith 71-79.

Keith, Philip M. “How to Write Like Gertrude Stein.” Smith 229-37.

Maso, Carol. Ava. Normal, IL: Dalkey, 1993.

Scholes, Robert. “My Life in Theory.” Clifford and Schilb 300-05.

Seitz, James. “Roland Barthes, Reading, and Roleplay: Composition’s Misguided Rejection of Fragmentary Texts.” College English 53 (1991): 815-25.

Smith, Louise Z., ed. Audits of Meaning: A Festschrift in Honor of Ann E. Berthoff. Portsmouth: Boynton, 1988.

Spellmeyer, Kurt. “On Conventions and Collaboration: The Open Road and the Iron Cage.” Clifford and Schilb 73-95.

Stein, Gertrude. The Autobiography of Alice B. Toklas. 1933. New York: Vintage, 1990.

—. How to Write. 1931. West Glover, Vt: Something Else Press, 1973.

Summerfield, Judith. “Is There a Life in This Text? Reimagining Narrative.” Clifford and Schilb 179-194.

Woolf, Virginia. To the Lighthouse. New York: Harcourt, 1927.

Anderson, Virginia. “Confrontational Teaching and Rhetorical Practice.” CCC 48.2 (1997): 197-214.

Abstract:

Anderson enters the debate about the ethics of teaching politically activism in the writing classroom (Maxine Hairston). She examines the activist teaching of Dale Bauer and James Berlin in rhetorical, rather than activist, terms. She suggests that conscious pedagogical use of stasis theory, particularly the first levels of “conjecture” and “definition,” takes the teacher out of the position of defending personal political opinions and commitments, leading students effectively into stasis theory levels of “value” and “action.”

Keywords:

ccc48.2 Students Teachers DBauer JBerlin Theory Rhetoric Activism Identification KBurke Action Teaching

Works Cited

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Bauer, Dale M. “The Other ‘F’ Word: The Feminist in the Classroom.” College English 52 (1990): 385-96.

Berlin, James A. “Composition and Cultural Studies.” Composition and Resistance. Ed. C. Mark Hurlbert and Michael Blitz. Portsmouth: Boynton, 1991. 47-55.

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Bizzell, Patricia. Academic Discourse and Critical Consciousness. Pittsburgh: U of Pittsburgh P, 1992.

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—. “Revolutionary Symbolism in America.” American Writers’ Congress. New York, 26 April 1935. Simons and Melia 267-73.

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“Discussion of Burke’s Speech at the [American Writers’] Congress.” New York: 27 April 1935. Simons and Melia 274-80.

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Hairston, Maxine. ” Diversity, Ideology, and Teaching Writing .” CCC 43 (1992): 179-93.

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Katz, Adam. “In Reply to Gerald Graff.” Fitts and France 303-11.

Katzer, Jeffrey, Kenneth H. Cook, and Wayne W. Crouch. Evaluating Information: A Guide for Users of Social Science. 3rd ed. New York: McGraw, 1991.

Kimball, Roger. Tenured Radicals: How Politics Has Corrupted Our Higher Education. New York: Harper, 1990.

LaDue, Linda M. “Feminism and Power: The Pedagogical Implications of (Acknowledging) Plural Feminist Perspectives.” Pedagogy in the Age of Politics. Ed. Patricia A. Sullivan and Donna J. Qualley. Urbana: NCTE, 1994.153-65.

Lakoff, George. Moral Politics: What Conservatives Know That Liberals Don’t. Chicago and London: U of Chicago P, 1996.

Lauer, Janice M. Afterword. Rhetorics, Poetics, and Cultures. James A. Berlin. Urbana: NCTE, 1996. 181-82.

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Miller, Richard E. “Fault Lines in the Contact Zone.” College English 56 (1994): 389-408.

Miller, Susan. “Composition as a Cultural Artifact: Rethinking History as Theory.” Writing Theory and Critical Theory. Ed. John Clifford and John Schilb. New York: MLA, 1994. 19-32.

Rosenthal. Rae. “Feminists in Action: How to Practice What We Teach.” Fitts and France, 139-55.

Rueckert William H. Kenneth Burke and the Drama of Human Relations. 2nd ed. Berkeley: U of California P, 1982.

Sennett Richard. The Fall of Public Man. 1974, 1976. New York: Norton, 1992.

Simons, Herbert W., and Trevor Melia, eds. The Legacy of Kenneth Burke. Madison: U of Wisconsin P, 1989.

Stotsky, Sandra. “Conceptualizing Writing as Moral and Civic Thinking.” College English 54 (1992): 794-808.

Tremonte, Colleen M. “Gravedigging: Excavating Cultural Myths.” Fitts and France 53­67.

Trimbur, John, Robert G. Wood, Ron Strickland, William H. Thelin, William J. Rouster, and Toni Mester. “Responses to Maxine Hairston, ‘Diversity, Ideology, and Teaching Writing.” CCC 44 (1993): 248-54.

Canagarajah, A. Suresh. “Safe Houses in the Contact Zone: Coping Strategies of African-American Students in the Academy.” CCC 48.2 (1997): 173-196.

Abstract:

Using Pratt’s contact zone theory as his lens, Canagarajah describes the historical and socio-cultural structures of domination and resistance underlying the negotiating strategies subordinate groups use in intercultural communications. He suggests that minority students in an academic setting employ some of the same strategies, including constructing “safe houses” to resolve some of the conflicts they face. He further suggests that identifying and understanding the literate activities of safe house spaces opens up pedagogical possibilities inside and outside those spaces.

Keywords:

ccc48.2 Students Discourse Academy ContactZone Writing Minority Classroom Community AfricanAmerican

Works Cited

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Berthoff, Ann. The Making of Meaning. Upper Montclair, NJ: Boynton/Cook 1983.

Bizzell, Patricia. “‘Contact Zones’ and English Studies.” College English 56 (1994): 163-69.

Brooke, Robert. ” Underlife and Writing Instruction .” CCC 38 (1987): 141-53.

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—. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. New York: Bergin, 1988.

—. Border Crossings: Cultural Workers and the Politics of Education. New York: Routledge, 1992.

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Lu, Min-Zhan. ” Professing Multiculturalism: The Politics of Style in the Contact Zone .” CCC 45 (1994): 442-58.

Miller, Richard. “Fault Lines in the Contact Zone.” College English 56 (1994): 389-408.

Miller, Keith D. Voice of Deliverance: The Language of Martin Luther King, Jr and Its Sources. New York: Free P, 1992.

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Pratt, Mary Louise. “Arts of the Contact Zone.” profession 91. New York: MLA, 1991. 33-40.

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