Clark, Gregory. “Refining the Social and Returning to Responsibility: Recent Contextual Studies of Writing.” Rev. of Revisioning Writer’s Talk: Gender and Culture in Acts of Composing by Mary Ann Cain; Collaboration and Conflict: A Contextual Exploration of Group Writing and Positive Emphasis by Geoffrey A. Cross; The Wired Neighborhood by Stephen Doheny-Farina; Nonacademic Writing: Social Theory and Technology by Ann Hill Duin and Craig J. Hansen; Writing With: New Directions in Collaborative Teaching, Learning, and Research by Sally Barr Reagan, Thomas Fox, and David Bleich. CCC 48.3 (1997): 418-430.
Belanoff, Pat, Gordon M. Pradl and Steven Schreiner. “Interchanges: Process Theory and Representations of the Writer.” CCC 48.3 (1997): 410-417.
Miller, Scott L., et al. “Present Perfect and Future Imperfect: Results of a National Survey of Graduate Students in Rhetoric and Composition Programs.” CCC 48.3 (1997): 392-409.
Abstract:
Miller et al. examine the disjunction between graduate student satisfaction with their program of study and their lack of knowledge about and preparation for their professional futures. They argue that professional development should be at the center of composition and rhetoric graduate programs, complete with accountability to graduate students in terms for funding, personal mentoring, and realistic conversations about post-graduate faculty appointments.
Keywords:
ccc48.3 GraduateStudents Programs GraduatePrograms Composition Field Rhetoric Faculty Survey Development JobMarket ProfessionalDevelopment
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Works Cited
- Brown, Stuart C., Paul R. Meyer, and Theresa Enos. “Doctoral Programs in Rhetoric and Composition: A Catalog of the Profession.” Rhetoric Review 12 (1994): 240-389.
- Brueggemann, Brenda Jo, Jane A. Detweiler, and Margaret M. Strain. ”’The Profession’: Rhetoric and Composition, 1950-1992, A Selected Annotated Bibliography.” Rhetoric Society Quarterly 23 (1993): 123-54.
- Carlton, Susan Brown. “Composition as a Postdisciplinary Formation.” Rhetoric Review 14 (1995): 78-87.
- Huber, Bettina. “Report on Trends in Job Information List Ads.” MLA Executive Council Meeting, 23-24 February 1996.
- Lauer, Janice M. “Constructing a Doctoral Program in Rhetoric and Composition.” Rhetoric Review 12 (1994): 392-97.
- —. “The Feminization of Rhetoric and Composition Studies?” Rhetoric Review 13 (1995): 276-86.
- Moneyhun, Clyde. “All Dressed Up and OTM: One ABD’s View of the Profession.” Rhetoric Review 12 (1994): 406-12.
- North, Stephen M. The Making of Knowledge in Composition: Portrait of an Emerging Profession. Portsmouth: Boynton, 1987.
- Phillips, Donna Burns, Ruth Greenberg, and Sharon Gibson. ” College Composition and Communication: Chronicling Our Discipline’s Genesis .” CCC 44 (1993): 443-65.
- Schilb, John. “Getting Disciplined?” Rhetoric Review 12 (1994): 398-405.
Sullivan, Francis J., et al. “Student Needs and Strong Composition: The Dialectics of Writing Program Reform.” CCC 48.3 (1997): 372-391.
Abstract:
Sullivan et al. raise the problem writing programs face trying to liberate student writing and value home languages, while serving as surveillance for the institutions in which they are embedded. They analyze the politics underlying their own institution’s (Temple University) recent comprehensive reform of its writing programs, focusing specifically on first-year courses. They argue for the reclamation of “requirement,” “service,” and “need” in order to use these terms tactically for reform and to rethink composition’s objectives.
Keywords:
ccc48.3 Writing Students Composition Faculty University Program Requirements Evaluation Literacy WPA Teaching
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Works Cited
- Bartholomae, David. “The Tidy House: Basic Writing in the American Curriculum.” Journal of Basic Writing 12.1 (1993): 4-21.
- Bizzell, Patricia. Academic Discourse and Critical Consciousness. Pittsburgh: U of Pittsburgh P, 1992.
- Bullock, Richard, and John Trimbur. Preface. The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth: Boynton, 1991.
- Crowley, Sharon. “Composition’s Ethic of Service, the Universal Requirement and the Discourse of Student Need.” JAC 15 (1995): 227-39.
- Fish, Stanley. Doing What Comes Naturally: Change, Rhetoric, and the Practice of Theory in Literature and Legal Studies. Durham: Duke Up, 1989.
- Gramsci, Antonio. Prison Notebooks. New York: International, 1971.
- Harding, Sandra. “Rethinking Standpoint Epistemology: What is ‘Strong Objectivity’?” Feminist Epistemologies. Eds. Linda Alcott and Elizabeth Potter. NY: Routledge, 1993. 49-82.
- Hirsh, Elizabeth, and Gary Olson. “Starting from Marginalized Lives: A Conversation with Sandra Harding.” JAC 15 (1995) 193-225.
- Hymes, Dell H. “Speech and Language: On the Origins and Foundations of Inequality Among Speakers.” Daedalus 102.3 (1973): 59-86.
- Larson, Magali Sarfatti. The Rise of Professionalism: A Sociological Analysis. Berkeley: U of California P, 1977.
- Lyon, Arabella, and Conway, Mary. “Who’s Sandra Harding? Where’s She Standing?” JAC15 (1995): 571-77.
- Sullivan, Francis J. “Critical Theory and Systemic Linguistics: Textualizing the Contact Zone.” JAC 15 (1995): 411-34.
Bloom, Lynn Z. “Why I (Used to) Hate to Give Grades.” CCC 48.3 (1997): 360-371.
Abstract:
Bloom’s essay is part of a work-in-progress, Coming to Life: Reading, Writing, Teaching Autobiography. Documenting institutional rational for the grading process and the inhibitions that process places on good teaching, she attempts to answer the question, “How can we grade writing in which the writers have laid their life on the line?” by offering student self-evaluation as a way to open dialogue between teacher and student and ease the tensions inherent in the grade-giving process.
Keywords:
ccc48.3 Students Grades Writing Work Teacher Conference Papers Assessment
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Works Cited
None.
Tweedie, Sanford. “Self-Serving Sentences: Of Visions and Those Who Inhabit Them.” CCC 48.3 (1997): 348-359.
Abstract:
Interposing quotes from institutional vision statements with scenes from a team-taught reading and writing course for under-prepared first-year students at Rowan College, Tweedie records his attempt to use race, class, and gender to frame the issues his students take up in class. In this essay, he couples this with his belief that education has to simultaneously promote conformity to and resistance of societal conventions, and explores the contradictions of this dissonance in his teaching experience.
Keywords:
ccc48.3 Students College Class Words Writing Women Communities Prison
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Works Cited
- Beyond 2000: The Rowan Vision. Rowan College, 1995.
- Gephardt, Donald. “Provost’s Opening Re marks.” Learning Communities Working Group 23-24.
- Learning Communities Working Group. Rowan College Learning Communities Working Paper: Assessing Where We Are. April 26, 1995.
- McCall, Nathan. Makes Me Wanna Holler: A Young Black Man in America. New York: Vintage, 1994.
- Thompson, Cooper. “A New Vision of Masculinity.” Gender Images: Readings for Composition. Ed. Melita Schaum and Connie Flanagan. Boston: Houghton, 1992. 77-83.
Eldred, Janet Carey. “The Technology of Voice.” CCC 48.3 (1997): 334-347.
Abstract:
In this essayistic narrative, Eldred draws on Bakhtin’s “Author and Hero in Aesthetic Activity” to describe her mother’s declining health from A.L.S. She weaves her mother’s various spoken and written “voices” into the narrative, moving from Eldred’s youth through her mother’s eventual death. She suggests, as does Bakhtin, that ethically and aesthetically meaningful personal narrative requires an “other,” whether that other is actually another person or one’s own ability to genuinely see oneself as other.
Keywords:
ccc48.3 Mother Voice Writing Journal Life Expression Words Phone Notebook Technology
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Works Cited
- Bakhtin, M. M. Art and Answerability: Early Philosophical Essays. Eds. Michael Holquist and Vadim Liapunov. Trans. Vadim Liapunov. Austin: U of Texas p. 1990.
- Kinneavy. James L. A Theory of Discourse. New York: Norton, 1971.
