College Composition and Communication, Vol. 48, No. 4, December 1997

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v48-4

Salvatori, Mariolina. “Review Essay: The Personal as Recitation.” Rev. of Getting Personal: Feminist Occasions and Other Autobiographical Acts by Nancy K. Miller; A Life in School: What the Teacher Learned by Jane Tompkins; Pedagogy: The Question of Impersonation by Jane Gallop. CCC 48.4 (1997): 566-583.

Cooper, Marilyn M., and Davida Charney. “Interchanges: On Objectivity in Qualitative Research.” CCC 48.4 (1997): 556-565.

Flynn, Elizabeth A. “Rescuing Postmodernism.” CCC 48.4 (1997): 540-555.

Abstract:

Flynn analyzes three examples of technical communication research within composition research to illustrate the differences between modern, antimodern, and postmodern critical traditions. She argues that defenders of modern objectivism confuse postmodern critics as subjectivists, leading to erroneous assumptions of being opposed to objectivity as researchers, writers, and teachers. She concludes that both antimodernist and postmodernist critiques are necessary, if different, antidotes for the unchecked, considerable authority of modernist science.

Keywords:

ccc48.4 Modernism Postmodernism Research Composition Work JSelzer Knowledge Objectivity Communication TechnicalCommunication

Works Cited:

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

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

—. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985. Carbondale: Southern Illinois UP, 1987.

Charney, Davida. “Empiricism is Not a Four Letter Word.” CCC 47(1996): 567-93.

Cooper, Charles R. and Lee Odell. Research On Composing: Points of Departure. Urbana: NCTE, 1978.

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

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

Emig, Janet. The Composing Processes of Twelfth Graders. Urbana: NCTE. 1971.

Faigley, Lester, “Competing Theories of Process: A Critique and a Proposal.” College English 48 (1986): 527-42.

—. Fragments of Rationality: Postmodernity and the Subject of Composition. Pittsburgh: U of Pittsburgh P. 1992.

Gross, Paul R. and Norman Levitt. Higher Superstition: The Academic Left and its Quarrels with Science. Baltimore: Johns Hopkins UP, 1994.

Harding, Sandra. Whose Science? Whose Knowledge?: Thinking from Women’s Lives. Ithaca: Cornell UP. 1991.

Hassan, Ihab. The Dismemberment of Orpheus: Toward a Postmodern Literature. 2nd ed. Madison: U of Wisconsin p. 1982.

Herndl, Carl. “Teaching Discourse and Reproducing Culture: A Critique of Research and Pedagogy in Professional and Non-Academic Writing.” CCC 44 (J 993): 349-63.

Herrington, Anne J. “Classrooms as Forums for Reasoning and Writing.” CCC 36 (1985): 404-13.

— “Writing in Academic Settings: A Study of the Contexts for Writing in Two College Chemical Engineering Courses.” Research in the Teaching of English 19 (1985): 331-61.

Holton, Gerald. Science and Anti-Science. Cambridge: Harvard UP. 1993.

Jameson, Fredric. Postmodernism, or, The Cultural Logic of Late Capitalism. Durham: Duke UP, 1991.

Kent, Thomas. Paralogic Rhetoric: A Theory of Communicative Interaction. Lewisburg: Bucknell UP. 1993.

Lears, Jackson. No Place of Grace: Antimodernism and the Transformation of American Culture, 1880-1920. New York: Pantheon, 1981.

Lethen. Helmet. “Modernism CUt in Half: The Exclusion of the Avant-Garde and the Debate on Postmodernism.” Douwe Fokkema and Hans Bertens. Eds. Approaching Postmodernism. Philadelphia, John Benjamins. 233-8.

Lodge, David. Working with Structuralism: Essays and Reviews on Nineteenth- and Twentieth century Literature. Boston: Routledge, 1981.

Lyotard, Jean-Francois. The Postmodern Condition: A Report on Knowledge. Minneapolis: U of Minnesota P, 1984.

McHale, Brian. Constructing Postmodernism. New York: Routledge, 1992.

Miller, Carolyn R. “A Humanistic Rationale for Technical Writing.” College English 40 (1979): 610-17.

Perloff, MaIjorie. “Modernist Studies.” Redrawing the Boundaries: The Transformation of English and American Literary Studies. Ed. Stephen Greenblatt and Giles Gunn. New York: MLA 1992. 154-78.

Rosenau, Pauline Marie. Post-Modernism and the Social Sciences: Insights. Inroads, and Intrusions. Princeton: Princeton UP, 1992.

Scholes, Robert. Structuralism in Literature: An Introduction. New Haven: Yale Up, 1974.

Selzer, Jack. “The Composing Processes of an Engineer.” CCC 34 (1983): 178-87.

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

Sullivan, Patricia A. “feminism and Methodology in Composition Studies.” Gesa Kirsch and Patricia A. Sullivan. Methods and Methodology in Composition Research. Carbondale: Southern Illinois UP, 1992.

Walzer, Arthur E. and Alan Gross. “Positivists, Postmodernists, Aristotelians, and the Challenger Disaster.” College English 56 (1994): 420-33.

Winsor, Dorothy. ” Engineering Writing/Writing Engineering .” CCC 41 (1990): 58-70.

Foster, David. “Reading(s) in the Writing Classroom.” CCC 48.4 (1997): 518-539.

Abstract:

Foster uses his expressivist writing course to study the effects of reading tasks on students’ attitudes and writing practices. His findings contradict usual modeling and structure appropriation rationales for using readings in writing curriculum, but highlight other, more provocative connections to students’ attitudes about themselves as readers and writers. Foster believes these attitudes link more to the pedagogical and instructional context of the academic writing tasks than to the pedagogical format of the readings themselves.

Keywords:

ccc48.4 Students Writing Reading Essays ADillard Readers Voice

Works Cited:

Anderson, Chris, ed. Literary Nonfiction. Carbondale: Southern Illinois UP, 1989.

Birnbaum, June Cannell. “Reflective Thought: The Connection between Reading and Writing.” Petersen 30-45.

Bowden, Darcie. “The Rise of a Metaphor: ‘Voice’ in Composition Pedagogy.” Rhetoric Review 14 (1995): 173-88.

Brady, Judy. “I Want a Wife.” The Bedford Reader. 5th ed. Ed. X. J. Kennedy et al. Boston: Bedford, 1994. 200-03.

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

Corder, Jim. “Hoping for Essays.” Anderson 301-14.

Didion, Joan. “On Keeping a Notebook.” The Winchester Reader. Ed. Donald McQuade and Robert Atwan. Boston: St. Martin’s, 1991. 5-10.

Dillard, Annie. Pilgrim at Tinker Creek. New York: Farrar, 1974.

Ede, Lisa and Andrea Lunsford. “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy.” CCC 35 (1984): 155-71.

Flower, Linda, et al. Reading-To- Write: Exploring a Cognitive and Social Process. New York. Oxford UP, 1990.

Flynn, Elizabeth A. “Feminist Theories/Feminist Composition.” College English 57 (1995): 201-12.

Haas, Christina and Linda Flower, ” Rhetorical Reading Strategies and the Construction of Meaning ,” CCC 39 (1988): 167-83.

Hoy, Pat C. “Image and Idea in the Essay.” Anderson 287-300.

Kirsch, Gesa and Joy S. Ritchie. ” Beyond the Personal: Theorizing a Politics of Location in Composition Research .” CCC 46 (1995): 7-29.

Murphy, Cullen. “The Longest Day.” The Atlantic Monthly (June 1987): 14-16.

Petersen, Bruce T., ed. Convergences: Transactions in Reading and Writing. Urbana: NCTE, 1986.

Quandahl, Ellen. “The Anthropological Sleep of Composition.” Journal of Advanced Composition 14 (1994): 413-29.

Ritchie, Joy S. “Resistance to Reading” Journal of Advanced Composition 12 (1992): 117-36.

Salvatori, Mariolina. “Conversations with Texts: Reading in the Teaching of Composition.” College English 58 (1996): 440-54.

Tierney, Robert J. and Margie Leys. “What is the Value of Connecting Reading and Writing?” Petersen 15-29.

Kates, Susan. “Subversive Feminism: The Politics of Correctness in Mary Augusta Jordan’s Correct Writing and Speaking (1904).” CCC 48.4 (1997): 501-517.

Abstract:

Kates analyzes Mary Augusta Jordon’s Correct Writing and Speaking for its subversively feminist stance on language, identity, and gender. Used as rhetorical instruction outside of academic settings, Jordon’s textbook challenges received conceptions of language use by focusing on alternative conventions and modes of communication, and the negotiated agreements on language use evidenced in the history and evolution of English. Kates juxtaposes Jordon’s text with texts of her early twentieth-century male contemporaries, Genung, Hill, and Wendall.

Keywords:

ccc48.4 MAJordan Women Language Rhetoric History Writing Conventions English Correctness Politics Feminism Education

Works Cited:

Berlin, James. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985. Carbondale: Southern Illinois UP, 1987.

—. Writing Instruction in Nineteenth Century American Colleges. Carbondale: Southern Illinois UP, 1984.

Brereton John, ed. The Origins of Composition Studies in the American College, 1875-1925: A Documentary History. Pittsburgh: U of Pittsburgh p, 1995.

Buck, Gertrude. “Recent Tendencies in the Teaching of English Composition.” The Origins of Composition Studies in the American College, 1875-1925: A Documentary History. Ed. John C. Brereton. Pittsburgh: U of Pittsburgh P, 1995. 241-51.

Campbell. JoAnn. ” Controlling Voices: The Legacy of English A at Radcliffe College 1883-1917 .” CCC 43 (1992): 472-85.

Curry, S. S. Foundations of Expression. Boston: The Expression Company, 1907.

Dimmock. George. “Mary Augusta Jordan.” December 1979. Box 1. Folder 1. Sophia Smith Collection. Smith College Archives. Northampton, MA.

Donawerth, Jane. “Textbooks for New Audiences: Women’s Revisions of Rhetorical Theory at the Turn of the Century.” Women and the History of Rhetoric. Ed., Molly Wertheimer. Columbia: U of South Carolina P, forthcoming.

Faragher, John Mack and Florence Howe, eds. Women and Higher Education in American History. New York: Norton, 1988.

Genung, John Franklin. The Practical Elements of Rhetoric. Boston: Ginn, 1886.

Graff, Gerald. Professing Literature: An Institutional History. Chicago: U of Chicago P, 1987.

Hill, Adams Sherman. The Principles of Rhetoric. New York: American, 1895.

Hollis, Karyn. ” Liberating Voices: Autobiographical Writing at the Bryn Mawr Summer School for Women Workers, 1921-­1938 .” CCC 45 (1994): 31-60.

Jordan, Mary Augusta. “The College for Women.” Atlantic Monthly, October 1892: 540-46.

—. Correct Writing and Speaking. New York: A. S. Barnes, 1904.

—. Higher Education. Northampton, MA: Metcalf, 1887.

—. “An Historical Sketch.” Box 3, Folder 1. Sophia Smith Collection, Smith College Archives. Northampton, MA.

Kates, Susan. “The History of Language Conventions in Mary Augusta Jordan’s Rhetoric Text, Correct Writing and Speaking (1904). Making and Unmaking the Prospects for Rhetoric. Ed. Theresa Enos, Mahwah: Erlbaum, 1997. 109-14.

Lounsbury, T. R. History of the English Language. New York: Henry Holt, 1897.

—. The Standard of Pronunciation in English. New York: Harper, 1904.

Martin, Theodora Penny. The Sound of Our Own Voices: Women’s Study Clubs 1860-1910. Boston: Beacon P, 1987.

Newcomer, Mabel. A Century of Higher Education for American Women. New York: Harper, 1959.

Rosenberg, Rosalind. “The Limits of Access: The History of Coeducation in America.” Women and Higher Education in American History. Eds. John Mack Faragher and Florence Howe. New York: Norton, 1988. 107-29.

Shoemaker, J. W. Practical Elocution for Use in Colleges and Schools and by Private Students. Philadelphia: Penn, 1913.

Wendell, Barrett. English Composition. New York: Scribner, 1891.

Coleman, Charles F. “Our Students Write with Accents. Oral Paradigms for ESD Students.” CCC 48.4 (1997): 486-500.

Abstract:

Working with phonological transfers and specific discourse features in African American and Creole-Caribbean English dialects, Coleman posits the need to broaden literacy instruction to account for the home and community-based oral practices that shape these dialectic Englishes. He concludes that error in developmental student writing is best seen through interlanguage/interdialect theories as “growth errors,” and that more research is needed to understand the differences between speech and writing transfers.

Keywords:

ccc48.4 Language Writing Students AAVE Practices Grammar Speech Orality AfricanAmerican ESD

Works Cited:

Ball, Arnetha. “A Study of the Oral and Written Descriptive Patterns of Black Adolescents in Vernacular and Academic Discourse Settings.” American Educational Research Association, New Orleans, LA, April, 1990.

—. “Cultural Preferences and the Expository Writing of African-American Adolescents.” Written Communication 9 (1992): 501-532.

Bernstein, Basil. Class, Codes and Control: Vol. 1 . London: Routledge, 1971.

Cheshire, Jenny. Variation in an English Dialect. New York: Cambridge UP, 1982.

Epes, Mary. “Tracing Errors to Their Source.” Journal of Basic Writing 4.4 (1985): 4-33.

Gilyard, Keith. Voices of the Self’ A Study of Language Competence. Detroit: Wayne State UP, 1991.

Halliday, M. A. K. “Spoken and Written Modes of Meaning.” Comprehending Oral and Written Language. Eds. R. Horowitz and J. Samuels. New York: Academic P, 1987. 51-83.

Heath, Shirley Brice. Ways With Words: Language, Life, and Work in Communities and Classrooms. Cambridge, New York: Cambridge UP, 1983.

Hill, Clifford, A Research Proposal on Sociocultural Transmission and Interaction: Variant Modes of Constructing Spatial and Temporal Fields. New York: Teachers College, Columbia University, Institute for Urban and Minority Education, 1984.

Klitz, Eleanor. “Between Students, Language and Academic Discourse: Interlanguage as a Middle Ground.” CCC 48 (December 1986): 387-96.

Labov, William. “The Logic of Non-Standard English.” The Florida FL Reporter 7 (Summer/Fall 1969): 60-74, 169.

Li, Charles and S. A. Thompson. “Subject and Topic: A New Typology of Language.” Subject and Topic. Ed. Charles Li. (457-490). New York: Academic, 1976.451-90.

McKenna, S. C. Cross-Cultural Variation in the Use of Locative Constructs: A Case Study in Metropolitan New York. Diss. Teachers College, Columbia University, 1985.

Orr, Eleanor Wilson. Twice as Less: Black English and the Performance of Black Students in Mathematics and Science. New York: Norton, 1987.

Schleppegrell, Mary L. “Subordination and Linguistic Complexity.” Discourse Processes 15 (1992): 117-31.

Selinker, Larry. “Interlanguage.” New Frontiers in Second Language Learning. Ed. Schuman and Stenson. New York: Newbury, 1974.

Smitherman, Geneva. Talkin’ and Testifyin’: The Language of Black America. Detroit: Wayne State UP, 1977.

Tan, Amy. The Joy Luck Club. New York: Putnam, 1989.

Trudgill, Peter. “Dialects in Context.” Language in Society. Oxford: Basil Blackwell, 1986. 62-78.

Yom, Haeng-II. Topic-Comment Structures: A Contrastive Study of Simultaneous Interpretation from Korean into English. Diss. Teachers College, Columbia University, 1993.

Ball, Arnetha and Ted Lardner. “Dispositions toward Language: Teacher Constructs of Knowledge and the Ann Arbor Black English Case.” CCC 48.4 (1997): 469-485.

Abstract:

Using the 1979 Ann Arbor “Black English” court case, Ball and Lardner examine the limitations and benefits of three “teacher knowledge” constructs: teacher as technician, teacher knowledge as lore, and teacher efficacy through reflective practice. They analyses these for their ability to aid or inhibit African American students’ learning, and suggest that teachers shift their predispositions toward low expectation by recognizing, utilizing and building on the strengths of their students’ African American English.

Keywords:

ccc48.4 Teachers Students Knowledge Language Classroom Lore Writing Pedagogy BlackEnglish AnnArbor AfricanAmerican

Works Cited:

Abrahams, Roger. Deep Down in the Jungle. Chicago: Aldine, 1970.

Balester, Valerie. Cultural Divide. Portsmouth: Boynton, 1993.

Ball, Arnetha. “Community-Based Learning in Urban Settings as a Model for Educational Reform.” Applied Behavioral Science Review 3 (1995): 127-46.

—. “Cultural Preference and the Expository Writing of African -American Adolescents.” Written Communication 9 (1992): 501-32.

—. “Expository Writing Patterns of African-American Students.” English Journal 85 (1996): 27-36.

Ball, Arnetha E, Kimberley C. Broussard and Delvin M. Dinkins. “Investigating Interactive Discourse Patterns of African American Females in Community-Based Organizations.” American Educational Research Association. New Orleans, 1994.

Bowie, R. and C. Bond. “Influencing Future Teachers’ Attitudes Toward Black English: Are We Making a Difference?” Journal of Teacher Education 45(1994): 112-18.

Brannon, Lil. “Toward a Theory of Composition.” Perspectives on Research and Scholarship in Composition. Ed. Ben McLelland and Timothy R. Donovan. New York: MLA, 1985. 6-25.

“Commentary.” Black Caucus Notes. Urbana: NCTE. March, 1997.

Delpit, Lisa. “Education in a Multicultural Society: Our Future’s Greatest Challenge.” Journal of Negro Education 61 (1992): 237-49.

Dyson, A. H., and S. W. Freedman. Critical Challenges for Research on Writing and Literacy: 1990-1995. Technical Report No. I-B. Berkeley, CA: Center for the Study of Writing, 1991.

Fulkerson, Richard. “Composition Theory in the Eighties: Axiological Consensus and Paradigmatic Diversity.” CCC 41 (1990): 409-29.

Foster, Michelle. “Educating for Competence in Community and Culture: Exploring the Views of Exemplary African-American Teachers.” Urban Education 27 (1993): 370-94.

—. “Effective Black Teachers: A Literature Review.” Teaching Diverse Populations Formulating a Knowledge Base. Ed. Etta Hollins, Joyce King, and W. Hayman. Albany: State U of New York P, 1994. 225-42.

Gilyard, Keith. Voices of the Self . Detroit: Wayne State UP, 1992.

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

Harkin, Patricia. “The Postdisciplinary Politics of Lore.” Contending With Words. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 124-38.

Howard, Harry, Lee H. Hansen and Thomas Pietras. Final Evaluation: King Elementary School Vernacular Black English Inservice Program. Ann Arbor: Ann Arbor Public Schools, 1980.

Knoblauch, C. H. “Rhetorical Constructions: Dialogue and Commitment.” College English 50 (1988): 125-40.

Labov, William. “Recognizing Black English in the Classroom.” Black English Educational Equity and the Law. Ed. John W. Chambers. Ann Arbor: Karoma, 1983. 29-55.

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

McLeod, Susan H. ” Pygmalion or Golem? Teacher Affect and Efficacy .” CCC 46 (1995): 369-86.

Memorandum Opinion and Order. Martin Luther King Elementary School Children v. Ann Arbor School District Board. Civil Action No. 7-71861. 473 F. Supp. 1371 (1979).

Morgan, Marcyliena. “Indirectness and Interpretation in African American Women’s Discourse.” Pragmatics I (1991): 421-51.

North. Stephen. The Making of Knowledge in Composition. Portsmouth: Boynton, 1987.

Pang. Valerie O., and Velma Sablan. “Teacher Efficacy: Do Teachers Believe They Can Be Effective with African American Students?” American Educational Research Association. San Francisco: 1995.

Phelps, Louise Wetherbee. “Practical Wisdom and the Geography of Knowledge in Composition.” College English 47 (1992): 338-56.

Quality Education for Minorities Project. Education That Works: An Action Plan for the Education of Minorities. Cambridge: MIT P, 1990.

Richardson, Elaine. Where Did That Come From? Black Talk for Black Student Talking Texts. MA Thesis. Cleveland State U, 1993.

Schilb, John. Between the Lines Relating Composition Theory and Literary Theory. Portsmouth: Boynton, 1996.

—. “Cultural Studies, Postmodernism. and Composition.” Contending With Words. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 173-88.

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

Smitherman, Geneva. Talkin and Testifyin. Detroit: Wayne State Up, 1977.

—. “‘What Go Round Come Round’: King in Perspective.” Harvard Educational Review 51 (1981): 40-56.

Spears, A. K. “Are Black and White Vernaculars Diverging?” American Speech 62 (1987): 48-55,71-72.

West, Cornel. Race Matters. Boston: Beacon, 1993.

Williams. Patricia J. The Alchemy of Race and Rights. Cambridge, MA: Harvard UP. 1991.

Zeichner. Kenneth M. “Alternative Paradigms in Teacher Education.” Journal of Teacher Education 34 (1983): 3-9.

Zeichner, Kenneth, and Daniel Liston. “Teaching Student Teachers to Reflect.” Harvard Educational Review 57 (1987): 23-48.

Zemelman, Steven. and Harvey Daniels. A Community of Writers. Portsmouth: Boynton. 1988.