Petersen, Carol. “Composition and Campus Diversity: Testing Academic and Social Values.” Rev. of Academic Advancement in Composition Studies: Scholarship, Publication, Promotion, Tenure , Richard C. Gebhardt and Barbara Genelle Smith Gebhardt, eds.; and Gender Roles and Faculty Lives in Rhetoric and Composition , by Theresa Enos. CCC 50.2 (1998): 277-291.
ccc50.2 Composition Work Faculty Gender Writing Scholarship RGebhardt TEnos Academic Society Diversity Social
- Boyer, Ernest. Scholarship Reconsidered: Priorities of the Professoriate. Princeton: Carnegie Foundation for the Advancement of Teaching’ 1990.
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Selber, Stuart A. “The Social Formation of Technical Communication Studies.” Rev. of The Art of Workplace English: A Curriculum for All Students , by Carolyn Boiarsky; and Writing in a Milieu of Utility: The Move to Technical Communication in American Engineering Programs , by Teresa C. Kynell; and Writing Like An Engineer: A Rhetorical Education, by Dorothy A. Winsor. CCC 50.2 (1998): 263-276.
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Zaluda, Scott. “Lost Voices of the Harlem Renaissance: Writing Assigned at Howard University, 1919-31.” CCC 50.2 (1998): 232-257.
Zaluda fills in composition histories’ gap in this study of writing curriculum at Howard University in the 1920s. Zaluda uses “writing assignments, articles, textbooks, introductions in anthologies and other expressions of faculty thinking about the relationship between education, writing, and society” to ground his claim that writing assignments at Historically Black Colleges and Universities “were at once conservative, subversive, and creative,” creating “an institutional base for the Harlem Renaissance” (233-4).
- Aronowitz, Stanley, and Henry Giroux. EduÂcation Under Siege: The Conservative, Liberal, and Radical Debate Over Schooling. South Hadley: Bergin, 1985.
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- —. “Drama at Howard University: A ViÂsion.” Howard University Record 14 (June 1920): 440-41.
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- Howard University Catalogue, 1917-1918. Washington, DC: Trustees of Howard U, 1917.
- Howard University Catalogue, 1919-1920. Washington, DC: Trustees of Howard U, 1919.
- Howard University Catalogue, 1927-1928. Washington, DC: Trustees of Howard U, 1927.
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Branch, Kirk. “From the Margins at the Center: Literacy, Authority, and the Great Divide.” CCC 50.2 (1998): 206-231.
This essay is Branch’s corrective to the traditional “heroic teacher” literacy narrative. By describing his work at the Rainier Community Learning Center with an ideological approach, his case study is grounded in local practices of literacy in particular contexts to record and theorize about lived experiences with and uses of literacy in relation to power and authority. Such an approach makes visible students and teacher as co-agents of learning.
ccc50.2 Students Literacy Classrooms Teachers Writing Reading School Authority Class Narratives GreatDivide
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Mortensen, Peter. “Going Public.” CCC 50.2 (1998): 182-205.
Because many compositionists assert having knowledge to “clarify and improve the prospects of literacy in democratic culture,” Mortensen calls for “air[ing] that work in the most expansive, inclusive forums possible” (182). Situated research reports on literacy, shared publicly with non-academic audiences, are one way to ethically serve the individuals and groups being studied and keep compositionists in the local, regional, and national conversations about what counts as literacy and who has access to literacy learning.
ccc50.2 Composition College Literacy Students Writing JEmig MSternglass Remedial Representation Study Ethics Research Standards JTraub
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- —. “Why Johnny Can’t Write.” Public Interest 120 (1995): 3-13.
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- —. “Reassessing Janet Emig’s The Composing Processes of Twelfth Graders: An Historical Perspective.” Rhetoric Review 13 (1994): 108-30.
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- Standards for the English Language Arts. Urbana and Newark: NCTE and IRA. 1996.
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- —. Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level. Mahwah: Erlbaum, 1997.
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- Stotsky, Sandra. “From the Editor.” Research in the Teaching of English 27 (1993): 132.
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- Traub, Marvin, and Tom Teicholz. Like No Other Store...: The Bloomingdale’s Legend and the Revolution in American Marketing. New York: Times Books, 1993.
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Trainor, Jennifer Seibel and Amanda Godley. “After Wyoming: Labor Practices in Two University Writing Programs.” CCC 50.2 (1998): 153-181.
This case study documents different emerging discourses of two state universities as these institutions respond to administrative directives to outsource remedial writing courses to local community colleges. Thematically organized “as strategies for resistance, as justification for policy, as explanations for part-timers’ plight” (154), the authors focus on how these discourses affected policies enacted, made resistance to outsourcing possible, and provide evidence that part-time instructors would serve students better with consistent, full-time appointments.
ccc50.2 WritingPrograms Wyoming Labor Students Writing Composition Faculty Lecturers Teaching Adjuncts Remedial BasicWriting WPA
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