College Composition and Communication, Vol. 50, No. 2, December 1998

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v50-2

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.

Keywords:

ccc50.2 Composition Work Faculty Gender Writing Scholarship RGebhardt TEnos Academic Society Diversity Social

Works Cited

Boyer, Ernest. Scholarship Reconsidered: Priorities of the Professoriate. Princeton: Carnegie Foundation for the Advancement of Teaching’ 1990.

Lunsford, Andrea, Helene Moglen, and James F. Slevin. The Future of Doctoral Studies in English. New York: MLA, 1989.

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.

Keywords:

ccc50.2 TechnicalCommunication Writing Engineering Students English Discipline Composition Technology Workplace Field Curriculum

Works Cited

Allen, Jo. “Bridge over Troubled Waters? Connecting Research and Pedagogy in Composition and Business/Technical Communication.” Technical Communication Quarterly 1 (1992): 5-26.

Blyler, Nancy Roundy, and Charlotte Thralls, eds. Professional Communication: The Social Perspective. Newbury Park: Sage, 1993.

Doheny-Farina, Stephen. Rhetoric, Innovation, Technology: Case Studies of Technical Communication in Technology Transfers. Cambridge: MIT P, 1992.

Dombrowski, Paul M., ed. Humanistic Aspects of Technical Communication. Amityville: Baywood, 1994.

Drucker, Peter F. Post-Capitalist Society. New York: Harper, 1993.

Gurak, Laura J. Persuasion and Privacy in Cyberspace: The Online Protests Over Lotus Marketplace and the Clipper Chip. New Haven: Yale Up, 1997.

Haas, Christina. Writing Technology: Studies on the Materiality of Literacy. Mahwah: Erlbaum, 1996.

Killingsworth, M. Jimmie. “Realism, Human Action, and Instrumental Discourse. JAC 12 (1992): 171-200.

MacKinnon, Jamie. “Becoming a Rhetor: Developing Writing Ability in a Mature, Writing-Intensive Organization.” Writing in the Workplace: New Research Perspectives. Ed. Rachel Spilka. Carbondale: Southern Illinois Up, 1993. 41-55.

Miller, Carolyn R. “What’s Practical about Technical Writing?” Technical Writing: Theory and Practice. Ed. Bertie Fearing and W. Keats Sparrow. New York: MLA, 1989. 14-24.

Moore, Patrick. “Rhetorical vs. Instrumental Approaches to Teaching Technical Communication.” Technical Communication 44 (1997): 163-173.

Negroponte, Nicholas. Being Digital. New York: Knopf, 1995.

Rude, Carolyn D. “The Report for Decision Making: Genre and Inquiry.” Journal of Business and Technical Communication 9 (1995): 170-205.

Selfe, Richard J., and Cynthia L. Selfe. “Forces of Conservatism and Change in Computer-Supported Communication Facilities: Programmatic and Institutional Responses to Change.” Computers and Technical Communication. Ed. Stuart Seiber. Greenwich: Ablex, 1997. 241-60.

Staples, Katherine, and Cezar Ornatowski. Foundations for Teaching Technical Communication: Theory, Practice, and Program Design. Greenwich: Ablex, 1997.

Wiklund, Michael E., ed. Usability in Practice: How Companies Develop User-Friendly Products. New York: Academic P, 1994.

Zaluda, Scott. “Lost Voices of the Harlem Renaissance: Writing Assigned at Howard University, 1919-31.” CCC 50.2 (1998): 232-257.

Abstract:

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).

Works Cited

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Berlin, James. Rhetoric and Reality. Carbondale: Southern Illinois UP, 1987.

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

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—. Freshman Year English. New York: Noble, 1929.

—. “On the Teaching of English.” The Southern Workman 53 (July 1924): 298-304.

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Bronner, Ethan. “Inventing the Notion of Race.” New York Times 10 Jan. 1998: B7, B9.

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Caliver, Ambrose. A Personnel Study of Negro College Students: A Study of the Relations Be­tween Certain Background Factors of Negro Col­lege Students and Their Subsequent Careers in College. 1931. Westport: Negro U, 1970.

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—. The Souls of Black Folk. 1903. New York: Signet, 1995.

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—. “Drama at Howard University: A Vi­sion.” Howard University Record 14 (June 1920): 440-41.

Hansberry, William Leo. “Howard’s Supreme Opportunity.” Howard University Record 17 (June 1923): 416-18.

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Heath, Shirley Brice. “Toward an Ethnogra­phy of Writing in American Education.” Writing: The Nature, Development, and Teaching of Written Communication. Ed. Marcia Farr Whiteman. Hillsdale: Erlbaum, 1981.25-45.

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Howard University Catalogue, 1899-1900. Washington, DC: Trustees of Howard U, 1899.

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.

Howard University Catalogue, 1931-1932. Washington, DC: Trustees of Howard U, 1931.

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Lightfoot, G. M. “A New Course in History at Howard University.” Howard University Record 23 (March 1923): 237-39.

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Mackaye, Percy. Community Drama: Its Motive and Method of Neighborliness, An Interpreta­tion. Boston: Houghton, 1917.

Miller, Kelly. “Howard: The National Negro University.” The New Negro: An Interpreta­tion. Ed. Alain Locke. 1925. New York: Athenaeum, 1992. 312-22.

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Russell, David R. Writing in the Academic Disci­plines, 1870-1990: A Curricular History. Carbondale: Southern Illinois UP, 1991.

Scott, Fred Newton. Elements of English Com­position. Boston: Allyn, 1900.

—. “English Composition as a Mode of Behavior.” The Standard of American Speech and Other Papers. Boston: Allyn, 1926. 19-32.

—. “Speech and the Community.” The Standard of American Speech and Other Papers. Boston: Allyn, 1926. 33-34.

Vincent, Theodore G. Voices of a Black Nation: Political Journalism in the Harlem Renaissance. San Francisco: Ramparts, 1973.

Winston, Michael R. The Howard University Department of History, 1913-1973. Washington, DC: The Department of History, Howard University, 1973.

—. “Through the Back Door: Academic Racism and the Negro Scholar in Historical Perspective.” Daedalus 100 (Summer 1971): 678-719.

—. “William Leo Hansberry.” Dictionary of American Negro Biography. Ed. Rayford W. Logan and Michael R. Winston. NY: Norton, 1982.

Woiters, Raymond. The New Negro on Campus: Black College Rebellions of the 1920s. Princeton: Princeton UP, 1975.

Branch, Kirk. “From the Margins at the Center: Literacy, Authority, and the Great Divide.” CCC 50.2 (1998): 206-231.

Abstract:

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.

Keywords:

ccc50.2 Students Literacy Classrooms Teachers Writing Reading School Authority Class Narratives GreatDivide

Works Cited

Berlin, James. “Literacy, Pedagogy, and English Studies.” Critical Literacy: Politics, Praxis, and the Postmodern. Ed. Colin Lankshear and Peter L. McLaren. Albany: State U of New York P, 1993. 247-69.

Brodkey, Linda. “Tropics of Literacy.” Rewriting Literacy: Culture and the Discourse of the Other. Ed. Candace Mitchell and Kathleen Weiler. South Hadley: Bergin, 1991.

Eldred, Janet Carey and Peter Mortensen. “Reading Literacy Narratives.” College English 54 (1992): 512-39.

Fingeret, Arlene. “Through the Looking Glass: Literacy as Perceived by Illiterate Adults.” Annual meeting of the American Educational Research Association, New York, NY, March 1982.

Fordham, Signithia and John Ogbu. “Black Students’ School Success: Coping with the ‘Burden of “Acting White.”‘” Urban Review 18 (1986): 176-206.

Five, Cora Lee. “Fifth Graders Respond to a Changed Reading Program.” Literacy in Process. Ed. Brenda Miller Power and Ruth Hubbard. Portsmouth: Heinemann, 1991: 261-71.

Freire, Paulo, and Donald Macedo. Literacy: Reading the Word and the World. South Hadley: Bergin, 1987.

Gere, Anne Ruggles. Intimate Practices: Literacy and Cultural Work in u.s. Women’s Clubs, 1880-1920. Urbana: U of Illinois P, 1997.

Gilmore, Perry. “Sub-Rosa Literacy: Peers, Play, and Ownership in Literacy Acquisition.” The Acquisition of Literacy: Ethnographic Perspectives. Ed. Bambi B. Schieffelin and Perry Gilmore. Greenwhich: Ablex, 1986: 155-68.

Kulick, Don and Christopher Stroud. “Conceptions and Uses of Literacy in a Papua New Guinean Village.” Cross-Cultural Approaches to Literacy. Ed. Brian Street. New York: Cambridge Up, 1993: 30-61.

Mace, Jane. Talking About Literacy. London: Routledge, 1992.

Rose, Mike. Lives on the Boundary. New York: Free P, 1989.

Shor, Ira. When Students Have Power: Negotiating Authority in a Critical Pedagogy. Chicago: U of Chicago P, 1996.

Soifer, Rena, Martha E. Irwin, Barbara M. Crumrine, Emo Honzaki, Blair K. Simmons, Deborah Young. The Complete Theory-to-Practice Handbook of Adult Literacy: Curriculum Design and Teaching Approaches. New York: Teachers College P, 1990.

Street, Brian, ed. Cross-Cultural Approaches to Literacy. New York: Cambridge Up, 1993.

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

Willis, Paul. Learning to Labour: How Working Class Kids get Working Class Jobs. Farnborough: Saxon, 1977.

Mortensen, Peter. “Going Public.” CCC 50.2 (1998): 182-205.

Abstract:

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.

Keywords:

ccc50.2 Composition College Literacy Students Writing JEmig MSternglass Remedial Representation Study Ethics Research Standards JTraub

Works Cited

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Berube, Michael. The Employment of English: Theory, Jobs, and the Future of Literary Studies. New York: New York UP, 1998.

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—. The Intimate Interiors of Edouard Vuillard. Washington, DC: Smithsonian Institution P, 1989.

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Emig, Janet, with Louise Wetherbee Phelps. Introduction. Feminine Principles and Women’s Experience in American Composition and Rhetoric. Ed. Louise Wetherbee Phelps and Janet Emig. Pittsburgh: U of Pittsburgh P. 1995. xi-xviii.

“English as Mush.” Editorial. Sacramento Bee. 17 Mar. 1996, Forum: 4.

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Hirsch, E. D., Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin, 1987.

—. The Schools We Need and Why We Don’t Have Them. New York: Doubleday, 1996.

“How Not to Write English.” Editorial. New York Times 14 Mar. 1996: A22.

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—. “A University’s Sad Decline.” U.S. News and World Report 15 Aug. 1994: 20.

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Mac Donald, Heather. “CUNY Could Be Great Again.” City Journal 8.1 (1998): 65-70.

—. “CUNY’s Open Admissions Fail Miserably.” Letter. New York Times 15 Sept. 1994: A22.

—. “Downward Mobility: The Failure of Open Admissions at City University.” City Journal 4.3 (1994): 10-20.

—. “Why Johnny Can’t Write.” Public Interest 120 (1995): 3-13.

McCarthy, Lucille Parkinson, and Stephen Fishman. “A Text for Many Voices: Representing Diversity in Reports of Naturalistic Research.” Mortensen and Kirsch 155-76.

McGowan, William. “A Politically Incorrect Study of PC.” Rev. of Dictatorship of Virtue, by Richard Bernstein. Wall Street Journal 4 Jan. 1995: AIO.

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Mortensen, Peter. “Analyzing Talk about Writing.” Methods and Methodology in Composition Research. Ed. Gesa Kirsch and Patricia A. Sullivan. Carbondale: Southern Illinois UP, 1992. 105-29.

—. Remediation in Writing. Extended School Services Technical Report. Frankfort: Kentucky Dept. of Education, 1992.

—. “Representations of Literacy and Region: Narrating ‘Another America:” Pedagogy in the Age of Politics: Reading and Writing (in) the Academy. Ed. Patricia A. Sullivan and Donna J. Qualley. Urbana: NCTE, 1994. 100-20.

—. “Understanding Readers’ Conceptions of Audience: Rhetorically Challenging Texts.” A Sense of Audience in Written Communication. Ed. Gesa Kirsch and Duane Roen. Newbury Park: Sage, 1990.267-79.

Mortensen, Peter, and Gesa E. Kirsch, eds. Ethics and Representation in Qualitative Studies of Literacy. Urbana: NCTE, 1996.

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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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Shor, Ira. “Our Apartheid: Writing Instruction and Inequality.” Journal of Basic Writing. 16.1 (1997): 91-104.

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—. Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level. Mahwah: Erlbaum, 1997.

—. “Writing Development as Seen through Longitudinal Research: A Case Study Exemplar.” Written Communication 10 (1993): 235-61.

Stimpson, Catharine. “Gunships on the Loose.” Rev. of Dictatorship of Virtue, by Richard Bernstein. Raritan 15 (1995): 82-94.

—. “The Public Duties of Our Profession.” Profession (1996): 100-02.

Stotsky, Sandra. “From the Editor.” Research in the Teaching of English 27 (1993): 132.

Sunstein, Bonnie S. “Culture on the Page: Experience, Rhetoric, and Aesthetics in Ethnographic Writing.” Mortensen and Kirsch 177-201.

Traub, James. “Back to Basic.” New Republic 8 Feb. 1993: 18-19.

—. City on a Hill: Testing the American Dream at City College. Reading: Addison, 1994.

—. “Raising CUNY to a Higher Level:’ New York Times 14 Feb. 1998: A13.

Traub, Marvin, and Tom Teicholz. Like No Other Store...: The Bloomingdale’s Legend and the Revolution in American Marketing. New York: Times Books, 1993.

Villanueva, Victor, Jr. Foreword. Audience Expectations and Teacher Demands, by Robert Brooke and John Hendricks. Carbondale: Southern Illinois Up, 1989. vii-xiii.

Warth, Robert D. “Interference Grows in the Fertile Soil of Ignorance Here.” Lexington Herald-Leader 7 Mar. 1992: A13.

Wiener, Jon. “School Daze.” Rev. of City on a HiII. by James Traub. Nation 7 Nov. 1994: 522-28.

Wilentz, Sean. “Sense and Sensitivity.” Rev. of Dictatorship of Virtue, by Richard Bernstein. New Republic 31 Oct. 1994: 43-48.

Wiley, Mark, Barbara Gleason, and Louise Wetherbee Phelps, eds. Composition in Four Keys: Inquiring into the Field. Mountain View: Mayfield, 1996.

Will, George F. “Radical English.” Debating pc: The Controversy over Political Correctness on College Campuses. Ed. Paul Berman. New York: Laurel. 1992. 258-61.

—. “Teach Johnny to Write.” Washington Post 2 July 1995: C7.

Williams, James D. “Politicizing Literacy.” Rev. of Conversations on the Written Word, by Jay Robinson; Literacy and Empowerment, by Patrick Courts; and The Right to Literacy, ed. Andrea Lunsford, Helene Moglen, and James Slevin. College English 54 (1992): 833-42.

Worth, Robert F. “E Pluribus, Plures.” Rev. of Dictatorship of Virtue, by Richard Bernstein. Commonweal 4 Nov. 1994: 36-37.

Trainor, Jennifer Seibel and Amanda Godley. “After Wyoming: Labor Practices in Two University Writing Programs.” CCC 50.2 (1998): 153-181.

Abstract:

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.

Keywords:

ccc50.2 WritingPrograms Wyoming Labor Students Writing Composition Faculty Lecturers Teaching Adjuncts Remedial BasicWriting WPA

Works Cited

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