Harris, Muriel. “Centering in on Professional Choices.” CCC 52.3 (2001): 429-440.
I examine my involvement with writing centers as an example of how we can look at the choices we’ve made within our areas of expertise to see why they attract us. In my case, the flexible, collaborative, individualized, non-evaluative, experimental, nonhierarchical, student-centered nature of writing centers is an excellent fit. An earlier version of this article was delivered as the Exemplar’s Address at the Fifty-first Annual CCCC in April 2000.
ccc52.3 WritingCenters ExemplarAddress Writing Students Composition Tutors Learning Interaction Pedagogy Collaboration
- Back, Diann. “Continuous Quality Management in the Writing Center.” Writing Lab Newsletter 22.5 ( Jan. 1998): 11-13.
- Bacon, Nora. ” Building a Swan’s Nest for Instruction in Rhetoric .” College Composition and Communication 51 (2000): 589-609.
- Brannon, Lil, and Stephen North. “The Uses of the Margins.” Writing Center Journal 20.2 (Spring/Summer 2000): 7-12.
- Carino, Peter. “Early Writing Centers: Toward a History.” Writing Center Journal 15.2 (Spring/Summer 1995): 103-16.
- —. “Open Admissions and the Construction of Writing Center History: A Tale of Three Models.” Writing Center Journal 17.1 (Fall/Winter 1996): 30-49.
- DeCiccio, Al. ” ‘I Feel a Power Coming All over Me with Words’: Writing Centers and Service Learning.” Writing Lab Newsletter 23.7 (March 1999): 1-5.
- Harris, Muriel. “Diverse Research Methodologies at Work for Diverse Audiences: Shaping the Writing Center to the Institution.” The Writing Program Administrator as Researcher. Ed. Shirley K Rose and Irwin Weiser. Portsmouth, NH: Heinemann- Boynton/Cook, 1999. 1-17.
- —. “Preparing to Sit at the Head Table: Maintaining Writing Center Viability in the Twenty-First Century.” Writing Center Journal 20.2 (Spring/Summer 2000): 13-21.
- Heckelman, Ronald. “The Writing Center as Managerial Site.” Writing Lab Newsletter 23.1 (Sept. 1998): 1-4.
- Hobson, Eric, ed. Wiring the Writing Center. Logan: Utah State UP, 1998.
- Inman, James, and Donna Sewell, eds. Taking Flight with OWLS: Research into Technology Use in Writing Centers. Mahwah, NJ: Lawrence Erlbaum Associates, 2000.
- Jackson, Justin. “Interfacing the Faceless: Maximizing the Advantages of Online Tutoring.” Writing Lab Newsletter 25.2 (Oct. 2000): 1-7.
- Lerner, Neal. “Counting Beans and Making Beans Count.” Writing Lab Newsletter 22.1 (Sept. 1997): 1-4.
- Lowe, Kelly. “The Cybernetic Writing Center.” Writing Lab Newsletter 22.9 (May 1998): 5-8.
- Magee, Craig. “AWriting Center’s First Statistical Snapshot.” Writing Lab Newsletter 24.10 (June 2000): 14-16.
- Mullin, Joan. “What Hath Writing Centers Wrought? A Fifteen-Year Reflection on Communication, Community, and Change.” Writing Lab Newsletter 25.1 (Sept. 2000): 1-3.
- Moe, Holly. “Smarthinking.com: Online Writing Lab or Jiffy Editing Service?” Writing Lab Newsletter 25.2 (Oct. 2000): 13-16.
- Newmann, Stephen. “Demonstrating Effectiveness.” Writing Lab Newsletter 23.8 (April 1999): 8-9.
- Stahlnecker, Katie Hupp. “Virtually Transforming the Writing Center: On-Line Conversation, Collaboration, and Connection.” Writing Lab Newsletter 23.2 (Oct. 1998): 1-4.
- Stephenson, Denise. “Constructive Toys: More than a Good Time.” Writing Lab Newsletter, forthcoming.
Belanoff, Pat. “Silence: Reflection, Literacy, Learning, and Teaching.” CCC 52.3 (2001): 399-428.
ccc52.3 Silence Reflection Meditation Contemplation Literacy Reading Language Emptiness Metacognition
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Brueggemann, Brenda Jo, et. al. “Becoming Visible: Lessons in Disability.” CCC 52.3 (2001): 368-398.
The five authors call for increased awareness of disability in composition studies and argue that such an awareness can productively disrupt notions of “writing” and “composing” at the same time it challenges “normal”/”not normal” binaries in the field. In six sections: Brueggemann introduces and examines the paradox of disability’s “invisibility”; White considers the social construction of learning disabilities; Dunn analyzes the rhetoric of backlash against learning disabilities; Heifferon illustrates how a disability text challenged her students; Cheu describes how a disability-centered writing class made disability visible; all five conclude with challenges and directions for composition studies in intersecting with disability studies.
ccc52.3 Disability Students Writing Composition Assumptions Body Culture Pedagogy DisabilityStudies Difference
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Rand, Lizabeth A. “Enacting Faith: Evangelical Discourse and the Discipline of Composition Studies.” CCC 52.3 (2001): 349-367.
This essay contends that religious belief often matters to our students and that spiritual identity may be the primary kind of selfhood that more than a few of them draw upon in making meaning of their lives and the world around them. Particular attention is given to evangelical expression in the classroom and the complex ways that faith is enacted in discourse.
ccc52.3 Students Faith Composition Writing Identity Self Discourse Religion Spirituality Language
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