College Composition and Communication, Vol. 52, No. 4, June 2001

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v52-4

Johnson, T. R. “School Sucks.” CCC 52.4 (2001): 620-650.

Abstract:

Occasioned by the recent epidemic of violence in schools and the author’s memory of violent schoolyard rhymes, this essay explores the ways students experience contemporary writing pedagogy. To do so, the essay ranges from rhetoric’s historical discussion of the pleasures of writing to composition’s more recent interest in academic professionalism to Gilles Deleuze’s theory of masochism to the problem of teaching and learning in a consumer culture.

Keywords:

ccc52.4 Students Pleasure Experience Writing Renegade Rhetoric Gorgias Pedagogy Pain Laughter Power HCixous School

Works Cited

Bartholomae, David. “Inventing the University.” When a Writer Can’t Write: Studies in Writer’s Block and Other Composing Problems. Ed. Mike Rose. NY: Guilford P, 1985. 134-65.

—. “A Reply to Stephen North.” Pre/Text: A Journal of Rhetorical Theory 11 (1990): 121-30.

—. ” Writing with Teachers: A Conversation with Peter Elbow .” CCC 46 (1995): 62-71.

Bartholomae, David, and Anthony Petroskey, ed. Ways of Reading. 3rd ed. Boston: Bedford/St. Martin’s P, 1993.

Baudrillard, Jean. Symbolic Exchange and Death. Trans. Iain Hamilton Grant. Thousand Oaks, CA: Sage, 1993.

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

Bizzell, Patricia. “What Happens When Basic Writers Come to College?” CCC 37 (1986): 294-301.

Blitz, Michael, and C. Mark Hulbert. Letters for the Living: Teaching Writing in a Violent Age. Urbana: NCTE, 1998.

Boyd, Richard. “Reading Student Resistance: The Case of the Missing Other.” JAC 19 (1999): 589-605.

Brand, Alice Glarden, and Richard Graves, ed. Presence of Mind: Writing and the Domain beyond the Cognitive. Portsmouth, NH: Heinemann-Boynton/Cook, 1994.

Brooke, Robert. ” Underlife and Writing Instruction. ” CCC 38 (1987): 141-53.

Cixous, H�lène. “The Laugh of the Medusa.” Trans. Keith Cohen and Paula Cohen. The Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg. Boston: Bedford/St. Martin’s P, 1990. 1232-45.

Cixous, H�lène, and Catherine Cl�ment. The Newly Born Woman. Trans. Betsy Wing. Minneapolis: U of Minnesota P, 1986.

Couliano, Ioan. Eros and Magic in the Renaissance. Trans. Margaret Cooke. Chicago: U of Chicago P, 1987.

Covino, William A. The Art of Wondering. A Revisionist Return to the History of Rhetoric. Portsmouth, NH: Heinemann- Boynton/Cook, 1988.

—. Magic, Rhetoric and Literacy: An Eccentric History of the Composing Imagination. Albany: SUNY P, 1994.

Davis, D. Diane. Breaking Up [at] Totality: A Rhetoric of Laughter. Carbondale: Southern Illinois UP, 2000.

Deleuze, Gilles. Coldness and Cruelty. New York: Zone Books, 1991.

—. Difference and Repetition. Trans. Paul Patton. New York: Columbia UP, 1994.

Derkson, Daniel John, and Victor C. Strasburger. “Media and Television Violence: Effects on Violence, Aggression, and Antisocial Behaviors in Children.” Schools, Violence, and Society. Ed. Allan M. Hoffman. Westport, CT: Praeger, 1996. 61-78.

Dodds, E. R. The Greeks and the Irrational. Berkeley: U of California P, 1951.

Dubois, Page. Torture and Truth. London: Routledge, 1994.

Edmundson, Mark. “On the Uses of a Liberal Education.” Harper’s Magazine September 1997: 39-49.

Elbow, Peter. Writing with Power: Techniques for Mastering the Writing Process. New York: Oxford UP, 1981.

Ficino, Marsilio. Three Books on Life. Trans. Carol V. Kaske and John R. Clark. Binghamton, NY: Medieval and Renaissance Texts and Studies in Conjunction with the Renaissance Society of America, 1989.

Fulkerson, Richard. ” Call Me Horatio: Negotiating between Cognition and Affect in Composition .” CCC 50 (1998): 101-15.

Gery, John. “Sense and Unsense.” Teaching Composition with Literature: 101 Writing Assignments from College Instructors. Ed. Dana Gioia and Patricia Wagner. New York: Longman, 1999. 158-60.

Gorgias. “Encomium of Helen.” Trans. Rosamond Kent Sprague. The Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg. Boston: Bedford/St. Martin’s P, 1990. 40-42.

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Helmers, Marguerite H. Writing Students: Composition Testimonials and Representations of Students. Albany: SUNY P, 1994.

Horner, Bruce. ” Traditions and Professionalization: Reconceiving Work in Composition .” CCC 51 (2000): 366-98.

Horner, Bruce, and Min-Zhan Lu. “The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy.” College English 60 (1998): 257-77.

Johnson, T. R. “Discipline and Pleasure: ‘Magic’ and Sound.” JAC 19 (1999): 431-52.

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McLeod, Susan H. Notes on the Heart: Affective Issues in the Writing Classroom. Carbondale: Southern Illinois UP, 1997.

Miller, Richard E. “The Nervous System.” College English 58 (1996): 265-86.

Miller, Susan. Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois UP, 1991.

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—. Rhetoric, Romance, Technology: Studies in the Interaction of Expression and Culture. Ithaca: Cornell UP, 1971.

Perl, Sondra. “The Composing Processes of Unskilled College Writers.” Research in the Teaching of English 13 (1979): 317-36.

Rodriguez, Richard. “The Achievement of Desire.” Bartholomae and Petroskey 481-504.

Rogers, Carl R. On Becoming a Person: A Therapist’s View of Psychotherapy. Boston: Houghton-Mifflin, 1961.

Rose, Mike. “Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer’s Block.” College Composition and Communication 31 (1980): 389-401.

Scarry, Elaine. The Body in Pain: The Making and Unmaking of the World. New York: Oxford UP, 1985.

Schreiner, Steven. ” A Portrait of the Student as a Young Writer: Re-evaluating Emig and the Process Movement .” College Composition and Communication 48 (1997): 86-104.

Segal, Charles P. “Gorgias and the Psychology of the Logos.”Harvard Studies in Classical Philology 66 (1962): 99-155.

Sick: The Life and Death of Bob Flanagan, Supermasochist. Dir. Kirby Dick. Perf. Bob Flanagan, Sheree Rose. 1997.

Stuckey, J. Elspeth. The Violence of Literacy. Portsmouth, NH: Heinemann- Boynton/Cook, 1991.

Taylor, Anya. Magic and English Romanticism. Athens: U of Georgia P, 1979.

Vitanza, Victor. Negation, Subjectivity, and the History of Rhetoric. Albany: SUNY P, 1997.

Vopat, James B. “Uptaught Rethought: Coming Back from the ‘Knockout’ ” College English 40 (1978): 41-45.

Welch, Nancy. Getting Restless: Rethinking Revision in Writing Instruction. Portsmouth, NH: Heinemann- Boynton/Cook, 1997.

Williams, Joseph. “The Phenomenology of Error.” CCC 32 (1981): 152-68.

Worsham, Lynn. “Emotion and Pedagogic Violence.” Discourse 15 (1993): 119-48.

—. “Going Postal: Pedagogic Violence and the Schooling of Emotion.” JAC 18 (1998): 213-45.

—. “Writing against Writing: The Predicament of Écriture F�minine in Composition Studies.” Contending with Words: Composition and Rhetoric in a Postmodern Age. Ed. Patricia Harkin and John Schilb. New York: MLA, 1991. 82-104.

Leonhardy, Galen. “The Way of Sweat.” CCC 52.4 (2001): 612-619.

Abstract:

This essay presents a narrative description of experiences shared by the author, his father, and a Nez Perce man named Larry Greene. Those experiences are explored in relation to institutionalized education in order to provide insight into not only subjugated ways of knowing but also alternative places of learning.

Keywords:

ccc52.4 NezPerce Experience Sweathouse Knowledge Education NativeAmerican

Works Cited

Friere, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1997.

Villanueva, Victor, Jr. “Maybe a Colony: And Still Another Critique of the Comp Community.” JAC 17 (1997): 183-90.

Walker, Deward E., Jr. “The Nez Perce Sweat Bath Complex: An Acculturational Analysis.” Southwestern Journal of Anthropology 22 (1966): 133-71.

Porter, Kevin J. “A Pedagogy of Charity: Donald Davidson and the Student-Negotiated Composition Classroom.” CCC 52.4 (2001): 574-611.

Abstract:

Drawing on classroom experiences, the author suggests that philosopher Donald Davidson’s interpretive principle of charity can help explain why communication is impoverished or even impossible in classrooms governed by traditional, authoritarian practices that form a “pedagogy of severity.” If the classroom is to be a place of dialogue, learning, and mutual transformation, teachers should promote a “pedagogy of charity,” which assumes that students are rational beings with mostly true and coherent beliefs.

Keywords:

ccc52.4 Students Essay Pedagogy Charity Writing Paper Comments Teacher Dialogue DDavidson Response Severity

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Zawodniak, Christian. ” ‘I’ll Have to Help Some of You More Than I Want To’: Teacher Power, Student Pedagogy.” Lunsford and Ruszkiewicz 124-32.   

Welsh, Susan. “Resistance Theory and Illegitimate Reproduction.” CCC 52.4 (2001): 553-573.

Abstract:

In the literature of critical pedagogy, resistance theory analyzes, ranks, and judges the emancipatory value of writing behaviors, privileging nonreproductive and transformative consciousness over cultural reproduction. The ranking of consciousness and the central metaphor of “reproduction” too often are naïvely applied, suppressing the political, social, and pedagogical value of writing that develops from within contradictory consciousness.

Keywords:

ccc52.4 Resistance Students Consciousness Reproduction CriticalPedagogy Culture Family CSteedman ResistanceTheory

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McCrary, Donald. “Womanist Theology and Its Efficacy for the Writing Classroom.” CCC 52.4 (2001): 521-552.

Abstract:

Analyzing postmodern theory, course discussion, and student texts, this article argues that womanist theology and the texts it gathers can serve as efficacious course content for other-literate students. Womanist theology offers students a scholarly discipline that expresses inter- and intracultural rhetorical awareness, bridging the gap between home and school literacy functions.

Keywords:

ccc52.4 Students Women Womanist Theology Reading Literacy Community Writing AfricanAmerican AWalker

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