College Composition and Communication, Vol. 53, No. 2, December 2001

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v53-2

Powell, Katrina M. Rev. of Persons in Process: Four Stories of Writing and Personal Development in College by Anne J. Herrington and Marcia Curtis. CCC. 53.2 (2001): 349-352.

Crowley, Sharon. Rev. of Terms of Work for Composition: A Materialist Critique by Bruce Horner. CCC. 53.2 (2001): 352-356.

CCCC Committee on Part-time/Adjunct Issues. “In Brief: Report on the Coalition on the Academic Workforce/CCCC Survey of Faculty in Freestanding Writing Programs for Fall 1999.” CCC. 53.2 (2001): 336-348.

Bishop, Wendy. “Against the Odds in Composition and Rhetoric.” CCC. 53.2 (2001): 322-335.

Abstract:

This chair’s address to the 52nd Annual Convention of the Conference on College Composition and Communication, March 2001, draws on the poetry of Gerard Manley Hopkins to explore and celebrate a life in composition. Acknowledging institutional fatigue, I outline possibilities for individual renewal, particularly through the process of mentoring new members. Ending with a convention poem, I invite readers to compose their own.

Keywords:

ChairsAddressccc53.2 ChairsAddress Convention Poetry ConventionPoem Teaching Time Space Field Life Rhetoric Writing Work Odds

Works Cited

Bede, the Venerable, Saint. Ecclesiastical History of the English People. Ed. and trans. Bertram Colgrave and R.A.B. Mynors. New York: Oxford UP, 1969.

Bishop, Wendy. “My Conference Poem” (earlier version of “My Convention Poem”) first appeared online in Academic Writing 2000. <http://aw.colostate.edu>.

Burke, Kenneth. The Philosophy of Literary Form . Berkeley: U of California P, 1974.

“Burn-out.” The New American Webster Handy College Dictionary, 3rd ed., 1995.

Corder, Jim. “Argument as Emergence, Rhetoric as Love.” Professing the New Rhetorics: A Sourcebook. Ed. Theresa Enos and Stuart S. Brown. Englewood Cliffs, NJ: Prentice Hall, 1994. 413-28.

—. “Hunting for Ethos Where They Say It Can’t Be Found.” Rhetoric Review 7 (1989): 299-316.

Crane, Stephen. The Complete Poems of Stephen Crane . Ed. Joseph Katz. Ithaca, NY: Cornell UP, 1972.

Harris, Joseph. A Teaching Subject: Composition Since 1966. Upper Saddle River, NJ: Prentice Hall, 1997.

Hass, Robert. Praise. New York: Echo, 1974. Haswell, Richard H., and Min-Zhan Lu. Comp Tales: An Introduction to College Composition Through Its Stories . White Plains, NY: Longman, 1999.

Hopkins, Gerard Manley. Poems and Prose . Ed. W.H. Gardner. New York: Penguin, 1953.

Newkirk, Thomas. The Performance of Self in Student Writing . Portsmouth, NH: Heinemann- Boynton/Cook, 1997.

Olson, Gary. “The Generational Clich�: Then You Saw It; Now They Don’t”. JAC 6 (1985-86): 105-15.

Roen, Duane, Stuart Brown, and Theresa Enos, ed. Living Rhetoric and Composition: Stories of the Discipline. Mahwah NJ: Erlbaum, 1999.

“Weariness.” The New American Roget’s College Thesaurus in Dictionary Form , rev. ed. 1985.

Fife, Jane Mathison and Peggy O’Neill. “Moving beyond the Written Comment: Narrowing the Gap between Response Practice and Research.” CCC. 53.2 (2001): 300-321.

Abstract:

While our field’s response practices have changed dramatically over the past two decades to involve more student comments on their own texts, empirical studies have lagged far behind classroom practices, focusing almost exclusively on teachers’ written comments as texts. By broadening our notion of response: and acknowledging the many and varied ways that teachers respond to student writing as well as the many and varied ways that students influence and interpret those responses: we will be able to narrow the gap between our teaching practices and our research questions.

Keywords:

ccc53.2 Response Teachers Students Comments Writing Assessment Research Classrooms Pedagogy Conversation

Works Cited

Anson, Chris M. “Response and the Social Construction of Error.” Assessing Writing 7 (2000): 5-21.

—, ed. Writing and Response: Theory, Practice, and Research. Urbana, IL: NCTE, 1989.

Auten, Janet Gebhart. “A Rhetoric of Teacher Commentary: The Complexity of Response to Student Writing.” Focuses 4 (1991): 3-18.

—. “How Students Read Us: Audience Awareness and Teacher Commentary on Writing.” The Writing Instructor 11 (1992): 83-94.

Beach, Richard. “Showing Students How to Assess: Demonstrating Techniques for Response in the Writing Conference.” Anson 127-48.

Beason, Larry. “Feedback and Revision in Writing Across the Curriculum Classes.” Research in the Teaching of English 27 (1993): 395-422.

Berkenkotter, Carol, Thomas N. Huckin, and John Ackerman. “Social Context and Socially Constructed Texts: The Initiation of a Graduate Student into a Writing Research Community.” Textual Dynamics of the Professions. Ed. Charles Bazerman and James Paradis. Madison: U of Wisconsin P, 1991. 191-215.

Brannon, Lil, and C.H. Knoblauch. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” College Composition and Communication 33 (1982): 157-66.

Callahan, Susan. “Responding to the Invisible Student.” Assessing Writing 7 (2000): 57-78.

Connors, Robert J., and Andrea Lunsford. “Teachers’ Rhetorical Comments on Student Papers.” College Composition and Communication 44 (1993): 200-23.

Conway, Glenda. “Portfolio Cover Letters, Students’ Self-Presentation, and Teachers’ Ethics.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Ed. Laurel Black, Donald A. Daiker, Jeffrey Sommers, and Gail Stygall. Portsmouth, NH: Heinemann-Boynton/ Cook, 1994. 83-92.

DiPardo, Anne, and Sarah Warshauer Freedman. “Peer Response Groups in the Writing Classroom: Theoretic Foundations and New Directions.” Review of Educational Research 58 (1998): 119-49.

Freedman, Sarah Warshauer. Response to Student Writing. Urbana, IL: NCTE, 1987. Fuller, David. “Teacher Commentary that Communicates: Practicing What We Preach.” Journal of Teaching Writing 6 (1987): 307-17.

Goffman, Erving. Forms of Talk. Philadelphia: U of Pennsylvania P, 1981.

Gumperz, John J. Discourse Strategies. New York: Cambridge UP, 1982.

Hayes, Mary F., and Donald Daiker. “Using Protocol Analysis in Evaluating Responses to Student Writing.” Freshman English News 13 (1984): 1-4.

Herrington, Anne. “Composing One’s Self in a Discipline: Students’ and Teachers’ Negotiations.” Constructing Rhetorical Education. Ed. Marie Secor and Davida Charney. Carbondale: Southern Illinois UP, 1992. 91-115.

Hull, Glynda, Mike Rose, Kay Losey Fraser, and Marisa Castellano. “Remediation as Social Construct: Perspectives from an Analysis of Classroom Discourse.” College Composition and Communication 42 (1991): 299-329.

Huot, Brian. ” Toward a New Theory of Writing Assessment .” College Composition and Communication 47 (1996): 549- 66.

Jenkins, Ruth. “Responding to Student Writing: Written Dialogues on Writing and Revision.” The Writing Instructor 6 (1987): 82-86.

Katz, Norm. “Reading Intention.” Encountering Student Texts. Ed. Bruce Lawson, Susan Sterr Ryan, and W. Ross Winterowd. Urbana, IL: NCTE, 1989. 111-19.

Larson, Richard L. “Writing Assignments: How Might They Encourage Learning.” Straub and Lunsford 375-85.

Lawson, Bruce, Susan Sterr Ryan, and W. Ross Winterowd, eds. “Introduction: Interpretive Issues in Student Writing.” Encountering Student Texts: Interpretive Issues in Reading Student Writing. Urbana, IL: NCTE, 1989. vii-xvii.

McLaughlin, Margaret A., and Eleanor Agnew. “Teacher Attitudes toward African American Language Patterns: A Close Look at Attrition Rates.” Attending to the Margins: Writing, Researching, and Teaching on the Front Lines. Ed. Michelle Hall Kells and Valerie Balester. Portsmouth, NH: Heinemann-Boynton/Cook, 1999. 114-30.

Murphy, Sandra. “A Sociocultural Perspective on Teacher Response: Is There a Student in the Room?” Assessing Writing 7 (2000): 79-90.

Myers, Greg. Writing Biology:Texts in the Social Construction of Scientific Knowledge . Madison: U of Wisconsin P, 1990.

Newkirk, Thomas. “The First Five Minutes: Setting the Agenda in the Writing Conference.” Anson 317-31.

—. “The Writing Conference as Performance.” Research in the Teaching of English 29 (1995): 193-215.

Nystrand, Martin, and Deborah Brandt. “Response to Writing as a Context for Learning to Write.” Anson 209-30.

O’Neill, Peggy, and Jane Mathison Fife. “Listening to Students: Contextualizing Response to Student Writing.” Composition Studies 27 (1999): 39-51.

Patthey-Chavez, G. G., and Dana R. Ferris. “Writing Conferences and the Weaving of Multi-Voiced Texts in College Composition.” Research in the Teaching of English 31 (1997): 51-90.

Phelps, Louise Wetherbee. “Cyrano’s Nose: Variations on the Theme of Response.” Assessing Writing 7 (2000): 91-110.

—. “Surprised by Response: Student, Teacher, Editor, Reviewer.” JAC 18 (1998): 247-73.

Prior, Paul. “Tracing Authoritative and Internally Persuasive Discourses: A Case Study of Response, Revision, and Disciplinary Enculturation.” Research in the Teaching of English 29 (1995): 288- 325.

Shotter, John. Conversational Realities: Constructing Life Through Language. London: Sage, 1993.

Smith, Barbara Herrnstein. Contingencies of Value: Alternative Perspectives for Critical Theory. Cambridge: Harvard UP, 1988.

Smith, Ernest. “‘It Doesn’t Bother Me, But Sometimes It’s Discouraging’: Students Respond to Teachers’ Written Responses.” Journal of Teaching Writing 8 (1989): 253-65.

Smith, Summer. ” The Genre of the End Comment: Conventions in Teacher Responses to Student Writing .” College Composition and Communication 48 (1997): 249-68.

Sommers, Jeffrey. “The Writer’s Memo: Collaboration, Response, and Development.” Anson 174-86.

Sommers, Nancy. “Afterword to ‘Responding to Student Writing.'” On Writing Research: The Braddock Essays 1975 – 1998. Ed. Lisa Ede. Boston: Bedford/St. Martin’s, 1999. 130-31.

—. “Responding to Student Writing.” College Composition and Communication 33 (1982): 148-56.

Sperling, Melanie. “Constructing the Perspective of Teacher-as-Reader: A Framework for Studying Response to Student Writing.” Research in the Teaching of English 28 (1994): 175-203.

—, and Sarah W. Freedman. “A Good Girl Writes Like a Good Girl: Written Response and Clues to the Teaching/ Learning Process.” Written Communication 4 (1987): 343-69.

Straub, Richard. ” The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive and Facilitative’ Commentary .” College Composition and Communication 47 (1996): 223-51.

—. “Students’ Reactions to Teacher Comments: An Exploratory Study.” Research in the Teaching of English 31 (1997): 91-119.

—. “Teacher Response as Conversation: More Than Casual Talk, an Exploration.” Rhetoric Review 14 (1996): 374-98.

—, and Ronald F. Lunsford. Twelve Readers Reading: Responding to College Student Writing. Cresskill, NJ: Hampton, 1995.

Thelin, William. “The Connection Between Response Styles and Portfolio Assessment: Three Case Studies of Student Revision.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Ed. Laurel Black, Donald A. Daiker, Jeffrey Sommers, and Gail Stygall. Portsmouth, NH: Heinemann-Boynton/Cook, 1994. 83-92.

Walvoord, Barbara E. Fassler. “Student Response Groups: Training for Autonomy.” The Writing Instructor 6 (1986): 39-47.

Weinbaum, Kerry. “Portfolios as a Vehicle for Student Empowerment and Teacher Change.” Portfolios: Process and Product. Ed. Pat Belanoff and Marcia Dickson. Portsmouth, NH: Heinemann-Boynton/ Cook, 1991. 206-14.

Welch, Nancy. “Sideshadowing Teacher Response.” College English 60 (1998): 374-95.

White, Edward M., William D. Lutz, and Sandra Kamusikiri, eds. Assessment of Writing: Politics, Policies, Practices. New York: MLA, 1996.

Yancey, Kathleen Blake, ed. Portfolios in the Writing Classroom: An Introduction. Urbana, IL: NCTE, 1992.

—. Reflection in the Writing Classroom. Logan, UT: Utah State UP, 1998.

Ziv, Nina D. “The Effect of Teacher Comments on the Writing of Four College Freshmen.” New Directions in Composition Research. Ed. Richard Beach and Lillian Bridwell. New York: Guilford, 1984. 362-80.

Rouzie, Albert. “Conversation and Carrying-on: Play, Conflict, and Serio-Ludic Discourse in Synchronous Computer Conferencing.” CCC. 53.2 (2001): 251-299.

Abstract:

In a culture where adult play is divorced from work and often experienced as commodified leisure, the Internet has introduced the play element into student and corporate work cultures. English studies enact the work/play split in the historic divisions between rhetoric and poetic, and instrumental and literary writing. How composition instructors approach computer-mediated communication can either challenge or reinforce the work/play split. Synchronous computer conferencing, a venue that often fosters play and conflict, can yield productive moments of carnivalesque discourse through which students can move from “contained” to “disruptive” or politically and personally significant underlife. This essay examines a series of InterChange transcripts to demonstrate how discourse that combines serious and playful purposes works to provoke and mediate conflict. Students use serio-ludic discourse to critique and to negotiate power relations and gendered subject positions with both positive and negative results.

Keywords:

ccc53.2 Discourse Play Students Interchange Women Message Technology Work Discussion SerioLudic Power Conflict Conversation

Works Cited

Abrahams, Roger D. “Play in the Face of Death: Transgression and Inversion in a West Indian Wake.” The Many Faces of Play . Ed. Kendall Blanchard. Champaign, IL: Human Kinetics, 1986. 29-45.

Anderson, Daniel. “Not Maimed but Malted.” Computers, Writing, Rhetoric, and Literature 1 (1994). <http://www.cwrl.utexas.edu/~cwrl/v1n1/article1/notmaimedbutmalted.html>.

Bakhtin, Mikhail. The Bakhtin Reader. Ed. Pam Morris. London: Arnold, 1994.

Barker, Thomas T., and Fred O. Kemp. “Network Theory: A Postmodern Pedagogy for the Writing Classroom.” Computers and Community: Teaching Composition in the Twenty-first Century. Ed. Carolyn Handa. Portsmouth, NH: Heinemann-Boynton/Cook, 1990. 1-27.

Bartholomae, David. “‘I’m Talking about Allen Bloom’: Writing on the Network.” Networked-based Classrooms: Promises and Realities. Ed. Bertram Bruce, Joyce Peyton, and Trent Batson. Cambridge: Cambridge UP, 1993. 235-62.

Bateson, Gregory. “A Theory of Play and Fantasy.” Approaches to the Study of Human Personality. Ed. Nathan S. Kline. Washington: APA, 1956. 39-51.

Brooke, Robert. “Underlife and Writing Instruction.” College Composition and Communication 38 (1987): 141-53.

Bump, Jerome. “Radical Changes in Class Discussion Using Networked Computers.” Computers and the Humanities 24 (1990): 49-65.

Caillois, Roger. Man, Play, and Games. Trans. Meyer Barash. London: Thames and Hudson, 1962.

Cooper, Marilyn M. “Postmodern Pedagogy in Electronic Conversations.” Passions, Pedagogies, and 21st Century Technologies. Ed. Gail E. Hawisher and Cynthia L. Selfe. Logan: Utah State UP, 1999. 140-60.

Cross, Janet, and Kristine Fuglevik. “The Ten Commandments of MOO Pedagogy.” Kairos 1 (1996). <http://english.ttu.edu/kairos/1.3/index.html>.

Crump, Eric, and Rebecca Rickly. “It’s Fun to Have Fun but You Have to Know How! or How Cavorting on the Net Will Save the Academy.” Computer-Mediated Communication Magazine 2 (1995). <http://metalab.unc.edu/cmc/mag/1995/jan/rickly_crump.html>.

Csikszentimihalyi, Mihalyi. Beyond Boredom and Anxiety . San Francisco: Jossey-Bass, 1975.

—. Flow: The Psychology of Optimal Experience . New York: Harper Perennial, 1991.

Daisley, Margaret. “The Game of Literacy: The Meaning of Play in Computer- Mediated Communication.” Computers and Composition 11 (1994): 107-19.

Dryden, L. M. “Literature, Student-Centered Classrooms, and Hypermedia Environments.” Literacy and Computers: The Complications of Teaching and Learning with Technology. Ed. Cynthia L. Selfe and Susan Hilligoss. New York: MLA, 1994. 282-304.

Faigley, Lester. Fragments of Rationality: Postmodernity and the Subject of Composition . Pittsburgh: U of Pittsburgh P, 1992.

George, Laurie E. “Taking Women Professors Seriously: Female Authority in the Computerized Classroom.” Computers and Composition 7 (1990): 45-52.

Gibson, Walker. “Play and the Teaching of Writing.” The Play of Language. Ed. Leonard F. Dean, Walker Gibson, and Kenneth G. Wilson. New York: Oxford UP, 1971. 281-87.

Halasek, Kay. A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies. Carbondale: Southern Illinois UP, 1999.

Harris, Leslie D. “Transitional Realms: Teaching Composition in Rhetland.” Works and Days 13 (1995): 41-61.

—. “Writing Spaces: Using MOOs to Teach Composition and Literature.” Kairos 1 (1996). <http://english.ttu.edu/kairos/1.2/coverweb/Harris/contents.htm>.

Haynes, Cynthia, and Jan Rune Holmevik. High Wired: On the Design, Use, and Theory of Educational MOOs. Ann Arbor: U of Michigan P, 1998.

Heikinen, Denise. “Tis to Laugh: The Role of Carnival in the Composition Classroom.” Diss. Michigan Technological U, 1998.

Herring, Susan. “Posting in a Different Voice: Gender and Ethics in CMC.” Philosophical Perspectives in Computer- Mediated Communication. Ed. Charles Ess. Albany: SUNY P, 1996. 115-46.

Holcomb, Christopher. “A Class of Clowns: Spontaneous Joking in Computer- Assisted Discussions.” Computers and Composition 14 (1997): 3-18.

Huizinga, Johan. Homo Ludens: A Study of the Play Element in Culture . 1944. Boston: Beacon, 1955.

Lanham, Richard A. The Electronic Word: Democracy, Technology, and the Arts . Chicago: U of Chicago P, 1993.

—. The Motives of Eloquence: Literary Rhetoric in the Renaissance. New Haven: Yale UP, 1976.

Mathews-DeNatale, Gail. “Teach Us How to Play: The Role of Play in Technology Education.” The Online Writing Classroom . Ed. Susanmarie Harrington, Michael Day, and Rebecca Rickly. Cresskill, NJ: Hampton, 1999. 63-80.

McLuhan, Marshall. Understanding Media : The Extensions of Man. New York: McGraw-Hill, 1964.

Millard, William. “‘A Great Flame Follows a Little Spark’: Metaflaming, Conditions of Closure, and Functions of the ‘Dis’ in the Rhetoric of a Discussion List.” Works and Days 13 (1995): 136-49.

Nachmanovitch, Stephen. Free Play: The Power of Improvisation in Life and the Arts. New York: Tarcher/Putnam, 1990.

Ostrum, Hans. “Grammar J. as in Jazzing Around: The Roles ‘Play’ Plays in Style.” The Elements of Alternate Style: Essays on Writing and Revision. Ed. Wendy Bishop. Portsmouth, NH: Heinemann-Boynton/ Cook, 1997. 75-87.

Patton, Michael Quinn. Qualitative Evaluation and Research Methods. 2nd ed. Newbury Park, CA: Sage, 1990.

Regan, Alison. “‘Type Normal Like the Rest of Us’: Writing, Power, and Homophobia in the Networked Composition Classroom.” Computers and Composition 10 (1993): 11-23.

Romano, Susan. “The Egalitarianism Narrative: Which Measure? Whose Yardstick?” Computers and Composition 10 (1992): 4-28.

Rouzie, Albert. “InterChange and the Electronic Ghetto.” Computers, Writing, Rhetoric, and Literature 1 (1994). < http://www.cwrl.utexas.edu/~cwrl/v1n1/article2/rouzie.html>.

Selfe, Cynthia L., and Richard J. Selfe, Jr. ” The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones .” College Composition and Communication 45 (1994): 480-504.

Selfe, Jr., Richard J. “Dickie’s Comp Answer.” 21 June 1995. CWC95-L@utepa.bitnet.

—. “Review of ‘Conversation and Carrying on’ for CCC.” Unpublished manuscript review. May 2000.

Sirc, Geoffrey. “English Composition as a Happening II, Part One.” Pre/Text 15 (1994): 266-93.

Slatin, John M. “Is There a Class in This Text? Creating Knowledge in the Electronic Classroom.” Sociomedia . Ed. Edward Barrett. Cambridge, MA: MIT Press, 1992. 27-51.

—. “Is There a Class in This Text? Creating Knowledge in the Informated Classroom.” Unpublished ms. 1997.

Sutton-Smith, Brian. The Ambiguity of Play . Cambridge, MA: Harvard UP, 1997. Terminator 2: Judgement Day . Dir. James Cameron. Carolco Pictures. 1991.

Tornow, Joan C. Link/Age: Composing in the On-Line Classroom. Logan, UT: Utah State UP, 1997.

Warshauer, Susan Claire. “Rethinking Teacher Authority to Counteract Homophobic Prejudice in the Networked Classroom: A Model of Teacher Response and Overview of Classroom Methods.” Computers and Composition 12 (1995): 97-111.

West, Cornel. Public Lecture. Ohio University, 1996.

Wittig, Rob. Invisible Rendezvous: Connection and Collaboration in the New Landscape of Electronic Writing. Hanover, NH: Wesleyan UP, 1994.

Fitzgerald, Kathryn. “A Rediscovered Tradition: European Pedagogy and Composition in Nineteenth-Century Midwestern Normal Schools.” CCC. 53.2 (2001): 224-250.

Abstract:

This study examines composition at public Midwestern normal schools, the teacher training institutions of the nineteenth and early twentieth century. It argues that the unique social environment, educational aims, and intellectual traditions of the normal school gave rise to attitudes about composition theory, methods, teachers, and students that are much more compatible with composition’s contemporary ethic than those associated with the elite Eastern colleges where the origins of composition have most often been studied.

Keywords:

ccc53.2 BraddockAward School NormalSchools Midwest Students Composition History Teaching Grammar Pedagogy Textbooks

Works Cited

Berlin, James. Writing Instruction in Nineteenth-Century American Colleges. Carbondale: Southern Illinois UP, 1984.

The Board of Regents of Normal Schools. Proceedings of an Institute of the Faculties of the Normal Schools, December 1990. Madison: Democrat Printing, 1901.

Borrowman, Merle. The Liberal and Technical in Teacher Education: A Historical Survey of American Thought. New York: Teachers College, 1956.

Bowen, H. Courthope. Froebel and Education through Self-Activity. New York: Scribner’s, 1903.

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

Briggs, L.B.R. “The Correction of Bad English, as a Requirement for Admission to Harvard College.” The Academy 5 (1890): 302-12.

Connors, Robert. Composition-Rhetoric: Backgrounds, Theory, and Pedagogy. Pittsburgh: U of Pittsburgh P, 1997.

Curti, Merle, and Vernon Carstensen. The University of Wisconsin: A History, 1848- 1925. Madison: U of Wisconsin P, 1949.

DeGarmo, Charles. “The Herbartian System of Pedagogics.” Salvatori 290-94.

Editorial. Wisconsin Journal of Education . July 1856: 156.

Fitzgerald, Kathryn R. “A History of the Discursive (de)Construction of Composition (1884-1900).” Diss. U of Utah, 1994.

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

Harmon, Sandra D. “ISNU Women and the West.” American Heritage Center Seventh Annual Symposium. U of Wyoming, Laramie. 18 Sept. 1998.

Herbst, Jurgen. And Sadly Teach: Teacher Education and Professionalization in American Culture . Madison: U of Wisconsin P, 1989.

Herrmann, William Harold. The Rise of the Public Normal School System in Wisconsin . Diss. U of Wisconsin at Madison, 1953.

Johnson, Nan. Nineteenth-Century Rhetoric in North America . Carbondale: Southern Illinois UP, 1991.

Kitzhaber, Albert. Rhetoric in American Colleges, 1850-1900 . Dallas: Southern Methodist UP, 1990.

McMurry, Charles Alexander, and Frank Morton McMurry. “The Method of Recitation.” Salvatori 317-22.

Miller, Susan. Assuming the Positions: Cultural Politics and the Politics of Commonplace Writing . Pittsburgh: U of Pittsburgh P, 1998.

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

Monroe, Will S. History of the Pestalozzian Movement in the United States . New York: Arno Press and the New York Times, 1969.

Ogren, Christine A. “Where Coeds Were Coeducated: Normal Schools in Wisconsin, 1870-1920.” History of Education Quarterly 35 (1995): 1-26. Payne, W.M, ed. English in American Universities . Boston: Heath, 1895.

Pinloche, A. Pestalozzians: the Foundation of the Modern Elementary School . New York: Scribner’s, 1901.

Salisbury, Albert. The Normal Schools of Wisconsin . Board of Regents of Normal Schools, 1897.

Salvatori, Mariolina Rizzi, ed. Pedagogy: Disturbing History, 1819-1929. Pittsburgh: U of Pittsburgh P, 1996.

Seventh and Ninth Biennial Reports of the Board of Regents of Normal Schools of Wisconsin for the School Years 1894-95, 1895-96 . Madison: Democrat Printing, 1896.

Wyman, Walker D. History of the Wisconsin State Universities . River Falls, WI: River Falls State U, 1968.

Gere, Anne Ruggles. “Revealing Silence: Rethinking Personal Writing.” CCC. 53.2 (2001): 203-223.

Abstract:

Silence has positive as well as negative attributes, and composition teachers can help students understand and use its aesthetic, ethical, and political resources in their personal writing. Approaching silence in these ways can establish new alignments among the expressivist, psychoanalytical, and social discourses that circulate around the term personal writing.

Keywords:

ccc53.2 Silence Writing PersonalWriting Students Experience Expressivism Discourses Psychoanalysis Pleasure

Works Cited

Annas, Pamela J. “Silences: Feminist Language Research and the Teaching of Writing.” Teaching Writing: Pedagogy, Gender and Equity . Ed. Cynthia Caywood and Gillian Overing. Albany: SUNY P, 1987. 3-17.

Arendt, Hannah. The Human Condition . Chicago: U of Chicago P, 1958.

Belanoff, Pat. ” Silence: Reflection, Literacy, Learning, and Teaching .” College Composition and Communication 52 (2001): 399-428.

Belenky, Mary F., Blythe M. Clinchy, Nancy R. Goldberger, and Jill M. Tarule. Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic, 1986.

Bleich, David. “Collaboration and the Pedagogy of Disclosure.” College English 57 (1995): 43-61.

—. Know and Tell: A Writing Pedagogy of Disclosure, Genre, and Membership . Portsmouth, NH: Heinemann-Boynton/ Cook, 1998.

Booth, Wayne. The Rhetoric of Fiction . Chicago: U of Chicago P, 1961.

Brooke, Robert E. “Lacan, Transference, and Writing Instruction.” College English 49 (1987): 79-91.

—. Writing and Sense of Self: Identity Negotiation in Writing Workshops . Urbana, IL: NCTE, 1991.

Bruffee, Kenneth. Collaborative Learning . Baltimore: Johns Hopkins, 1993.

Cantwell, Mary. American Girl: Scenes from a Small-Town Childhood . New York: Penguin, 1992.

Clark, Beverly Lyon, and Sonja Weidenhaupt. “On Blocking and Unblocking Sonja: A Case Study in Two Voices.” College Composition and Communication 43 (1992): 55-74.

Clifford, James. The Predicament of Culture: Twentieth-Century Ethnography, Literature, and Art. Cambridge: Harvard UP, 1988.

Coles, William F., Jr., and James Vopat. What Makes Writing Good: A Multiperspective. Lexington, MA: Heath, 1985.

Connors, Robert. “Personal Writing Assignments.” College Composition and Communication 38 (1987): 166-83.

Conrad, Joseph. The Secret Sharer. New York: Signet, 1950.

Daly, Mary. Gyn/ecology: the Metaethics of Radical Feminism . Boston: Beacon, 1978. Duras, Marguerite, and Xaviere Gauthier. Woman to Woman. Lincoln: U of Nebraska P, 1987.

Elbow, Peter. “Silence: A Collage.” Presence of Mind: Writing and the Domain beyond the Cognitive. Ed. Alice Glarden Brand and Richard L. Graves. Portsmouth, NH: Heinemann-Boynton/Cook, 1994.

Foucault, Michel. The History of Sexuality. Vol. 1: An Introduction . Trans. Robert Hurley. New York: Vintage, 1980.

Freud, Sigmund. The Interpretation of Dreams . 1900. Trans. James Strachey. New York: Avon, 1965.

Friday Club. Minutes. 27 Nov. 1896. Jackson, MI.

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

—. Writing Groups: History, Theory and Implications. Carbondale: Southern Illinois UP, 1987.

—. and Robert Corrigan. “Vocational- Technical English.” English Journal 67 (1978): 84-86.

Griffin, Susan. Pornography and Silence: Culture’s Revenge against Nature. New York: Harper, 1981.

hooks, bell. Yearning: Race, Gender and Cultural Politics. Boston, MA: South End, 1990.

Kalamaras, George. Reclaiming the Tacit Dimension: Symbolic Form in the Rhetoric of Silence. Albany: SUNY P, 1994.

Kingston, Maxine Hong. “Cultural Misreadings by American Reviewers.” Asian and Western Writers in Dialogue: New Critical Identities . Ed. Guy Amirthanayagam. London: Macmillan, 1982.

Kristeva, Julia. The Portable Kristeva . Ed. Mary Oliver. New York: Columbia UP, 1997.

Laurence, Patricia Ondek. The Reading of Silence: Virginia Woolf in the English Tradition . Stanford: Stanford UP, 1991.

Marshall, Margaret. ” Marking the Unmarked: Reading Student Diversity and Preparing Teachers .” College Composition and Communication 48 (1997): 231-48.

McLeod, Alisea. “‘Race,’ Writing, and the Politics of Public Discourse.” College Composition and Communication 45 (1994): 389-400.

Menchu, Rigoberta. I, Rigoberta Menchu: An Indian Woman in Guatemala.Ê London: Verso, 1984.

Moffett, James. Active Voice . Portsmouth, NH: Heinemann-Boynton/Cook, 1981. Morrison, Toni. Beloved . New York: Knopf, 1987.

Murphy, Richard. “Anorexia: The Cheating Disorder.” College English 52 (1990): 898- 903.

Myerhoff, Barbara G. Remembered Lives: The Work of Ritual, Storytelling, and Growing Older. Ann Arbor: U of Michigan P, 1992.

O’Brien, Tim. “The Vietnam in Me.” The New York Times Magazine. 2 Oct. 1994: 48-57.

Olsen, Tillie. “Silences.” 1965. Rpt. as “Silences in Literature.” Silences. New York: Delacorte, 1978. 5-21.

Rich, Adrienne. On Lies, Secrets, and Silence: Selected Prose, 1966-1978. New York: Norton, 1979.

Rohman, D. Gordon. “Pre-Writing: The Stage of Discovery in the Writing Process.” College Composition and Communication 16 (1965): 106-12.

Rose, Mike. When A Writer Can’t Write: Studies in Writer’s Block and Other Composing-Process Problems. New York: Guilford, 1985.

Seager, Dennis. Online posting. 19 Jan. 1999. Chronicle of Higher Education Colloquy. <http://chronicle.com/colloquy/>.

Sontag, Susan. “The Aesthetics of Silence.” Rpt. in Women’s Voices: Visions and Perspectives. Ed. Pat C. Hoy, Esther H.

Schor, and Robert DiYanni. New York: McGraw Hill, 1989. 363-80.

Stout, Janis P. Strategies of Reticence: Silence and Meaning in the Works of Jane Austen, Willa Cather, Katherine Anne Porter, and Joan Didion . Charlottesville: UP of Virginia, 1990.

Stoll, David. I, Rigoberta Menchu and the Story of All Poor Guatemalans. Boulder: Westview, 1999.

Suhor, Charles. “The Pedagogy of Silence in Public Education: Expanding the Tradition.” Presence of Mind: Writing and the Domain beyond the Cognitive. Ed. Alice Glarden Brand and Richard L. Graves. Portsmouth, NH: Heinemann- Boynton/Cook, 1994.

Swartzlander, Susan, Diana Pace, and Virginia Lee Stamler. “The Ethics of Requiring Students to Write about Their Personal Lives.” Chronicle of Higher Education. 17 Feb.1993: B1-B2.

Taussig, Michael. The Nervous System . New York: Routledge, 1992.

Tobin, Lad. “Reading Students, Reading Ourselves: Revising the Teacher’s Role in the Writing Class.” College English 53 (1991). 333-48.

Villanueva, Victor. Bootstraps: From an American Academic of Color . Urbana, IL: NCTE, 1993.

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

—. ” Revising a Writer’s Identity: Reading and ‘Remodeling’ in a Composition Class. ” College Composition and Communication 47 (1996): 41-61.

Williams, Patricia J. “The Death of the Profane.” The Alchemy of Race and Rights. Cambridge: Harvard UP, 1991. 44-51.

Yaeger, Patricia. “Consuming Trauma; or, The Pleasures of Merely Circulating.” Journal X 1 (1997): 225-51.

Yancey, Kathleen Blake, and Michael Spooner. “Concluding the Text: Notes toward a Theory and the Practice of Voice. Voices on Voice: Perspectives, Definitions, Inquiry. Ed. Kathleen Blake Yancey. Urbana, IL: NCTE, 1994. 298-314.