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.
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.
ChairsAddressccc53.2 ChairsAddress Convention Poetry ConventionPoem Teaching Time Space Field Life Rhetoric Writing Work Odds
- 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.
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- 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 Clichï¿½: 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.
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.
ccc53.2 Response Teachers Students Comments Writing Assessment Research Classrooms Pedagogy Conversation
- 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.
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Rouzie, Albert. “Conversation and Carrying-on: Play, Conflict, and Serio-Ludic Discourse in Synchronous Computer Conferencing.” CCC. 53.2 (2001): 251-299.
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.
ccc53.2 Discourse Play Students Interchange Women Message Technology Work Discussion SerioLudic Power Conflict Conversation
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- Rouzie, Albert. “InterChange and the Electronic Ghetto.” Computers, Writing, Rhetoric, and Literature 1 (1994). < http://www.cwrl.utexas.edu/~cwrl/v1n1/article2/rouzie.html>.
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Fitzgerald, Kathryn. “A Rediscovered Tradition: European Pedagogy and Composition in Nineteenth-Century Midwestern Normal Schools.” CCC. 53.2 (2001): 224-250.
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.
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Gere, Anne Ruggles. “Revealing Silence: Rethinking Personal Writing.” CCC. 53.2 (2001): 203-223.
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.
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