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College Composition and Communication, Vol. 54, No. 1, September 2002

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Braun, Lundy. Rev. of Out of the Dead House: Nineteenth-Century Women Physicians and theWriting of Medicine by Susan Wells. CCC. 54.1 (2002): 143-146.

Islam, Suhail. Rev. of Life-Affirming Acts: Education As Transformation in the Writing Classroom by Hector Julio Vila. CCC. 54.1 (2002): 146-150.

Salvatori, Mariolina Rizzi. Rev. of Activist Rhetorics and American Higher Education: 1885-1937 by Susan Kates. CCC. 54.1 (2002): 150-153.

Martins, David. Rev. of Student Writing: Access, Regulation, Desire by  Theresa M. Lillis. CCC. 54.1 (2002): 153-156.

Pinard, Mary. Rev. of The Politics of Writing Centers. Jane Nelson and Kathy Evertz, eds. CCC. 54.1 (2002): 156-158.

Flynn, Elizabeth A. Rev. of Alternative Rhetorics: Challenges to the Rhetorical Tradition. Laura Gray-Rosendale and Sibylle Gruber, eds. CCC. 54.1 (2002): 158-161.

Rhodes, Jacqueline. “‘Substantive and Feminist Girlie Action’: Women Online.” CCC. 54.1 (2002): 116-142.


Radical feminist textuality of the 1960s and today provides a suggestive example of networked and collectively literate action, action dependent on the constant and visible contextualization of self and writing within the discourses that shape us. In this essay, I argue that an articulation of radical feminist textuality can benefit both scholarship and classroom, in that it situates writers as rhetorical agents who can write, resist, and, finally act within a network of discourses and identifications.


ccc54.1 Women Feminism Online Web Websites Internet Action Network Technology Space Textuality Agency

Works Cited

Brail, Stephanie. “The Price of Admission: Harassment and Free Speech in the Wild, Wild West.” Cherny and Weise 141-57.
Burbules, Nicholas C. “Rhetorics of the Web: Hyperreading and Critical Literacy.” Page to Screen: Taking Literacy into the Electronic Era . Ed. Ilana Snyder. New York: Routledge, 1998. 102-22.
Camp, L. Jean. “We Are Geeks, and We Are Not Guys: The Systers Mailing List.” Cherny and Weise 114-25.
Canadian Women Internet Association (CWIA). 29 Sept. 1999. Home page. 13 Mar. 2002 <>.
Caughie, Pamela L. “Passing As Pedagogy: Feminism in(to) Cultural Studies.” English Studies/Culture Studies: Institutionalizing Dissent . Ed. Isaiah Smithson and Nancy Ruff. Urbana: U of Illinois P, 1994. 76-93.
Cherny, Lynn, and Elizabeth Reba Weise, eds. Wired Women: Gender and New Realities in Cyberspace . Seattle: Seal, 1996.
Coyle, Karen. “How Hard Can It Be?” Cherny and Weise 42-55.
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—. 2000 “Online Entertainment.” 13 Mar. 2002 <>.
Dertouzos, Michael . What Will Be: How the New World of Information Will Change Our Lives . New York: HarperEdge- HarperCollins, 1997.
Eastman, Sheila. Online posting. 10 May 1999. CWIA Guestbook . 14 May 1999 <>.
Femina. 2001. “About Femina.” 04 Mar. 2002 <>.
Flores, Mary J. “Computer Conferencing: Composing a Feminist Community of Writers.” Handa 106-17.
Freeman, Jo. The Politics of Women’s Liberation: A Case Study of an Emerging Social Movement and Its Relation to the Policy Process . New York: David McKay, 1975.
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Harris, Joseph. A Teaching Subject: Composition Since 1966 . Upper Saddle River: Prentice Hall, 1997.
Hawisher, Gail E., and Cynthia L. Selfe. “Inventing Postmodern Identities: Hybrid and Transgressive Literacy Practices on the Web.” Global Literacies and the World-Wide Web. Ed. Hawisher and Selfe. New York: Routledge, 2000. 277-89.
Hawisher, Gail E., and Patricia Sullivan. “Women on the Networks: Searching for E-Spaces of Their Own.” Jarratt and Worsham 172-97.
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Jarratt, Susan C., and Lynn Worsham, eds. Feminism and Composition Studies: In Other Words . New York: MLA, 1998.
Johnson-Eilola, Johndan. Nostalgic Angels: Rearticulating Hypertext Writing . Norwood, NJ: Ablex, 1997.
—. “Reading and Writing in Hypertext: Vertigo and Euphoria.” Literacy and Computers: The Complications of Teaching and Learning with Technology . Ed. Cynthia L. Selfe and Susan Hilligoss. New York: MLA. 195-219.
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Selfe, Cynthia L. “Technology in the English Classroom: Computers through the Lens of Feminist Theory.” Handa 118-39.
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Price, Margaret. “Beyond ‘Gotcha!’: Situating Plagiarism in Policy and Pedagogy.” CCC. 54.1 (2002): 88-115.


Plagiarism is difficult, if not impossible, to define. In this paper, I argue for a contextsensitive understanding of plagiarism by analyzing a set of written institutional policies and suggesting ways that they might be revised. In closing, I offer examples of classroom practices to help teach a concept of plagiarism as situated in context.


ccc54.1 Plagiarism Students Policy Document RHoward Writing Author Ideas Citation Pedagogy Collaboration

Works Cited

“About Plagiarism.” Document, Writing Program, University of Massachusetts- Amherst, 2002.
“About Plagiarism.” Writing Program, University of Massachusetts-Amherst. 19 January 2002 <>.
Atkins, Thomas, and Gene Nelson. “Plagiarism and the Internet: Turning the Tables.” English Journal 90 (2001): 101-04.
Bakhtin, M. M. “Discourse in the Novel.” The Dialogic Imagination. Ed. Michael Holquist. Trans. Caryl Emerson and Michael Holquist. Austin: U of Texas P, 1981. 259-422.
Begoray, Deborah L. “The Borrowers: Issues in Using Previously Composed Text.” English Quarterly 28 (1996): 60-69.
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Bowden, Darsie. “Stolen Voices: Plagiarism and Authentic Voice.” Composition Studies 24 (1996): 5-18.
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Buranen, Lise. “But I Wasn’t Cheating: Plagiarism and Cross-Cultural Mythology.” Buranen and Roy 63-74.
Buranen, Lise, and Alice M. Roy, eds. Perspectives on Plagiarism and Intellectual Property in a Postmodern World. Albany: State U of New York P, 1999.
Cooper, Marilyn M. Letter to the author. 6 December 2001.
Curtis, Marcia, Benjamin Balthaser, Michael Edwards, Zan Goncalves, Robert Hazard, Noria Jablonski, Brian Jordan, and Shauna Seliy. The Original Text-Wrestling Book . Dubuque, IA: Kendall/Hunt, 2001.
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Ede, Lisa, and Andrea A. Lunsford. “Collaboration and Concepts of Authorship.” PMLA 116 (2001): 354-69.
Fitzsimmons, Anne. “Annotation As an Ethical Practice.” Reflections in Writing 18 (1998). 31 January 2002 <>.
Fox, Helen. Listening to the World: Cultural Issues in Academic Writing. Urbana: NCTE, 1994.
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Herrington, Anne. Classroom lecture, University of Massachusetts-Amherst, 5 November 1999.
Howard, Rebecca Moore. “Plagiarisms, Authorships, and the Academic Death Penalty.” College English 57 (1995): 788-806.
—. “Sexuality, Textuality: The Cultural Work of Plagiarism.” College English 62 (2000): 473-91.
—. Standing in the Shadow of Giants: Plagiarists, Authors, Collaborators. Stamford, CT: Ablex, 1999.
Kaufman, Rona. “The Politics of Citation: Owning and Owning-Up-To in the Composition Classroom.” Unpublished manuscript, University of Michigan-Ann Arbor, 1999.
Kucich, John. “Plagiarism.” Online memo to students in English Dept., University of Michigan-Ann Arbor. 19 January 2002 <>.
Lunsford, Andrea A., and Lisa Ede. “Collaborative Authorship and the Teaching of Writing.” Woodmansee and Jaszi. 417-38.
Lunsford, Andrea A., and Susan West. ” Intellectual Property and Composition Studies .” College Composition and Communication 47 (1996): 383-411.
Mattison, Mike. Classroom lecture, University of Massachusetts-Amherst, 23 November 1999.
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Myers, Greg. “Reality, Consensus, and Reform in the Rhetoric of Composition Teaching.” College English 48 (1986): 154-74.
“Plagiarism.” Document, Department of English, University of Michigan-Ann Arbor, 2002.
“Plagiarism.” Document, University of Michigan Libraries, University of Michigan-Ann Arbor, 2002. Shen, Fan. “The Classroom and the Wider Culture: Identity As a Key to Learning English Composition (Staffroom Interchange).” College Composition and Communication 40 (1989): 459-66.
Spigelman, Candace. ” Habits of Mind: Historical Configurations of Textual Ownership in Peer Writing Groups .” College Composition and Communication 49 (1998): 234-55.
Stygall, Gail. “Women and Language in the Collaborative Writing Classroom.” Feminism and Composition Studies: In Other Words. Ed. Susan C. Jarratt and Lynn Worsham. New York: MLA, 1998. 252-75.
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Vielstimmig, Myka. “Petals on a Wet, Black Bough: Textuality, Collaboration, and the New Essay.” Passions, Pedagogies, and 21st Century Technologies. Ed. Gail E. Hawisher and Cynthia L. Selfe. Logan: Utah State UP and Urbana, IL: NCTE, 1999. 89-114.
Welch, Barbara. “A Comment on ‘Plagiarisms, Authorships, and the Academic Death Penalty.'” College English 58 (1996): 855-58.
Wilgoren, Jodi. “School Cheating Scandal Tests a Town’s Values.” New York Times 14 Feb. 2002, natl. ed.: A1+.
Wilson, Henry L. “When Collaboration Becomes Plagiarism: The Administrative Perspective.” Buranen and Roy 211-18.
Woodmansee, Martha. “On the Author Effect: Recovering Collectivity.” Woodmansee and Jaszi 15-28.
Woodmansee, Martha, and Peter Jaszi, eds. The Construction of Authorship: Textual Appropriation in Law and Literature. Durham: Duke UP, 1994.
Young, Jeffrey R. “The Cat-and-Mouse Game of Plagiarism Detection.” Chronicle of Higher Education 6 July 2001. 28 Feb. 2002 <>.

Kumamoto, Chikako D. “Bakhtin’s Others and Writing As Bearing Witness to the Eloquent ‘I.'” CCC. 54.1 (2002): 66-87.


Mikhail Bakhtin’s dialogism and his irenic view of the cultural other inform this article that builds the multiple voice of the eloquent “I” as a dialectic self-construction where codes of meaning are inscribed. The eloquent “I” cultivates a deepened self-dialogue and offers students an epistemological and rhetorical discipline, bearing witness to their imaginative, meaningful interiority and their written, public articulation of it.


ccc54.1 Self Writing Students Others MBakhtin Discourse Understanding Epistemology Community Knowledge Culture Experience

Works Cited

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—. Toward a Philosophy of the Act. Trans. and notes by Vadim Liapunov. Ed. by Vadim Liapunov and Michael Holquist. Austin: U of Texas P, 1993.
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Cushman, Ellen. “Sustainable Service Learning Programs.” CCC. 54.1 (2002): 40-65.


The role of the professor in community service writing courses factors into the teaching, research, and overall institutional viability of these initiatives, yet too little has been written about the role of the professor in service learning. Through an analysis of recent publications on service learning and data gathered during an outreach initiative at University of California, Berkeley, this article reveals a few of the obstacles that hinder the sustainability of community literacy programs. I find that professors in service learning courses can better sustain these initiatives when they view the community site as a place where their research, teaching, and service contribute to a community’s self-defined needs and students’ learning.


ccc54.1 ServiceLearning Students Community Research Writing Faculty Program Courses Literacy

Works Cited

Addison, Joanne. “Data Analysis and Subject Representation in Empowering Composition Research.” Written Communication 14 (1997): 106-28.
Adler-Kassner, Linda, Robert Crooks, and Ann Watters, eds. Writing the Community: Concepts and Models for Service Learning in Composition . Urbana, IL: NCTE, 1997.
Anson, Chris. “On Reflection: The Role of Logs and Journals in Service-Learning Courses.” Adler-Kassner et al. 167-80.
Bacon, Nora. “Community Service Writing: Problems, Challenges, Questions.” Adler- Kassner et al. 39-56.
Brack, Gay, and Leanna Hall. “Combining the Classroom and the Community: Service Learning in Composition at Arizona State University.” Adler-Kassner et al. 143-53.
Carrick, Tracy Hamler, Margaret Himley, and Tobi Jacobi. “Ruptura: Acknowledging the Lost Subjects of the Service Learning Story.” Language and Learning across the Disciplines 4.3 (Oct. 2000): 56-75.
Charney, Davida. “Empiricism Is Not a Four-Letter Word.” College Composition and Communication 47 (1996): 567-93.
Cushman, Ellen. “Beyond Specialization: The Public Intellectual, Outreach, and Rhetoric Education.” Rhetoric Education in the Twenty-First Century University . Ed. Joseph Petraglia. Albany: SUNY. In press.
—. “The Public Intellectual, Activist Research, and Service-Learning.” College English 61.1 (1999): 68-76.
—. The Struggle and The Tools: Oral and Literate Strategies in an Inner City Community. Albany: SUNY Press, 1998.
Cushman, Ellen, and Chalon Emmons. “Contact Zones Made Real.” School’s Out: Literacy in the Community and Workplace. Ed. Glynda Hull and Katherine Shultz. New York: Teachers College, 2002. 203-31.
Cushman, Ellen, and Terese Guinsatao Monberg. “Building Bridges: Reflexivity and Composition Research.” Under Construction: Composition Research, Theory, and Practice . Ed. Chris Anson and Christine Farris. Logan: Utah State UP, 1998. 166-80.
—. “Service Learning As the New English Studies.” English Inc.: English Studies in the 21st Century . Ed. David B. Downing, C. Mark Hurlbert, and Paula Mathieu. Portsmouth, NH: Heinemann, 2002. 204-18.
Deans, Tom. Writing Partnerships: Service Learning in Rhetoric and Composition. Urbana, IL: NCTE, 2000.
Delpit, Lisa. Other People’s Children: Cultural Conflict in the Classroom . New York: The New Press, 1995.
Dorman, Wade, and Susann Fox Dorman. “Service Learning: Bridging the Gap between the Real World and the Composition Classroom.” Adler-Kassner et al. 119-32.
Flower, Linda. “Partners in Inquiry: A Logic for Community Outreach” Adler-Kassner et al. 95-118.
Flower, Linda, and Shirley Brice Heath. “Drawing on the Local: Collaboration and Community Expertise.” Language and Learning across the Disciplines 4.3 (Oct 2000): 43-55.
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Geisler, Cheryl. Academic Literacy and the Nature of Expertise: Reading, Writing, and Knowing in Academic Philosophy. Mahwah, NJ: Erlbaum, 1994.
Grabill, Jeffrey. CW2001 Presentation. 22 Jan. 2002. “Community Computing and Citizen Productivity.” 24 Jan. 2002 <>.
—. Community Literacy Programs and the Politics of Change . Albany, NY: SUNY UP, 2001.
Goldblatt, Eli. “Who Serves Whom? Institutional Commitments in Community- Based Learning?” Conference on College Composition and Communication. Chicago, IL, 22 Mar. 2002.
Haas, Christine. Writing Technology: Studies on the Materiality of Literacy . Mahwah, NJ: Erlbaum, 1996.
Harris, Joseph. “Review: Writing Partnerships: Service Learning in Composition.” Reflections on Community-Based Writing 2.1 (Fall 2001): 15-18.
Harste, Jerome, Virginia Woodward, and Carolyn Burke. “Rethinking Development and Organization.” Perspectives on Literacy. Ed. Eugene Kintgen, Barry Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 321-47.
Heilker, Paul. “Rhetoric Made Real: Civic Discourse beyond the Curriculum.” Adler-Kassner et al. 71-78.
Herzberg, Bruce. “Community Service and Critical Teaching.” College Composition and Communication 45.3 (1994): 307-19.
Hessler, Brooke. “Composing an Institutional Identity.” Language and Learning across the Disciplines 4.3 (Oct. 2000): 27-42.
Higgins, Lorraine. “A Rhetoric of Inclusion: Problem Narratives That Make a Difference.” Conference on College Composition and Communication. Chicago, IL, 22 Mar. 2002.
Hull, Glynda, and Jessica Zacher. “Literate Identities, Life Paths, and the Knowledge Economy.” Conference on College Composition and Communication. Chicago, IL, 22 Mar. 2002.
Julier, Laura. “Community-Service Pedagogy.” A Guide to Composition Pedagogies. Ed. Gary Tate, Amy Rupiper, and Kurt Schick. New York: Oxford UP, 2001. 132-48.
Kintgen, Eugene, Barry Kroll, and Mike Rose, eds. Perspectives on Literacy . Carbondale: Southern Illinois UP, 1988.
Mortensen, Peter, and Gesa Kirsch, eds. Ethics and Representation in Qualitative Research. Urbana, IL: NCTE, 1996.
Parks, Steve, and Eli Goldblatt. “Writing beyond the Curriculum: Fostering New Collaborations in Literacy.” College English 62.5 (May 2000): 584-606.
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Redd, Teresa. “Assessing Impact As Students, Teachers, and Clients See It.” Conference on College Composition and Communication. Chicago, IL, 22 Mar. 2002.
Schutz, Aaron, and Anne Ruggles Gere. “Service Learning and English Studies: Rethinking Public Service.” College English 60.2 (Feb. 1998): 129-49.
Sullivan, Patricia, and James Porter. Opening Spaces: Writing Technologies and Critical Research Practices. Norwood, NJ: Ablex, 1997.
Underwood, Charles, Mara Welsh, Mary Gauvain, and Sharon Duffy. “Learning at the Edges: Challenges to the Sustainability of Service Learning in Higher Education.” Language and Learning across the Disciplines 4.3 (Oct. 2000): 7-27.

George, Diana. “From Analysis to Design: Visual Communication in the Teaching of Writing.” CCC. 54.1 (2002): 11-39.


In an attempt to bring composition studies into a more thoroughgoing discussion of the place of visual literacy in the writing classroom, I argue that throughout the history of writing instruction in this country the terms of debate typical in discussions of visual literacy and the teaching of writing have limited the kinds of assignments we might imagine for composition.


ccc54.1 Writing Students Composition Argument Communication Design Literacy Media Images Television VisualRhetoric Analysis

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