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College Composition and Communication, Vol. 54, No. 2, December 2002

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Bencich, Carole, Elizabeth Graber, Jenny Staben, and Katherine Sohn. “Interchanges: Navigating in Unknown Waters: Proposing, Collecting Data, and Writing a Qualitative Dissertation.” CCC. 54.2 (2002): 289-306.

Fulwiler, Toby. Rev. of Writing/Teaching: Essays toward a Rhetoric of Pedagogy by Paul Kameen. CCC. 54.2 (2002): 307-310.

Cook, Edith S. Rev. of Comp Tales: An Introduction to College Composition through Its Stories . Richard H. Haswell and Min-Zhan Lu, eds. CCC. 54.2 (2002): 310-312.

Young, Art. Rev. of Writing in the Real World: Making the Transition from School to Work by Anne Beaufort. CCC. 54.2 (2002): 312-315.

Kail, Harvey. Rev. of Writing Center Research: Extending the Conversation . Paula Gillespie, Alice Gillam, Lady Falls Brown, and Byron Stay, eds. CCC. 54.2 (2002): 315-318.

Faigley, Lester. Rev. of Multimodal Discourse: The Modes and Media of Contemporary Communication by Gunther Kress and Theo van Leeuwen. CCC. 54.2 (2002): 318-320.

Weisser, Christian R. Rev. of Composition and Sustainability: Teaching for a Threatened Generation by Derek Owens. CCC. 54.2 (2002): 320-323.

Lovas, John C. “All Good Writing Develops at the Edge of Risk.” CCC. 54.2 (2002): 264-288.


Using a variety of common forms from first-year composition, this paper examines the purposes of CCCC, transformative experiences at professional conferences, and the elements of my literacy autobiography. I then argue for recognition of the knowledge building role of writing programs in two-year colleges and for a “write to work” principle, calling for full pay for all who teach required writing courses. Originally, this manuscript was a speech integrated with a PowerPoint® presentation using more than 100 slides (text, photographs, and music), which cannot be fully represented here.


ccc54.2 ChairsAddress Writing College Students Faculty Community Work Teaching University Program CCCC Literacy Autobiography

Works Cited

Bakhtin, M. M. The Dialogic Imagination: Four Essays. Ed. Michael Holquist; trans. Caryl Emerson and Michael Holquist. Austin: U of Texas P, 1981.
Bartholomae, David. “Freshman English, Composition and CCCC.” College Composition and Communication 40 (Feb. 1989): 38-50.
Bowles, Samuel, and Herbert Gintis. Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life . New York: Basic Books, 1976.
CCCC Committee on Professional Standards. “A Progress Report from the CCCC Committee on Professional Standards.” College Composition and Communication 42 (Oct. 1991): 330-44.
CCCC Executive Committee. “Statement of Principles and Standards for the Postsecondary Teaching of Writing.” College Composition and Communication 40 (Oct. 1989): 329-36.
Chomsky, Noam. New Horizons in the Study of Language and Mind. New York: Cambridge UP, 2000.
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Dougherty, Kevin. The Contradictory College: The Conflicting Origins, Impacts, and Futures of the Community College . New York: State U of New York P, 1994.
Elbow, Peter. Writing without Teachers. New York: Oxford UP, 1975.
Gere, Ann Ruggles. ” Revealing Silence: Rethinking Personal Writing .” College Composition and Communication 53 (Dec. 2001): 203-23.
Greenberg, Joseph, ed. Universals of Human Language. [Associate editors, Charles A. Ferguson and Edith A. Moravcsik.] Stanford, CA: Stanford UP, 1978.
Harris, Joseph. “Beyond Critique: A Response to James Sledd .” College Composition and Communication 53 (Sep. 2001): 152-53.
—. ” Meet the New Boss, Same as the Old Boss: Class Consciousness in Composition .” College Composition and Communication 52 (Sep. 2000): 43-68.
Karabel, Jerome. “Community Colleges and Social Stratification.” Harvard Educational Review 42 (Winter 1972): 521-62.
King, Martin Luther, Jr. “I Have a Dream.” Audio recording. The King Center, Atlanta.
—. “I’ve Been to the Mountaintop.” Audio recording. The King Center, Atlanta.
Lovas, John. “How Did We Get in This Fix? A Personal Account of the Shift to a Part- Time Faculty in a Leading Two-Year College District.” Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education. Ed. Eileen Schell and Patricia Lambert Stock. Urbana: NCTE, 2001. 196-217.
—. “Playrooms, Hodgepodges, Soulless Monsters: Why I Can’t Imagine Having a Better Job.” ADE Bulletin 129 (2001): 43-48.
Macrorie, Ken. Telling Writing. New York: Hayden Book Co., 1970.
Merrill, Robert, Thomas J. Farrell, Eileen E. Schell, Valerie Balester, Chris M. Anson, and Greta Gaard. ” Symposium on the 1991 ‘Progress Report from the CCCC Committee on Professional Standards .'” College Composition and Communication 43 (May 1992): 154-75.
Moghtader, Michael, Alanna Cotch, and Kristen Hague. “The First-Year Composition Requirement Revisited: A Survey.” College Composition and Communication 52 (Feb. 2001): 455-67.
Murray, Donald M. “All Writing Is Autobiography .” College Composition and Communication 42 (Feb. 1991): 66-74.
Phillips, Donna Burns, Ruth Greenberg, and Sharon Gibson. ” College Composition and Communication : Chronicling a Discipline’s Genesis .” College Composition and Communication 44:4 (Dec. 1993): 443-65.
Presley, Elvis. “I Believe” and “You’ll Never Walk Alone.” Audio recordings on Amazing Grace: His Greatest Sacred Performances, RCA, 1994.
Roney, Brian Ascalon. The American Son: A Novel. New York: W. W. Norton & Company, 2001.
Sledd, James. “On Buying In and Selling Out: A Note for Bosses Old and New.” College Composition and Communication 53 (Sep. 2001): 146-49.
Tinberg, Howard. “An Interview with Ira Shor: Part I.” Teaching English in the Two-Year College 27 (Sep. 1999): 51-60.
Vygotsky, L. S. Thought and Language. Ed. and trans. Eugenia Hanfmann and Gertrude Vakar. Cambridge, MA: MIT P, 1965.
Wyche-Smith, Susan, and Shirley Rose. “One Hundred Ways to Make the Wyoming Resolution a Reality.” College Composition and Communication 41 (Oct. 1990): 318-24.
Zwerling, Steven. Second Best: The Crisis of the Community College . New York: McGraw-Hill, 1976.

Welch, Nancy. “‘And Now That I Know Them’: Composing Mutuality in a Service Learning Course.” CCC. 54.2 (2002): 243-263.


In this essay, I turn to contemporary feminist object-relations theory to understand the efforts of students in a service learning course to push beyond the usual subject-object, active-passive dualisms that pervade community-based literacy projects and to compose instead complex representations in which all participants are composed as active, as knowing, and as exceeding any single construction of who we all are. I also argue for placing writing and the problems of composing at the center of such courses.


ccc54.2 ServiceLearning Mutuality Community Street Students Literacy Feminism Writing Teens

Works Cited

Benjamin, Jessica. Like Subjects, Love Objects: Essays on Recognition and Sexual Difference. New Haven: Yale UP, 1995.
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Chodorow, Nancy. The Reproduction of Mothering: Psychoanalysis and the Sociology of Gender . Berkeley: U of Cal P, 1978.
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Cushman, Ellen. The Struggle and the Tools: Oral and Literate Strategies in an Inner- City Community . Albany: SUNY P, 1998.
Deans, Thomas. Writing Partnerships: Service-Learning in Composition . Urbana: NCTE, 2000.
Freud, Sigmund. The Ego and the Id. Trans. Joan Riviere. Ed. James Strachey. New York: Norton 1960.
Gilligan, Carol. In a Different Voice: Psychological Theory and Women’s Development . Cambridge: Harvard UP, 1982.
Herzberg, Bruce. “Community Service and Critical Teaching.” College Composition and Communication 45.3 (1994): 307-19.
—. “Service Learning and Public Discourse.” JAC 20 (Spring 2000): 391-404.
Klein, Melanie. “The Importance of Symbol Formation in the Development of the Ego.” Love, Guilt, and Reparation and Other Works, 1921-1945 . London: Hogarth, 1977. 219-32.
Lacan, Jacques. “The Meaning of the Phallus.” Feminine Sexuality: Jacques Lacan and the École Freudienne . Trans. Juliet Mitchell and Jacquelyn Rose. New York: Norton, 1985. 74-85.
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Long, Elenore, David Fleming, and Linda Flower. “Rivaling at the CLC: The Logic of a Strategic Process.” Learning to Rival: A Literate Practice for Intercultural Inquiry . Ed. Linda Flower, Elenore Long, and Lorraine Higgens. Mahwah, NJ: Lawrence Erlbaum, 2000. 255-76.
Long, Elenore, Linda Flower, David Fleming, and Patricia Wojahn. “Rivaling in School and Out.” Learning to Rival: A Literate Practice for Intercultural Inquiry . Ed. Linda Flower, Elenore Long, and Lorraine Higgens. Mahwah, NJ: Lawrence Erlbaum, 2000. 229-53.
Luxemburg, Rosa. Reform or Revolution. 2nd ed. New York: Pathfinder, 1973.
Martin, Rachel. Listening Up: Reinventing Ourselves As Teachers and Students. Portsmouth, NH: Boynton/Cook, 2001.
Mertz, Cadence. “Free Lunches Help Local School Budgets.” The Burlington Free Press. 15 Mar. 2002 <>.
Wells, Susan. ” Rogue Cops and Health Care: What Do We Want from Public Writing?College Composition and Communication 47 (Oct. 1996): 325-41.

Moreno, Renee M. “‘The Politics of Location’: Text As Opposition.” CCC. 54.2 (2002): 222-242.


Foregrounding issues of race, ethnicity, and education, this article ties together two important issues in teaching (so-called) basic writing: how social and pedagogical issues in higher education shape possibilities for bicultural students’ writings and how these students can use their developing sense of literacy and their texts to explore identity.


ccc54.2 Students Language Writing Education Family Community Culture Institutions Power Bicultural BasicWriting Pedagogy Literacy Identity

Works Cited

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Fontaine, Sheryl I. “Teaching with the Beginner’s Mind: Notes from My Karate Journal.” CCC. 54.2 (2002): 208-221.


The author reflects on what she has learned about university teaching from her experience being a novice student of karate. She asserts the value for even seasoned teachers to maintain a beginner’s mind that is “free of the habits of the expert, ready to accept, to doubt, and to open to all the possibilities.” From this new position, the author’s awareness of what she does in the classroom has shifted, as her respect for students has grown and her understanding of their feelings has deepened.


ccc54.2 Students Karate Lesson BeginnersMind Pedagogy Habit

Works Cited

Suzuki, Shunryu. Zen Mind, Beginner’s Mind. New York: Weatherhill, Inc., 1997.
Tompkins, Jane. A Life in School: What the Teacher Learned . Reading, MA: Addison Wesley, 1996.
United Studios of Self Defense: Student Manual. Forest Grove, CA: 1990.

Schneider, Barbara. “Nonstandard Quotes: Superimpositions and Cultural Maps.” CCC. 54.2 (2002): 188-207.


We regularly chastise students for placing quotation marks around words that are not direct quotations. Yet, as this research shows, professionals use nonstandard quotations routinely and to rhetorical advantage. After analyzing the various purposes nonstandard quotations serve, I argue student use of the marks jars us not because it departs from good practice but because, through them, students invoke voices we do not want to recognize.


ccc54.2 NonstandardQuotes Students Words QuotationMarks ProfessionalWriting Analysis Community Voice Usage Punctuation

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—. “Inductive Discourse Analysis: Discovering Rich Text Features.” Discourse Studies in Composition. Ed. Ellen Barton and Gail Stygall. Cresskill, NJ: Hampton Press, 2002. 19-42.
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Zallen, Doris T. “We Need a Moratorium on ‘Genetic Enhancement.'” Chronicle of Higher Education 27 March 1998: A48.

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