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 PowerPointÂ® 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
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- —. “I’ve Been to the Mountaintop.” Audio recording. The King Center, Atlanta.
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- Presley, Elvis. “I Believe” and “You’ll Never Walk Alone.” Audio recordings on Amazing Grace: His Greatest Sacred Performances, RCA, 1994.
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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
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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
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- —. “Legal Lynching in San Clemente.” The Nation 31 Oct. 1994: 485-90.
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- hooks, b. “Narratives of Struggle.” Critical Fictions: The Politics of Imaginative Writing . Ed. P. Mariani. Seattle: Bay P, 1991. 53-61.
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- Jones-Royster, Jacqueline. “Academic Discourses, or Small Boats on a Big Sea.” The Future of College Composition: Impacts of Alternative Discourses on Standard English. College Composition and Communication Conference, 16 Mar. 2001.
- Jordan, June. “Politics and Poetry.” Lecture, University of Colorado, Boulder. Alternative Radio, 13 Oct. 2000.
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- —. “The Riddle of the Zoot: Malcolm Little and Black Cultural Politics during World War II.” Malcolm X: In Our Own Image. Ed. Joe Wood. New York: St. Martin’s Press, 1992.
- Martin, Maria. “The Unsung of Civil Rights: Dolores Huerta.” Morning Edition, Natl. Public Radio, 22 Feb. 2000.
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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
- 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.
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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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