College Composition and Communication, Vol. 55, No. 1, September 2003

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v55-1

Harris, Joseph. Rev. of Rhetoric and Composition As Intellectual Work . Gary A. Olson, ed. CCC. 55.1 (2003): 172-175.

Horner, Bruce. Rev. of The Politics of Remediation: Institutional and Student Needs in Higher Education by Mary Soliday. CCC. 55.1 (2003): 175-179.

Mullin, Joan A. Rev. of The Testing Trap by George Hillocks, Jr. CCC. 55.1 (2003): 179-182.

Trimbur, John. Rev. of An African Athens: Rhetoric and the Shaping of Democracy in South Africa by Philippe-Joseph Salazar. CCC. 55.1 (2003): 182-184.

Herndl, Carl G. Rev. of Writing and Revising the Disciplines by Jonathan Monroe. CCC. 55.1 (2003): 185-187.

Thompson, Thomas C. and Richard Louth. “In Brief: Radical Sabbaticals: Putting Yourself in Danger.” CCC. 55.1 (2003): 147-171.

Kopelson, Karen. “Rhetoric on the Edge of Cunning; Or, The Performance of Neutrality (Re)Considered As a Composition Pedagogy for Student Resistance.” CCC. 55.1 (2003): 115-146.

Abstract:

In today’s classroom and larger cultural climate, overtly politicized “critical” composition pedagogies may only exacerbate student resistance to issues and identities of difference, especially if the teacher is marked or read as different her/himself. I therefore suggest that the marginalized teacher-subject look to contemporary theoretical notions of the “radical resignification” of power as well as to the neglected rhetorical concept of mêtis, or “cunning,” to engage difference more efficaciously, if more sneakily. Specifically, I argue that one possible praxis for better negotiating student resistance is the performance of the very neutrality that students expect of teachers.

Keywords:

ccc55.1 Students Neutrality Pedagogy Performance Resistance Difference Authority Rhetoric Teachers Classroom Politics Power Identity

Works Cited

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Anderson, Virginia. ” Confrontational Teaching and Rhetorical Practice .” College Composition and Communication 48 (1997): 197-214.

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—. “Writing the Third-Sophistic Cyborg: Periphrasis on an [In]tense Rhetoric.” Rhetoric Society Quarterly 28 (1998): 51-70.

Barale, Michèle Aina. “The Romance of Class and Queers: Academic Erotic Zones.” Tilting the Tower: Lesbians Teaching Queer Subjects. Ed. Linda Garber. NY: Routledge, 1994. 16-24.

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Bauer, Dale, and Katherine Rhoades. “The Meanings and Metaphors of Student Resistance.” Antifeminism in the Academy. Ed. V�V� Clark, Shirley Nelson Garner, Margaret Higgonet, and Ketu H. Katrak. NY: Routledge, 1996. 95-113.

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Caughie, Pamela. Passing and Pedagogy: The Dynamics of Responsibility . Chicago: U of Illinois P, 1999.

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Karamcheti, Indira. “Caliban in the Classroom.” Gallop 138-46.

LaDuc, Linda M. “Feminism and Power: The Pedagogical Implications of (Acknowledging) Plural Feminist Perspectives.” Sullivan and Qualley 153-65.

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Morgan, Kathryn Pauly. “The Perils and Paradoxes of the Bearded Mothers.” The Gender Question in Education: Theory, Pedagogy, and Politics. Ed. Ann Diller, Barbara Houston, Kathryn Pauly

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Ng, Roxana. “A Woman Out of Control: Deconstructing Sexism and Racism in the University.” De Castell and Bryson 39-57.

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—. Tendencies. Durham, NC: Duke UP, 1993.

Shankar, Lavina Dhingra. “Pro/(Con)fessing Otherness: Trans(cending)national Identities in the English Classroom.” Mayberry 195-214.

Smith, Jeff. “Students’ Goals, Gatekeeping, and Some Questions of Ethics.” College English 59 (1997): 299-320.

Spivak, Gayatri Chakravorty. “In a Word.” Interview with Ellen Rooney. Differences 1 (1989): 124-56.

—. The Postcolonial Critic: Interviews, Strategies, Dialogues . Ed. Sarah Harasym. NY: Routledge, 1990.

Sullivan, Patricia, and James E. Porter. Opening Spaces: Writing Technologies and Critical Research Practices . Greenwich, CT: Ablex, 1997.

Sullivan, Patricia A., and Donna J. Qualley, eds. Pedagogy in the Age of Politics: Writing and Reading (in) the Academy . Urbana, IL: NCTE, 1994.

Talburt, Susan. “On Not Coming Out: or, Reimagining Limits.” Lesbian and Gay Studies and the Teaching of English: Positions, Pedagogies, and Cultural Politics . Ed. William J. Spurlin. Urbana, IL: NCTE, 2000. 54-78.

—. Subject to Identity: Knowledge, Sexuality, and Academic Practices in Higher Education . Albany, NY: SUNY P, 2000.

West, Cornell. “The New Cultural Politics of Difference.” Race, Identity, and Representation in Education. Ed. Cameron McCarthy and Warren Crichlow. NY: Routledge, 1993. 11-23.

Cook-Sather, Alison. “Education As Translation: Students Transforming Notions of Narrative and Self.” CCC. 55.1 (2003): 91-114.

Abstract:

In this article the author explores the educational process in which college sophomores enrolled in a reading and writing course are engaged. She defines this education as translation: a process of preservation, re-vision, and re-rendering of both texts and selves, prompted by particular course assignments, readings, and forums for interaction.

Keywords:

ccc55.1 Students Translation Self Writing Bias Assignments Perspectives Narrative Stories Process Others Language

Works Cited

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Comfort, Juanita Rodgers. ” Becoming a Writerly Self: College Writers Engaging Black Feminist Essays .” College Composition and Communication 51 (June 2000): 540-59.

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Skorczewski, Dawn. ” ‘Everybody Has Their Own Ideas’: Responding to Clich� in Student Writing .” College Composition and Communication 52.2 (December 2000): 220-39.

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Curtis, Marcia and Anne Herrington. “Writing Development in the College Years: By Whose Definition?” CCC. 55.1 (2003): 69-90.

Abstract:

Drawing upon their longitudinal study of four undergraduate writers and focusing on the progress of one of them, the authors question assumptions that confuse skills assessment with the measurement of academic and personal development. They argue for a broader view of writing development and a teaching approach that fosters it.

Keywords:

ccc55.1 Development Writing Students Essay College Discourse Skills Longitudinal

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Rogoff, Barbara. “Evaluating Development in the Process of Participation: Theory, Methods, and Practice Building on Each Other.” Amsel and Remminger 265-86.

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Sternglass, Marilyn. Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level. Mahway, NJ: Erlbaum, 1997.

Flower, Linda. “Talking across Difference: Intercultural Rhetoric and the Search for Situated Knowledge.” CCC. 55.1 (2003): 38-68.

Abstract:

Intercultural rhetoric, like the project of empowerment, is the site of competing agendas for not only how to talk across difference but to what end. The practice of community-based intercultural inquiry proposed here goes beyond a willingness to embrace conflicting voices to an active search for the silent resources of situated knowledge in an effort to build a collaboratively transformed understanding.

Keywords:

ccc55.1 Community Knowledge Discourse InterculturalRhetoric Inquiry Difference SituatedKnowledge Dialogue Meaning Rhetoric

Works Cited

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Barron, Nancy G. “Dear Saints, Dear Stella: Letters Examining the Messy Lines of Expectations, Stereotypes, and Identity in Higher Education.” CCC. 55.1 (2003): 11-37.

Abstract:

The following article focuses on Latino students’ difficulties with higher education because of dual constructions of identity from and toward the Anglo mainstream. First, the article addresses Other perception: the potential problems Latino students (Mexican Americans) encounter in higher education based on how others perceive their individual and group identity. Second, it addresses self-perception: the contradictory expectations that Mexican Americans have of the mainstream in higher education. The discussion of these issues is presented in a letter format that primarily speaks to audiences outside the mainstream.

Keywords:

ccc55.1 Students Group Mainstream Education Oppression Color Latinos Anglos HigherEducation Justice Identity

Works Cited

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