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College Composition and Communication, Vol. 55, No. 2, December 2003

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Daniell, Beth. Rev. of Literacy in American Lives by Deborah Brandt. CCC. 55.2 (2003): 356-359.

Gillam, Alice M. Rev. of Imagining Rhetoric: Composing Women of the Early United States by Janet Carey Eldred and Peter Mortensen. CCC. 55.2 (2003): 359-363.

Kirsch, Gesa E. Rev. of I Writing: The Politics and Practice of Teaching First-Person Writing by Karen Surman Paley. CCC. 55.2 (2003): 363-366.

Helmers, Marguerite. Rev. of Writing Together/Writing Apart: Collaboration in Western American Literature by Linda K. Karell. CCC. 55.2 (2003): 366-369.

Schneider, Barbara. Rev. of Emancipatory Movements in Composition: The Rhetoric of Possibility by Andrea Greenbaum. CCC. 55.2 (2003): 369-371.

Bloome, David, Diana George, Nancy Welch, and Charles Bazerman. “Interchanges: CCCC 2003: Reflections on Rhetoric and War.” CCC. 55.2 (2003): 343-355.

Logan, Shirley Wilson. “Changing Missions, Shifting Positions, and Breaking Silences.” CCC. 55.2 (2003): 330-342.


An earlier version of this article was delivered as the Chair’s Address at the Opening General Session of the CCCC Convention in New York, March 2003. I review the current mission and position statements of the organization by calling attention to the ways in which our current social and political climate challenges our ability to meet our goals and support our positions. I weave into my text the “voices” of historical black women who called for response in their own time and even in ours.


ccc55.2 PositionStatements Students Composition Language Writing CCCC Teaching Conditions ChairsAddress

Works Cited

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Cooper, Anna Julia. A Voice from the South. New York: Oxford, 1988.
Editorial, “Bilingual Education is a Human and Civil Right” Rethinking Schools: An Urban Education Journal 17.2 (Winter 2003/03): 26.
Harper, Frances. “We Are All Bound up Together.” A Brighter Coming Day: A Frances Ellen Watkins Harper Reader. Ed. Frances Smith Foster. New York: Feminist P, 1990. 217-19.
hooks, bell. Teaching to Transgress: Education As the Practice of Freedom. New York: Routledge, 1994.
Hurston, Zora Neale. “Crazy for This Democracy.” I Love Myself When I Am Laughing . . . And Then Again When I Am Looking Mean and Impressive. A Zora Neale Hurston Reader. Ed. Alice Walker. New York: Feminist P, 1979. 165-68.
Laney, Lucy C. “The Burden of the Educated Colored Woman.” The Rhetoric of Struggle: Public Address by African American Women . Ed. Robbie Jean Walker. New York: Garland, 1992. 167-74.
Logan, Shirley Wilson, ed. With Pen and Voice: A Critical Anthology of Nineteenth- Century African-American Women. Carbondale: SIU P, 1995.
Lorde, Audre. “The Transformation of Silence into Language and Action.” Sister Outsider: Essays and Speeches . Freedom, CA: The Crossing P, 1984. 40-44.
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Queen Hatshepsut. “Speech of the Queen.” Daughters of Africa: An International Anthology of Words and Writings by Women of African Descent from the Ancient Egyptian to the Present . Ed. Margaret Busby. New York: Pantheon Books, 1992. 12-14.
Schell, Eileen, and Patricia Stock, eds. Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education . Urbana: NCTE, 2001.
Shiflet, Stone. Personal interview. 23 November 2002.
Stewart, Maria W. “Lecture Delivered at the Franklin Hall.” Logan 6-10.
“Summary of Data from Surveys by the Coalition on the Academic Workforce.” March 2001. American Historical Association <>.
Traub, James. “Forget Diversity.” New York Times Magazine (2 February 2003): 15-16. Truth, Sojourner. “Speech Delivered to the Woman’s Rights Convention.” Logan 26-27.
“USA Patriot Act As Passed by Congress.” 25 October 2001. Electronic Frontier Foundation. 13 March 2003 <>.
Walker, Alice. “In Search of Our Mothers’ Gardens.” In Search of Our Mothers’ Gardens . New York: Harcourt Brace Jovanovich, 1983. 231-43.
Wells, Ida B. “Lynch Law in All Its Phases.” Logan 80-99.
Wonder, Stevie. “Living for the City.” Innervisions. Motown Record Corporation. T3261, 1973.
Woodson, Robert L. “Beyond the Edmund Pettus Bridge.” Editorial. Washington Post 4 Jan. 2003: A17.

Ross, Christine. “Education Reform and the Limits of Discourse: Rereading Collaborative Revision of a Composition Program’s Textbook.” CCC. 55.2 (2003): 302-329.


This article links failed reform to failed education through a case study of an annual collaborative revision of a program textbook in the Composition Program at the University of California at Irvine. Review of successive editions of the program’s Student Guide to Writing at UCI reveals a progressive retreat from the program’s pedagogical commitments and the reappearance of product-oriented instruction.


ccc55.2 Students Texts Process StudentGuide Writing Assignment Program Discourse Theory Collaboration Revision

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Green, Ann E. “Difficult Stories: Service-Learning, Race, Class, and Whiteness.” CCC. 55.2 (2003): 276-301.


By addressing race and class through the stories we tell about service-learning in the classroom and in our scholarship, I argue that we can more effectively negotiate the divide between the university and the community and work toward social change.


ccc55.2 Students Class Race ServiceLearning Stories Racism Whiteness Privilege Experience Work

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Crick, Nathan. “Composition As Experience: John Dewey on Creative Expression and the Origins of ‘Mind.'” CCC. 55.2 (2003): 254-275.


Although the Bartholomae/Elbow debate is often framed as a modern conflict between the advocates of “academic” and “personal” writing, it is more appropriately viewed as the most recent manifestation of the historical clash between expressivism and constructivism. However, both sides of this conflict, which split over whether to see writing as a product of the mind or of an external discourse, rest upon a dualist assumption that the primary task of language is to provide linguistic representations of a transcendental ego. This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey’s views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pedagogy.


ccc55.2 JDewey Mind Experience Discourse Language PElbow Communication Students Philosophy Writing DBartholomae Art Expressivism Composition Constructivism

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Gold, David. “‘Nothing Educates Us Like a Shock’: The Integrated Rhetoric of Melvin B. Tolson.” CCC. 55.2 (2003): 226-253.


This essay examines the pedagogical practices of the poet, civil rights activist, and teacher Melvin B. Tolson who taught at Wiley College from 1923 to 1947. Tolson’s complex classroom style, which mixed elements of classical, African American, and current-traditional rhetoric, produced a pedagogy that was at once conservative, progressive, and radical, inspiring his students to academic achievement and social action. Tolson demonstrates that it is possible to instruct students in the norms of the academy without sacrificing their home voices or identities.


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“Poet Thieves by Listening, Tolson Says.” Daily Oklahoman 15 February 1966: n. p. Tolson Papers.
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Royster, Jacqueline Jones, and Jean C. Williams. ” History in the Spaces Left: African American Presence and Narratives of Composition Studies .” CCC 50.4 (1999): 563-84.
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—. “A Poet’s Odyssey.” Anger, and Beyond: The Negro Writer in the United States. Ed. Herbert Hill. New York: Harper & Row, 1966. 181-95.
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—. “Richard Wright: Native Son.” Modern Quarterly 11.5 (Winter 1939): 19-24.
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