Swiencicki, Jill. Rev. of Teaching Youth Media: A Critical Guide to Literacy, Video Production, and Social Change, by Steven Goodman. CCC. 55.4 (2004): 762-765.
Waddell, Craig. Rev. of The Rhetoric of Risk: Technical Documentation in Hazardous Environments, by Beverly Sauer. CCC. 55.4 (2004): 766-767.
Juzwik, Mary M. Rev. of The Rhetoric and Ideology of Genre: Strategies for Stability and Change, by Richard Coe, Lorelei Lingard, and Tatiana Teslenko, eds. CCC. 55.4 (2004): 767-770.
Mortensen, Peter. Rev. of The Extraordinary Work of Ordinary Writing: Annie Ray’s Diary by Jennifer Sinor. CCC. 55.4 (2004): 771-773.
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Yancey, Kathleen Blake. “Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work.” CCC. 55.4 (2004): 738-761.
What we ask students to do is who we ask them to be. With this as a defining proposition, I make three claims: (1) print portfolios offer fundamentally different intellectual and affective opportunities than electronic portfolios do; (2) looking at some student portfolios in both media begins to tell us something about what intellectual work is possible within a portfolio; and (3) assuming that each portfolio is itself a composition, we need to consider which kind of portfolio-as-composition we want to invite from students, and why.
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“Your Average Nigga” contends that just as exaggerating the differences between black and white language leaves some black speakers, especially those from the ghetto, at an impasse, so exaggerating and reifying the differences between the races leaves blacks in the impossible position of either having to try to be white or forever struggling to prove they’re black enough. In this essay I recount how I negotiated my own black ghetto-to-middle class identity conflict as I facilitated classroom interactions with a black male student from the ghetto.
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Using a “historical case study” of Edwin M. Hopkins, this article explores what Bruce Horner calls the “material social conditions” of teaching writing early in the twentieth century. It shows how Hopkins’s own attitude and response to the demands of being a writing teacher serve as a backdrop for understanding his local and national crusade to improve labor conditions for faculty.
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