College Composition and Communication, Vol. 57, No. 1, September 2005

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v57-1

Miller, Richard E. “Interchanges: On Asking Impertinent Questions.” With responses from Irv Peckham and Shirley Rose. CCC 57.1 (2005) 142-168.

Bernard-Donals, Michael. “Review Essay: Literacy, Affect, and Ethics.” CCC 57.1 (2005): 169-180.

Works Cited

Brandt, Deborah. Literacy as Involvement: The Acts of Writers, Readers, and Texts . Carbondale: Southern Illinois UP, 1990.

Scribner, Sylvia, and Michael Cole. The Psychology of Literacy . Cambridge, MA: Harvard UP, 1986.

Thelin, William. “Understanding Problems in Critical Classrooms.” CCC 57.1 (2005): 114-41.

Abstract

Some scholarship suggests that critical pedagogy should be abandoned for more pragmatic goals. While the democratic and political sensibilities of critical pedagogy require more from the instructor, classrooms that on the surface do not appear to work in teaching students should not be seen as signs that the pedagogy is not worth the extra effort. The classroom experience recounted in this piece suggests that blundered implementation can function as an opportunity to advance knowledge and to understand the ongoing project of critical pedagogy, strengthening it even as we realize that critical pedagogy cannot look and feel like status quo teaching and still enact progressive goals.

Keywords:

ccc57.1 Students Classrooms Pedagogy CriticalPedagogy Composition Essays Contracts Goals Problems

Works Cited

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Colombo, Gary, Robert Cullen, and Bonnie Lisle, eds. Rereading America: Cultural Contexts for Critical Thinking and Writing. 4th ed. Boston: Bedford, 1998.

Durst, Russel K. Collision Course: Conflict, Negotiation, and Learning in College Composition. Urbana, IL: NCTE, 1999.

Graff, Gerald. “The Dilemma of Oppositional Pedagogy: A Response.” Left Margins: Cultural Studies and Composition Pedagogy. Ed. Karen Fitts and Alan W. France. Albany: SUNY P, 1995. 275-82.

Hairston, Maxine. “Diversity, Ideology, and Teaching Writing.” CCC 43 (1992): 179-93.

Helmers, Marguerite H. Writing Students: Composition Testimonials and Representations of Students. Albany: SUNY P, 1994.

Hourigan, Maureen M. Literacy as Social Exchange: Intersections of Class, Gender, and Culture. Albany: SUNY P, 1994.

Luker, Kristin. “Dubious Conceptions: The Politics of Teenage Pregnancy.” Colombo, Cullen, and Lisle 91-108.

McComiskey, Bruce. Teaching Composition as a Social Process. Logan: Utah State UP, 2000.

McInelly, Brett C., and James D. Fogt. “At-Risk Students, At-Risk Teachers: Graduate Instructors, Institutionalized Curricula, and the Problems with Peer Workshops in the Composition Classroom.” Journal of Teaching Academic Survival Skills 3 (2001): 5-19.

Miller, Richard. “The Arts of Complicity: Pragmatism and the Culture of Schooling.” College English 61 (1998): 10-28.

Nelson, Craig E. “Student Diversity Requires Different Approaches to College Teaching, Even in Math and Science.” American Behavioral Scientist 40 (1996): 165-75.

Phelps, Louise Wetherbee. “A Constrained Vision of the Writing Classroom.” ADE Bulletin 103 (1992): 13-20.

Rosenthal, Rae. “Feminists in Action: How to Practice What We Teach.” Left Margins: Cultural Studies and Composition Pedagogy. Ed. Karen Fitts and Alan W. France. Albany: SUNY P, 1995. 139-56.

Ruszkiewicz, John. “Advocacy in the Writing Classroom.” The Ethics of Writing Instruction: Issues in Theory and Practice. Ed. Michael A. Pemberton. Stamford, CT: Ablex, 2000.

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Shor, Ira. Empowering Education: Critical Teaching for Social Change. Chicago: U of Chicago P, 1992.

—. When Students Have Power: Negotiating Authority in a Critical Pedagogy. Chicago: U of Chicago P, 1996.

Singh, Frances B. “C-Words: Classroom, Contact, Conflict, Collaboration, Consolidation, Colonizing, Colonialism.” Tassoni and Thelin 99-114.

Tassoni, John Paul, and William H. Thelin, eds. Blundering for a Change: Errors and Expectations in Critical Pedagogy. Portsmouth, NH: Boynton, 2000.

Thelin, William H., and John Paul Tassoni. “Blundering the Hero Narrative: The Critical Teacher in Classroom Representations.” Tassoni and Thelin 1-7.

Tobin, Lad. Reading Student Writing: Confessions, Meditations, and Rants. Portsmouth, NH: Boynton, 2004.

Wallace, David, and Helen Rothschild Ewald. Mutuality in the Rhetoric and Composition Classroom. Carbondale: Southern Illinois UP, 2000.

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Kinloch, Valerie Felita. “Revisiting the Promise of Students’ Right to Their Own Language: Pedagogical Strategies..” CCC 57.1 (2005): 83-113.

Abstract

The implications of the Students’ Right to Their Own Language resolution on classroom teaching and practices point to a continual need to reevaluate how communicative actions: linguistic diversities: of students are central aspects of the work within composition courses. This article revisits the historical significance and pedagogical value of the resolution in its critique of student-teacher exchanges, in its advancement of strategies that invite language variations into composition courses, and in its proposal to support the expressive rights of students.

Keywords:

ccc57.1 Language Students SROL Resolution Class History Pedagogy Literacy Diversity Writing JJordan

Works Cited

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—. “Poetry, Literacy, and Creativity: Fostering Effective Learning Strategies in an Urban Classroom.” English Education 37 (2005): 96-114.

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Scott, Jerrie Cobb, and Valerie Kinloch. Rev. of Class Politics: The Movement for the Students’ Right to Their Own Language, by Stephen Parks. JAC 21.3 (Summer 2001): 705-10.

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Alexander, Jonathan. “Transgender Rhetorics: (Re)Composing Narratives of the Gendered Body.” CCC 57.1 (2005): 45-82.

Abstract

This essay attempts to demonstrate how transgender theories can inspire pedagogical methods that complement feminist compositionist pedagogical approaches to understanding the narration of gender as a social construct. By examining sample student writing generated by a prompt inspired by transgender theories, the author’s analysis suggests how trans theories might usefully expand and extend: for both instructors and students: our analysis of the stories we tell personally, socially, and politically about gender. Ultimately, the author argues that trans theories and pedagogical activities built on them can enhance our understanding of gender performance by prompting us to consider gender as a material and embodied reality.

Keywords:

ccc57.1 Gender Students Writing Body Stories Transgender Pedagogy Feminism Composition Identity Narratives Performance

Works Cited

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Alexander, Jonathan, and Karen Yescavage, eds. Bisexuality and Transgenderism: InterSEXions of the Others. Binghamton, NY: Harrington Park, 2004.

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DeVoss, Dànielle Nicole, Ellen Cushman, and Jeffrey T. Grabill. “Infrastructure and Composing: The When of New-Media Writing.” CCC 57.1 (2005): 14-44.

Abstract

New-media writing exerts pressure in ways that writing instruction typically has not. In this article, we map the infrastructural dynamics that support: or disrupt: newmedia writing instruction, drawing from a multimedia writing course taught at our institution. An infrastructural framework provides a robust tool for writing teachers to navigate and negotiate the institutional complexities that shape new-media writing and offers composers a path through which to navigate the systems within and across which they work. Further, an infrastructural framework focused on the when of newmedia composing creates space for reflection and change within institutional structures and networks.

Keywords:

ccc57.1 Students Writing Infrastructure NewMedia Software Technology Standards Work Spaces Pedagogy Networks Multimedia

Works Cited

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Porter, James E. “Liberal Individualism and Internet Policy: A Communitarian Critique.” Hawisher and Selfe 231-48.

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