Dolmage, Jay. “Review Essay. The Teacher, the Body.” Rev. of Bodily Arts: Rhetoric and Athletics in Ancient Greece by Debra Hawhee; Embodied Literacies: Imageword and a Poetics of Teaching by Kristie S. Fleckenstein; The Teacher’s Body: Embodiment, Authority and Identity in the Academy , Diane P. Freedman and Martha Stoddard Holmes, eds. CCC 58.2 (2006): 267-277.
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Sommers, Nancy, Carol Rutz, and Howard Tinberg. “Re-Visions: Rethinking Nancy Sommers’s ‘Responding to Student Writing,’ 1982.” CCC 58.2 (2006): 246-266.
ccc58.2 Re-Visions Students Writing Comments Teachers Feedback Response Papers Work Study Classrooms Drafts Commentary Development ALunsford
Sommers, Nancy. “Across the Drafts.” CCC 58.2 (2006): 248-256.
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- Sommers, Nancy. “Responding to Student Writing.” CCC 33.2 (1982): 148-56.
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- Straub, Richard, and Ronald F. Lunsford. Twelve Readers Reading: Responding to College Student Writing. Cresskill, NJ: Hampton, 1995.
- Yancey, Kathleen Blake. “Looking Back as We Look Forward: Historicizing Writing Assessment.” CCC 50.3 (1999): 483-503.
Rutz, Carol. “Recovering the Conversation: A Response to ‘Responding to Student Writing’ via ‘Across the Drafts.'” CCC 58.2 (2006): 257-261.
- Connors, Robert J., and Andrea A. Lunsford. “Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research.” CCC 39.4 (1988): 395-409.
- —. “Teachers’ Rhetorical Comments on Student Papers.” CCC 44.2 (1993): 200-23.
- Rutz, Carol. “Marvelous Cartographers.” Classroom Spaces and Writing Instruction. Eds. Ed Nagelhout and Carol Rutz. Cresskill, NJ: Hampton Press, 2004. 117- 32.
- Sommers, Nancy. “Responding to Student Writing.” CCC 33. 2 (1982): 148-56.
- Straub, Richard, and Ronald F. Lunsford. Twelve Readers Reading: Responding to College Student Writing. Cresskill, NJ: Hampton Press, 1995.
Tinberg, Howard. “From ‘Self-Righteous Researcher’ to ‘Fellow Teacher.'” CCC 58.2 (2006): 236-245.
- Knoblauch, C. H., and Lil Brannon. “Responding to Texts: Facilitating Revision in the Writing Workshop.” Rhetorical Traditions and the Teaching of Writing . Upper Montclair, NJ: Boynton/Cook, 1984. 118-50.
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- Sommers, Nancy. “Afterword.” On Writing Research: The Braddock Essays: 1975- 1998. Ed. Lisa Ede. Boston: Bedford/St. Martin’s, 1999. 130-31.
- —. “Between the Drafts.” CCC 43.1 (Feb. 1992): 23-31.
- —. “Responding to Student Writing.” CCC 33.2 (1982): 148-56.
- Straub, Richard. “The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive’ and ‘Facilitative’ Commentary.” CCC 47.2 (May 1996): 223- 51.
Wooten, Judith A. “Riding a One-Eyed Horse: Reining In and Fencing Out.” CCC 58.2 (2006): 236-245.
ccc58.2 ChairsAddress Horse Students Literacy Discourse Universe Language Trees VisualLiteracy Computers Texts Words BlindSide Discipline
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Kill, Melanie. “Acknowledging the Rough Edges of Resistance: Negotiation of Identities for First-Year Composition.” CCC 58.2 (2006): 213-235.
In the interest of better understanding the challenges of enacting new pedagogies in the classroom, the following essay focuses on the role of genre and uptake in the relational negotiation of self-presentation. I argue that to bring our teaching practices in line with our best intentions and most progressive pedagogies we need to be aware not only that reliance on the legibility associated with familiar subject positions motivates student resistance in the composition classroom but, moreover, that our interest in securing self-presentations as teachers may motivate everyday interactions that work to maintain the status quo.
ccc58.2 Students Writing Genre Identity Classroom Assignments Self Resistance Interaction Composition RhetoricalSituation SelfPresentation FYC MZLu
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- —. Writing Genres. Carbondale, IL: Southern Illinois UP, 2004.
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- Parï¿½, Anthony. “Genre and Identity: Individuals, Institutions, and Ideology.” The Rhetoric and Ideology of Genre: Strategies for Stability and Change . Eds. Richard Coe, Lorelei Lingard, and Tatiana Teslenko. Cresskill, NJ: Hampton Press, 2002. 57-71.
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Heilker, Paul. “Twenty Years In: An Essay in Two Parts.” CCC 58.2 (2006): 182-212.
Part I of this essay traces the evolution of my understanding of the exploratory essay as a discursive form and a genre for teaching writing. Part II explores my motivations for advocating a polarized definition of the essay and then concludes with a call to expand the purview of composition beyond first-year courses.
ccc58.2 Essay Students Writing Composition Exposition Discourse Essayist Form Self Thinking Genre Exploration
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Mattingly, Carol. “Uncovering Forgotten Habits: Anti-Catholic Rhetoric and Nineteenth-Century American Women’s Literacy.” CCC 58.2 (2006): 160-181.
This article examines the connection between religion and literacy efforts on behalf of girls and young women in the early nineteenth-century United States by looking at the rapid proliferation of Catholic convent academies and the anti-Catholic sentiment that spurred the growth of proprietary academies, such as those of Mary Lyon and Catharine Beecher. It also examines how religious rhetoric influenced the curriculum in both Catholic and proprietor schools.
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