Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v58-3
Sosnoski, James J. “Review Essay: Reflections on the Future of Rhetorical Education.” Rev. of Subjects Matter: Every Teacher’s Guide to Content-Area Reading by Harvey Daniels and Steven Zemelman; Intertexts: Reading Pedagogy in College Writing Classrooms by Marguerite Helmers, ed.; Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12 by Cris Tovani; Teaching Literature as Reflective Practice by Kathleen Blake Yancey. CCC 58.3 (2007): 495-513.
Jolliffe, David A. “Review Essay: Learning to Read as Continuing Education.” Rev. of Personally Speaking: Experience as Evidence in Academic Discourse by Candace Spigelman; Rhetorical Education in America by Cheryl Glenn, Margaret M. Lyday, and Wendy B. Sharer; Online Education: Global Questions, Local Answers by Kelli Cargile Cook, and Keith Grant-Davie, eds. CCC 58.3 (2007): 470-494.
- Bartholomae, David, and Anthony Petrosky. Ways of Reading. 7th ed. Boston: Bedford/St. Martin’s, 2005.
- Cain, Mary Ann, and George Kalamaras. “(Re)Reading and Writing Genres of Discourse.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 173-94.
- Catton, Bruce. Grant Takes Command. Boston: Little, Brown, 1968.
- Christensen, Nancy L. “The Master Double Frame and Other Lessons from Classical Education.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 71-100.
- Cornis-Pope, Marcel, and Ann Woodlief. “The Rereading/Rewriting Process: Theory and Collaborative On-Line Pedagogy.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 153-72.
- Harkin, Patricia, and James J. Sosnoski. “Whatever Happened to Reader- Response Criticism?” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 101-22.
- Hill, Charles A. “Reading the Visual in College Writing Courses.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 123-50.
- King, Martin Luther, Jr. “Letter from Birmingham Jail.” 31 Jan. 2006 http://www.nobelprizes.com/nobel/peace/MLK-jail.html.
- McCormick, Kathleen. “Closer Than Close Reading: Historical Analysis, Cultural Analysis, and Symptomatic Reading in the Undergraduate Classroom.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 27-50.
- National Survey of Student Engagement, Annual Report 2005 . 31 Jan. 2006 http:// nsse.iub.edu/pdf/NSSE2005_annual_ report_pdf.
- The Nation’s Report Card. 31 Jan. 2006 http://nces.ed.gov/nationsreportcard. Rand, Lizbeth. “Reading as a Site of Spiritual Struggle.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 51-68.
- Salvatori, Mariolina Rizzi. “Reading Matters for Writing.” Intertexts: Reading Pedagogy in College Writing Classrooms. Ed. Marguerite Helmers. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. 195-218.
- “WPA Outcomes Statement for First-Year Composition.” WPA: Writing Program Administration 23 (1999): 59-66.
Himley, Margaret, Christine R. Farris, and Phillip P. Marzluf. “Interchanges. Responses to Phillip P. Marzluf, ‘Diversity Writing: Natural Languages, Authentic Voices.'” CCC 58.3 (2007): 449-469.
Simmons, W. Michele, and Jeffrey T. Grabill. “Toward a Civic Rhetoric for Technologically and Scientifically Complex Places: Invention, Performance, and Participation.” CCC 58.3 (2007): 419-448.
The spaces in which public deliberation most often takes place are institutionally, technologically, and scientifically complex. In this article, we argue that in order to participate, citizens must be able to invent valued knowledge. This invention requires using complex information technologies to access, assemble, and analyze information in order to produce the professional and technical performances expected in contemporary civic forums. We argue for a civic rhetoric that expands to research the complicated nature of interface technologies, the inventional practices of citizens as they use these technologies, and the pedagogical approaches to encourage the type of collaborative and coordinated work these invention strategies require.
ccc58.3 Information Citizens Community Writing Knowledge Practices Rhetoric Organization Databases SteelMill Invention CivicRhetoric Rhetoric Public Web Access Interface Literacy Participation
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- Bazerman, Charles. Foreword. Invention in Rhetoric and Composition . Janice Lauer. West Lafayette, IN: Parlor, 2003. xv.
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Carter, Michael. “Ways of Knowing, Doing, and Writing in the Disciplines.” CCC 58.3 (2007): 385-418.
One way of helping faculty understand the integral role of writing in their various disciplines is to present disciplines as ways of doing, which links ways of knowing and writing in the disciplines. Ways of doing identified by faculty are used to describe broader generic and disciplinary structures, metagenres, and metadisciplines.
ccc58.3 Disciplines Writing Faculty Students Knowledge Research WAC WID Genre Metagenre Design Assessment DRussell Metadisciplines Science
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Pennell, Michael. “‘If Knowledge Is Power, You’re About to Become Very Powerful’: Literacy and Labor Market Intermediaries in Postindustrial America.” CCC 58.3 (2007): 345-384.
This article explores the connections between literacy, economy, and place through an examination of labor market intermediaries (LMIs). In particular, the article addresses the shifting role of LMIs over the past thirty years in Lake County, Indiana, and how they have developed as literacy sponsors.
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This article offers a critical perspective on the default mode of freshman composition instruction, that is, its traditionally middle-class and white racial orientation. Although middle-classness and whiteness have been topics of critical interest among compositionists in recent years, perhaps the most effective challenge to this hegemony in the classroom is not in our textbooks or critical discourse but in what many of our students already consume, the ghettocentricity expressed in the music of rappers like Kanye West, Jay-Z, and Eminem.
ccc58.3 Students HipHop MiddleClass Class Composition Whiteness Rap Ghetto LBloom Blackness Culture Eminem Consciousness America Writing Gangsta Identity FYC Race
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