College Composition and Communication, Vol. 59, No. 1, September 2007

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v59-1

Rutz, Carol. “Review Essay: Scoring By Machine.” Rev. of Machine Scoring of Student Essays: Truth and Consequences by Patricia Freitag Ericsson and Richard Haswell, eds. CCC 59.1 (2007): 139-144.

Severino, Carol. “Review Essay: English Contact Languages and Rhetorics: Implications for U.S. English Composition.” Rev. of Dialects, Englishes, Creoles, and Education by Shondel J. Nero, ed.; African American Literacies Unleashed: Vernacular English and the Composition Classroom by Arnetha F. Ball and Ted Lardner; Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric by LuMing Mao. CCC 59.1 (2007): 128-138.

Whitaker, Elaine. “Interchanges. Peers and Plagiarism: The Role of Student Judicial Boards.” CCC 59.1 (2007): 125-127.

Works Cited

Georgia College & State University. “The Honor Code.” 6 Nov. 2006 <http://catalog.gcsu.edu/4DCGI/Catalog/Under/PrintSubHeadings/301>.

Harshbarger, Bruce. “GCSU Student Judicial Board Plagiarism Rating Scale.” Personal and electronic communication. 31 Oct. 2006.

Rhodes College. “The Honor System” and “The Constitution of the Honor Council of Rhodes College.” 6 Nov. 2006 <http://www.rhodes.edu/files/Honor_Constitution.pdf>.

Hammill, Bobbi Ann. “Teaching and Parenting: Who Are the Members of Our Profession?” CCC 59.1 (2007): 98-124.

Abstract:

This qualitative investigation explores the perceptions of four women compositionists regarding mothers, teaching, and scholarship in the field of composition. I examine narrative case studies about four women who have PhDs in composition from the same doctoral program. Findings indicate that each of these four women perceives her mother as a literacy sponsor and sees her father as a literacy doer. Participants reveal that their mothers supported their educational decisions and encouraged them to gain more education than they themselves had. Participants pursued a doctorate for practical reasons such as proximity, cost, job security, promotion, and tenure as well as knowing someone else who had done it. In addition, each of the four participants identifies as a teacher first and scholar second, and each also expresses self-doubt regarding her ability to write and publish academic discourse. Participants view teaching as an ethical responsibility much like mothering and protect the memory of their mothers in various ways. Although participants separated from their mothers in order to pursue higher education, they still exemplified rhetorical ties to them.

Keywords:

ccc59.1 Women Writing Composition Mothers Literacy Field Rhetoric Pedagogy CaseStudies Qualitative LiteracySponsor

Works Cited

Ashton-Jones, Evelyn. “Collaboration, Conversation and the Politics of Gender.” Phelps and Emig 5-26.

Atkinson, Dwight. “Writing for Publication/ Writing for Public Execution: On the (Personally) Vexing Notion of (Personal) Voice.” Writing for Scholarly Publication . Ed. Christine Peterson Casanave and Stephanie Vandrick. Mahwah, NJ: Erlbaum, 2003. 159-76.

Ballif, Michelle. “What Is It That the Audience Wants? Or, Notes toward Listening with a Transgendered Ear for (Mis)Understanding.” JAC 19 (1999): 51-70.

Belenky, Mary Field, B. Clinchy, N. Goldberger, and J. Tarule. Women’s Ways of Knowing: The Development of Self, Voice, and Mind . New York: Basic, 1986.

Berlin, James A. Rhetorics, Poetics, and Cultures: Refiguring College English Studies . Urbana, IL: National Council of Teachers of English, 1996.

Berthoff, Ann E. Making of Meaning: Metaphors, Models and Maxims for Writing Teachers . Montclair, NJ: Boynton/Cook, 1981.

Bishop, Wendy, ed. Elements of Alternate Style: Essays on Writing and Revision . Portsmouth, NH: Boynton/Cook, 1997.

—. “Suddenly Sexy: Creative Nonfiction Rear-Ends Composition.” College English 65 (2003): 257-75.

Bizzell, Patricia. “Praising Folly: Constructing a Postmodern Rhetorical Authority as a Woman.” Phelps and Emig 27-42.

Bloom, Lynn Z. Composition Studies as a Creative Art: Teaching, Writing, Scholarship, Administration . Logan: Utah State UP, 1998.

Brady, Laura. “The Reproduction of Othering.” Feminism and Composition Studies: In Other Words . Ed. Susan C. Jarratt and Lynn Worsham. New York: Modern Language Association, 1998. 21-44.

Bridwell-Bowles, Lillian. “Discourse and Diversity: Experimental Writing within the Academy.” CCC 43 (1992): 349-68.

Brodkey, Linda. “Writing on the Bias.” College English 56 (1994): 527-47.

Bruner, Jerome S. Acts of Meaning. Cambridge, MA: Harvard UP, 1990.

Caywood, Cynthia L., and Gillian R. Overing, eds. Teaching Writing: Pedagogy, Gender and Equity . Albany: State U of New York P, 1987.

Chodorow, Nancy. The Reproduction of Mothering: Psychoanalysis and the Sociology of Gender . Berkeley: U of California P, 1978.

Cixous, H�lène. “The Laugh of the Medusa.” The Rhetorical Tradition: Readings from Classical Times to the Present . Ed. Patricia Bizzell and Bruce Herzberg. Boston: Bedford/St. Martin’s P, 1990. 1232-45.

Connors, Robert J. “Women’s Reclamation of Rhetoric in Nineteenth-Century America.” Phelps and Emig 67-90.

Crowley, Sharon. Composition in the University: Historical and Polemical Essays . Pittsburgh: U of Pittsburgh P, 1998.

Daumer, Elizabeth, and Sandra Runzo. “Transforming the Composition Classroom.” Caywood and Overing 45-62.

Donawerth, Jane. “Nineteenth-Century U.S. Conduct Book Rhetoric by Women.” Rhetoric Review 21 (2002): 5-21.

Dyehouse, Jeremiah. “Reading Composition Research: Toward an Affirmative Consumption of Work in Composition.” JAC 23 (2003): 799-823.

Elbow, Peter. “Closing My Eyes as I Speak: An Argument for Ignoring Audience.” College English 49 (1987): 50-69.

Eldred, Janet Carey. “The Technology of Voice.” CCC 48 (1997): 334-47.

Emig, Janet A. The Web of Meaning: Essays on Writing, Teaching, Learning, and Thinking . Upper Montclair, NJ: Boynton/Cook, 1983.

Flynn, Elizabeth A. “Composing as a Woman.” CCC 39 (1988): 423-35.

—. “Feminism and Scientism.” CCC 46 (1995): 353-68.

Foss, Karen A., Sonja K. Foss, and Cindy L. Griffin. Feminist Rhetorical Theories . Thousand Oaks, CA: Sage, 1999.

Foss, Sonja K., and Cindy L. Griffin. “Beyond Persuasion: A Proposal for an Invitational Rhetoric.” Communication Monographs 62 (1995): 2-18.

Friday, Nancy. My Mother, My Self: The Daughter’s Search for Identity. New York: Delta, 1997.

Fulkerson, Richard. “Composition at the Turn of the Twenty-first Century.” CCC 56 (2005): 654-87.

—. “Transcending Our Conception of Argument in Light of Feminist Critiques.” Argumentation and Advocacy 32 (1996): 199-217.

Gannett, Cinthia. “The Stories of Our Lives Become Our Lives: Journals, Diaries, and Academic Discourse.” Phelps and Emig 109-36.

Gearhart, Sally Miller. “The Womanization of Rhetoric.” Women’s Studies International Quarterly 2 (1979): 195-201.

Gere, Anne Ruggles. “Revealing Silence: Rethinking Personal Writing.” CCC 53 (2001): 203-23.

Gilligan, Carol. In a Different Voice: Psychological Theory and Women’s Development . Cambridge, MA: Harvard UP, 1982.

Glenn, Cheryl. “Silence: A Rhetorical Art for Resisting Discipline(s).” JAC 22 (2002): 261-86.

Goulston, Wendy. “Women Writing.” Caywood and Overing 19-30.

Graber, F. Elizabeth. “Old Believer Women in a Postmodern World: Changing Literacy, Changing Lives.” Diss. Indiana U of Pennsylvania, 2002.

Grumet, Madeline R. Bitter Milk: Women and Teaching. Amherst: U of Massachusetts P, 1988.

Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCC 36 (1985): 272-82.

Holbrook, Sue Ellen. “Women’s Work: The Feminizing of Composition.” Rhetoric Review 9 (1991): 201-29.

hooks, bell. Talking Back: Thinking Feminist, Thinking Black. Boston: South End P, 1989.

Howe, Florence. “Identity and Expression: A Writing Course for Women.” College English 32 (1971): 863-71.

Jarratt, Susan C. “Introduction: As We Were Saying . . .” Feminism and Composition Studies: In Other Words. Ed. Susan C. Jarratt and Lynn Worsham. New York: Modern Language Association, 1998.

—. “Teaching Across and Within Differences.” CCC 43 (1992): 297-322.

Johnson, T. R. A Rhetoric of Pleasure: Prose Style & Today’s Composition Classroom . Portsmouth, NH: Boynton/Cook, 2003.

Juhasz, Suzanne. “Towards Recognition: Writing and the Daughter-Mother Relationship.” American Imago 57 (2000): 157-83.

Kirsch, Gesa E. Women Writing the Academy: Audience, Authority, and Transformation . Carbondale: Southern Illinois UP, 1993.

Lamb, Catherine E. “Beyond Argument in Feminist Composition.” CCC 42 (1991): 11-24.

Lu, Min-Zhan. “From Silence to Words: Writing as Struggle.” Negotiating Academic Literacies: Teaching and Learning across Languages and Cultures . Ed. Vivian Zamel and Ruth Spack. Mahwah, NJ: Erlbaum, 1987. 71-83.

—. Shanghai Quartet: The Crossings of Four Women of China. Pittsburgh: Duquesne UP, 2001.

Malinowitz, Harriet. “Unmotherhood.” JAC 22 (2002): 12-34.

Mauk, Johnathon. “Location, Location, Location: The “Real” (E)states of Being, Writing, and Thinking in Composition.” College English 65 (2003): 368-88.

Miller, Susan. Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois UP, 1991.

North, Stephen M. The Making of Knowledge in Composition: Portrait of an Emerging Field . Upper Montclair, NJ: Boynton/Cook, 1987.

Olsen, Tillie. Silences. New York: Delta, 1978.

Ong, Walter. “The Writer’s Audience Is Always a Fiction.” Cross-Talk in Comp Theory: A Reader . Ed. Victor Villanueva Jr. Urbana, IL: National Council of Teachers of English, 1997. 55-76.

Pagnucci, Gian S. Living the Narrative Life: Stories as a Tool for Meaning Making . Portsmouth, NH: Boynton/Cook, 2004.

Phelps, Louise Wetherbee, and Janet Emig, eds. Feminine Principles and Women’s Experience in American Composition and Rhetoric . Pittsburgh: U of Pittsburgh P, 1995.

—. “Introduction: Context and Commitment.” Phelps and Emig. Reichert, Pegeen. “A Contributing Listener and Other Composition Wives: Reading and Writing the Feminine Metaphors in Composition Studies.” JAC 16 (1996): 141-57.

Rich, Adrienne Cecile. Of Woman Born: Motherhood as Experience and Institution . New York: Norton, 1976.

Rogers, Carl Ransom. On Becoming a Person: A Therapist’s View of Psychotherapy . Boston: Houghton, 1961.

Rosenthal, Rae. “Male and Female Discourse: A Bilingual Approach to English 101. Focus 3 (1990): 99-113.

Ruddick, Sara. Maternal Thinking: Toward a Politics of Peace. Boston: Beacon, 1995.

Schell, Eileen E. Gypsy Academics and Mother Teachers: Gender, Contingent Labor, and Writing Instruction . Portsmouth, NH: Boynton/Cook, 1998.

Shumake, Jessica Lee. “Reconceptualizing Communication and Rhetoric from a Feminist Perspective.” Guidance & Counseling 17 (2002): 99-105.

Stanger, Carol. “The Sexual Politics of the One-to-One Tutorial Approach and Collaborative Learning.” Caywood and Overing 31-44.

Vandenberg, Peter. “Composing Composition Studies: Scholarly Publication and the Practice of Discipline.” Under Construction: Working at the Intersections of Composition Theory, Research, and Practice . Ed. Christine Farris and Chris M. Anson. Logan: Utah State UP, 1998. 19-29.

Worsham, Lynn. “Writing against Writing: The Predicament of Ecriture Feminine in Composition Studies.” Contending with Words: Composition and Rhetoric in a Postmodern Age. Ed. Patricia Harkin and John Schilb. New York: Modern Language Association, 1991. 82-104.

Harker, Michael. “The Ethics of Argument: Rereading Kairos and Making Sense in a Timely Fashion.” CCC 59.1 (2007): 77-97.

Abstract:

This study challenges the prevailing interpretations of the Greek rhetorical principle of kairos: “saying the right thing at the right time”: and attempts to draw on a more nuanced understanding of the term in order to provide generative re-readings of three Braddock Award-winning essays.

Keywords:

ccc59.1 Kairos BraddockWinners Writing Students Rhetoric Argument Timing RBrooke NSommers Underlife Comments Composition

Works Cited

Aristotle. On Rhetoric: A Theory of Civic Discourse. Trans. George A. Kennedy. New York: Oxford UP, 1991.

Baumlin, James S. “Ciceronian Decorum and the Temporalities of Renaissance Rhetoric.” Sipiora and Baumlin 138-64.

Benjamin, Walter. “N [Theories of Knowledge, Theory of Progress].” Trans. Leigh Hafrey and Richard Sieburth. Philosophical Forum 15 (1983-1984). 1-40.

Brooke, Robert. “Underlife and Writing Instruction.” Ede 229-40.

Burke, Kenneth. A Grammar of Motives. Berkeley: U of California P, 1969.

—. Permanence and Change: An Anatomy of Purpose. 3rd ed. Berkeley: U of California P, 1984.

—. A Rhetoric of Motives. Berkeley: U of California P, 1969.

Carter, Michael. “Stasis and Kairos: Principles of Social Construction in Classical Rhetoric.” Rhetoric Review 7.1 (1988): 97-112.

Covino, William A., and David A. Jolliffe, eds. Rhetoric: Concepts, Definitions, Boundaries . Boston: Allyn and Bacon, 1995.

Ede, Lisa, ed. On Writing Research: The Braddock Essays, 1975-1998. New York: Bedford, 1999.

—. “Reading: and Rereading: the Braddock Essays.” Introduction. Ede.

Eskin, Catherine R. “Hippocrates, Kairos, and Writing in the Sciences.” Sipiora and Baumlin 97-113.

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—. Stigma: Notes on the Management of Spoiled Identity. Englewood Cliffs, NJ: Prentice-Hall, 1963.

Helsley, Sheri L. “Kairos.” Encyclopedia of Rhetoric and Composition: Communication from Ancient Times to the Information Age . Ed. Theresa Enos. New York: Garland, 1996. 371.

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Jarratt, Susan. “Feminism and Composition: The Case for Conflict.” Contending with Words: Composition and Rhetoric in a Postmodern Age . Ed. Patricia Harkin and John Schilb. New York: Modern Language Association, 1991. 105-24.

Kennedy, George A. Classical Rhetoric and Its Christian and Secular Tradition from Ancient to Modern Times . Chapel Hill: U of North Carolina P, 1980.

Kermode, Frank. The Sense of an Ending: Studies in the Theory of Fiction. New York: Oxford UP, 2000.

Kinneavy, James L. “Kairos: A Neglected Concept in Classical Rhetoric.” Rhetoric and Praxis: The Contribution of Classical Rhetoric to Practical Reasoning . Ed. Jean Dietz Moss. Washington, DC: Catholic U of America P, 1986. 79-105.

—. “Kairos in Classical and Modern Rhetorical Theory.” Sipiora and Baumlin 58-76.

Lynch, Dennis A., Diana George, and Marilyn M. Cooper. ” Moments of Argument: Agonistic Inquiry and Confrontational Cooperation .” Ede 390-412.

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Richards, I. A. The Philosophy of Rhetoric. New York: Oxford UP, 1936.

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Sipiora, Phillip, and James S. Baumlin, eds. Rhetoric and Kairos: Essays in History, Theory, and Praxis . Albany: State U of New York P, 2002.

Sheard, Cynthia Miecznikowski. “Kairos and Kenneth Burke’s Psychology of Political and Social Communication.” College English 55 (1993): 291-310.

Sommers, Nancy. “Responding to Student Writing.” Ede 122-31.

Stevens, Wallace. The Collected Poems of Wallace Stevens. New York: Knopf, 1954.

Sutton, Jane. “Kairos.” Encyclopedia of Rhetoric. Ed. Thomas O. Sloan. New York: Oxford UP, 2001. 413-17.

Price, Margaret. “Accessing Disability: A Nondisabled Student Works the Hyphen.” CCC 59.1 (2007): 53-76.

Abstract:

This article challenges current assumptions about the teaching and assessment of critical thinking in the composition classroom, particularly the practice of measuring critical thinking through individual written texts. Drawing on a case study of a class that incorporated disability studies discourse, and applying discourse analysis to student work, “Accessing Disability” argues that critical thinking can be taught more effectively through multi-modal methods and a de-emphasis on the linear progress narrative.

Keywords:

ccc59.1 Disability Essay Writing Nondisabled Identification Students CriticalThinking Pedagogy Analysis DiscourseAnalysis Multimodal ProgressNarrative

Works Cited

Barton, Ellen. “Inductive Discourse Analysis: Discovering Rich Features.” Discourse Studies in Composition . Ed. Ellen Barton and Gail Stygall. Cresskill, NJ: Hampton, 2002. 19-42.

Brownworth, Victoria A. Introduction. Brownworth & Raffo xi-xxii.

Brownworth, Victoria A., and Susan Raffo, eds. Restricted Access: Lesbians on Disability . Seattle: Seal, 1999.

Brueggemann, Brenda Jo. “An Enabling Pedagogy: Meditations on Writing and Disability.” JAC 21 (2001): 791-820.

—. Lend Me Your Ear: Rhetorical Constructions of Deafness. Washington, DC: Gallaudet UP, 1999.

Brueggemann, Brenda Jo, Linda Feldmeier White, Patricia A. Dunn, Barbara A. Heifferon, and Johnson Cheu. “Becoming Visible: Lessons in Disability.” CCC 52 (2001): 368-98.

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Curzan, Anne. Gender Shifts in the History of English. New York: Cambridge UP, 2003.

Davies, Bronwyn. Shards of Glass: Children Reading and Writing beyond Gendered Identities . Cresskill, NJ: Hampton, 1993.

Davis, Lennard J. Bending over Backwards: Disability, Dismodernism and Other Difficult Positions . New York: New York UP, 2002.

—. “Disability Studies: The Second Wave.” Paper presented at Disability Studies: Putting Theory into Practice Conference. Lancaster U, Lancaster, UK. 26 July 2004.

—. Enforcing Normalcy: Disability, Deafness, and the Body. London: Verso, 1995.

Durgin, Patrick. “Psycho-Social Disability and Post-Ableist Poetics: The Case of Hannah Weiner’s Clairvoyant Journal.” Paper presented at Conference of the Modernist Studies Association 8. Tulsa, OK. 19 October 2006.

Erevelles, Nirmala. “In Search of the Disabled Subject.” Embodied Rhetorics: Disability in Language and Culture . Ed. James C. Wilson and Cynthia Lewiecki- Wilson. Carbondale: Southern Illinois UP, 2001. 92-111.

Fairclough, Norman. “Critical Discourse Analysis and the Marketization of Public Discourse: The Universities.” Discourse and Society 4 (1993): 133-68.

—. Discourse and Social Change. Cambridge, UK: Polity, 1992.

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Gladwell, Malcolm. “The Sports Taboo: Why Blacks Are Like Boys and Whites Are Like Girls.” The Original Text- Wrestling Book. Ed. Marcia Smith Curtis and the U of Massachusetts at Amherst. Dubuque, IA: Kendall/Hunt, 2001. 135- 44.

Glenn, Cheryl. Unspoken: A Rhetoric of Silence. Carbondale: Southern Illinois UP, 2004.

Haraway, Donna. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.” Simians, Cyborgs, and Women: The Reinvention of Nature . New York: Routledge, 1991. 183-201.

Harris, Jennifer. “‘Non-disabled’: an Oxymoron? Exploring the Foundations of a Divisive Label.” Paper presented at Disability Studies: Putting Theory into Practice Conference. Lancaster U, Lancaster, UK. 27 July 2004.

Hogan, Monika. “Our Bodies, Ourselves: Discussing Materiality in the ‘Diversity’ Classroom.” Paper presented at Conference on College Composition and Communication. Minneapolis, MN. 13 April 2000.

Lee, Amy. Composing Critical Pedagogies: Teaching Writing as Revision. Urbana, IL: National Council of Teachers of English, 2000.

Lewis, Cynthia. “‘What’s Discourse Got to Do with It?’ A Meditation on Critical Discourse Analysis in Literacy Research.” Research in the Teaching of English 40 (2006): 373-79.

Linton, Simi. Claiming Disability: Knowledge and Identity. New York: New York UP, 1998.

Martin, Deb. “Add Disability and Stir: The New Ingredient in Composition Textbooks.” Disability and the Teaching of Writing: A Critical Sourcebook. Ed. Cynthia Lewiecki-Wilson and Brenda Jo Brueggemann. New York: Bedford/St. Martin’s, 2008.

Michalko, Rod. “‘I’ve Got a Blind Prof ‘: The Place of Blindness in the Academy.” The Teacher’s Body: Embodiment, Authority and Identity in the Academy . Ed. Diane P. Freedman and Martha Stoddard Holmes. Albany: State U of New York P, 2003. 69-81.

Mossman, Mark. “Visible Disability in the College Classroom.” College English 64 (2002): 645-59.

Mühlhäusler, Peter, and Rom Harr�. Pronouns and People: The Linguistic Construction of Social and Personal Identity . Oxford: Basil Blackwell, 1990.

Murphy, Robert. The Body Silent. New York: Norton, 1990.

Nagel, Thomas. The View from Nowhere. New York: Oxford UP, 1986.

Nienkamp, Jean. Internal Rhetorics: Toward a History and Theory of Self-Persuasion . Carbondale: Southern Illinois UP, 2001.

Odell, Lee, Dixie Goswami, and Anne Herrington. “The Discourse-Based Interview: A Procedure for Exploring the Tacit Knowledge of Writers in Nonacademic Settings.” Research on Writing: Principles and Methods. Ed. Peter Mosenthal, Lynne Tamor, and Sean A. Walmsley. New York: Longman, 1983. 221-36.

Price, Margaret, and Cynthia Lewiecki- Wilson. “Against Modernity: How Disability Studies Changes Writing Pedagogy and Assessment.” Unpublished manuscript, 2007.

Samuels, Ellen. “My Body, My Closet: Invisible Disability and the Limits of Coming-Out Discourse.” GLQ 9 (2003): 233-55.

Siebers, Tobin. “Disability as Masquerade.” Literature and Medicine 23 (2004): 1-22.

Shapiro, Joseph. No Pity: People with Disabilities Forging a New Civil Rights Movement. New York: Times Books, 1993.

Snyder, Sharon L., Brenda Jo Brueggemann, and Rosemarie Garland-Thomson, eds. Disability Studies: Enabling the Humanities . New York: MLA, 2002.

—. “Introduction: Integrating Disability into Teaching and Scholarship.” Snyder, Brueggemann, and Garland-Thomson 1-12.

Wachsler, Sharon. “Still. Femme.” Brownworth and Raffo 109-14.

Washington State University. “Critical Thinking Rubric.” Critical Thinking Project . Washington State U, Pullman, WA. Fall 2006. <http://wsuctproject. wsu.edu/ctr.htm>.

Wilson, James C., and Cynthia Lewiecki- Wilson. “Constructing a Third Space: Disability Studies, the Teaching of English, and Institutional Transformation.” Snyder, Brueggemann, and Garland-Thomson 296-307.

—, eds. Embodied Rhetorics: Disability in Language and Culture. Carbondale: Southern Illinois UP, 2001.

Wrigley, Owen. The Politics of Deafness. Washington, DC: Gallaudet UP, 1996.

Yancey, Kathleen Blake. ” Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work .” CCC 55 (2004): 738-61.

Beasley, James P. “‘Extraordinary Understandings’ of Composition at the University of Chicago.” CCC 59.1 (2007): 36-52.

Abstract:

While Richard Weaver, R. S. Crane, Richard McKeon, and Robert Streeter have been most identified with rhetoric at the University of Chicago and its institutional return in the 1950s, the archival record demonstrates that Frederick Champion Ward, dean of the undergraduate “College” from 1947 to 1954, and Henry W. Sams, director of English in the College during Ward’s tenure, created the useful tensions for these positions to emerge.

Keywords:

ccc59.1 FCWard HSams Writing Rhetoric UChicago KBurke History Teaching Composition RWeaver RMcKeon

Works Cited

Atwill, Janet. Rhetoric Reclaimed: Aristotle and the Liberal Arts Tradition . Ithaca: Cornell UP, 1998.

Berlin, James. Rhetoric and Reality: Writing Instruction in American Colleges, 1900- 1985. Carbondale: Southern Illinois UP, 1987.

Burke, Kenneth. Letter to Frederick Champion Ward. 1 Feb. 1949. Kenneth Burke Papers. Penn State U Archives, State College, PA.

—. “Memo to Henry Sams.” Spring 1950. Kenneth Burke Papers. Pennsylvania State U Archives, State College, PA.

—. A Rhetoric of Motives. New York: Prentice-Hall, 1950.

Crane, Ronald Salmon. “Notes on the Teaching of Writing.” Dean of the College Papers, Box 27. U of Chicago Archives, Chicago, IL.

Crowley, Sharon. Composition in the University: Historical and Polemical Essays. Pittsburgh: U of Pittsburgh P, 1998.

Duhamel, P. Albert. Rhetoric: Principles and Usage. Englewood Cliffs, NJ: Erlbaum, 1962.

Gunner, Jeanne. “A Needed Space for Critique in Historical Recovery.” Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline . Ed. Barbara L’Eplattenier and Lisa Mastrangelo. West Lafayette, IN: Parlor, 2004. 265-275.

Hayes, Al. Letter to Frederick Champion Ward. 18 Mar. 1950. Dean of the College Papers, Box 27. U of Chicago Archives, Chicago, IL.

L’Eplattenier, Barbara, and Lisa Mastrangelo, eds. Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline. West Lafayette, IN: Parlor, 2004.

McNeill, William. Hutchins’ University: A Memoir of the University of Chicago, 1929-1950 . Chicago: U of Chicago P, 1991.

Nelms, Gerald, and Maureen Goggin. “The Revival of Classical Rhetoric for Modern Composition Studies: A Survey.” Rhetoric Society Quarterly 23 (1993): 11-26.

Phelps, Louise Wetherbee. Composition as a Human Science: Contributions to the Self-Understanding of a Discipline . New York: Oxford UP, 1988.

Ransom, John Crowe. “Humanism at Chicago.” Kenyon Review 14 (1952): 647-659.

Sams, Henry W. “Fields of Research in Rhetoric.” CCC 5 (May 1954): 60-65.

—. Letter to Kenneth Burke. 12 Aug. 1949. Kenneth Burke Collection. Pennsylvania State U Archives, State College, PA.

—. Letter to Kenneth Burke. 20 Nov. 1951. Kenneth Burke Collection. Pennsylvania State U Archives, State College, PA.

—. Letter to Kenneth Burke. 2 Jan. 1957. Kenneth Burke Papers. Pennsylvania State U Archives, State College, PA.

—. “Writing.” The Idea and Practice of General Education: An Account of the College at the University of Chicago. Ed. Frederick Champion Ward. U of Chicago P, 1950. 204-211.

Sams, Henry W., and Waldo E. McNeir, eds. Problems in Reading and Writing. New York: Prentice Hall, 1949.

Streeter, William, and Robert E. Keast. The Province of Prose. New York: Harper, 1956.

Ward, Frederick Champion. “Memorandum for the Carnegie Foundation for the Advancement of Teaching Concerning the Possibility of Carrying on a Seminar in the Theory and Teaching of Rhetoric in the College of the University of Chicago during 1949-1950.” Kenneth Burke Papers. Pennsylvania State U Archives, State College, PA.

—. Letter to Kenneth Burke. 25 Jan. 1949. Kenneth Burke Papers. Pennsylvania State U Archives, State College, PA.

—. “Report for the Committee for English.” Dean of the College Papers, Box 18. U of Chicago Archives, Chicago, IL.

Weaver, Richard M. Ethics of Rhetoric. Chicago: Henry Regnery, 1970.

—. Quoted in “Committee on English Curriculum in the College.” Dean of the College Papers, Box 18. U of Chicago Archives, Chicago, IL.

Lerner, Neal. “Rejecting the Remedial Brand: The Rise and Fall of the Dartmouth Writing Clinic.” CCC 59.1 (2007): 13-35.

Abstract:

“Branding” a university in an effort to attract student applicants and alumni dollars is increasingly commonplace. The history of the Dartmouth Writing Clinic attests to the ways student writers represent an institution’s brand and provides a troubling picture of a world in which under-prepared students are branded out of existence.

Keywords:

ccc59.1 WritingClinic Dartmouth Faculty Students AKitzhaber Branding Remediation Alumni

Works Cited

Allen, Chauncey N., Robert S. Burger, Ramon Guthrie, Alexander Laing, Harold N. Moorman, Robert Z. Norman, and Harry F. R. Shaw. “Report of the Committee on Student English for 1958-1959.” Renaur Special Collections Library, DA-262. Courtesy of Dartmouth College, Hanover, NH.

Bailor, E. M., E. D. Elson, G. L. Frost, A. Laing, T. Seymour, H. F. R. Shaw, and W. B. Unger. “Annual Report of the Committee on Student English, 1956- 1957.” Renaur Special Collections Library, DA-262. Courtesy of Dartmouth College, Hanover, NH.

Bailor, Edwin M., Ramon Guthrie, Alexander Laing, Robert Z. Norman, Thaddeus Seymour, Harry F. R. Shaw, and W. Byers Unger. “Annual Report of the Committee on Student English, 1957-1958.” Renaur Special Collections Library, DA-262. Courtesy of Dartmouth College, Hanover, NH.

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