College Composition and Communication, Vol. 59, No. 4, June 2008

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v59-4

Barton, Ellen. “Further Contributions from the Ethical Turn in Composition/Rhetoric: Analyzing Ethics in Interaction.” CCC 59.4 (2008): 596-632.

Abstract:

In this essay, I propose that the field of composition/rhetoric can make important contributions to the understanding of ethics based on our critical perspective on language as interactional and rhetorical. The actual language of decision making with ethical dimensions has rarely been studied directly in the literature, a crucial gap our field can usefully fill. To illustrate this approach, I analyze the language of research recruitment in two biomedical and behavioral studies, arguing that different ethical frameworks– a principle-based ethics of rights and a context-based ethic of care–license different kinds of interaction and rhetorical persuasion. The findings identify and complicate certain concepts and assumptions within these ethical frameworks, with implications for the context of regulated research in the university.

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Barton, Ellen. “Design in Observational Research in Medicine: Toward Disciplined Interdisciplinarity.” Journal of Business and Technical Communication 15 (2001): 309-32.

—. “Discourse Methods and Critical Practice in Professional Communication: The Front-Stage and Back-Stage Discourse of Prognosis in Medicine.” Journal of Business and Technical Communication 18 (2004): 67-111.

—. “Speaking for Another: Ethics in Interaction in Medical Encounters.” Handbook of Applied Linguistics: Communication in Professions and Organizations . Ed. Srikant Sarangi and Chris Candlin. Berlin: Mouton de Gruyter (forthcoming).

—. “Institutional and Professional Orders of Ethics in the Discourse Practices of Research Recruitment in Oncology.” The Discourses of Hospital Communication: Tracing Complexities in Contemporary Health Care Organizations . Ed. Rick Iedema. New York: Palgrave Macmillan, 2007. 18-38.

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—. “Linguistic Discourse Analysis: How the Language in Texts Works.” What Writing Does and How It Does It: An Introduction to Analyzing Texts and Textual Practices . Ed. Charles Bazerman and Paul Prior. Mahwah, NJ: Lawrence Erlbaum, 2004. 57-82.

—. “The Social Work of Diagnosis: Evidence for Judgments of Competence and Incompetence.” Constructing (In)Competence: Disabling Evaluations in Clinical and Social Interaction . Ed. Dana Kovarsky, Judy Duchan, and Madeleine Maxwell. Hillsdale, NJ: Lawrence Erlbaum, 1999. 257-90.

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Spring, Suzanne B. “Seemingly Uncouth Forms”: Letters at Mount Holyoke Female Seminary. CCC 59.4 (2008): 633-675.

Abstract:

Dispelling historical narratives in composition and rhetoric that largely depict nineteenth- century student compositions as “vacuous” themes, this archival study examines women’s compositions at Mount Holyoke Female Seminary as complex generic hybrids, in which the composition is fused with common social and dialogic forms. By focusing particularly on two related hybrid forms–the letter composition and the sermon composition–this article demonstrates the discursive nature of women’s intellectual work as it circulated within and beyond seminary walls, in both written and oral forms, serving as localized evidence of a gendered antebellum epistolary culture.

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Abstract:

This article is a rhetorical analysis of the anxious and outraged discourse employed in response to the “rising tide” of cheating and plagiarism. This discourse invites actions that are antithetical to the goals of education and the roles of educators, as exemplified by the proliferation of plagiarism-detection technologies.

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Abstract:

The study of writers and writing in digital environments raises distinct and complex ethical issues for researchers. Rhetoric theory and casuistic ethics, working in tandem, provide a theoretical framework for addressing such issues. A casuistic heuristic grounded in rhetorical principles can help digital writing researchers critically interrogate their research designs, carefully examine their relationships with research participants, and make sound ethical judgments.

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Abstract:

This article places responses received from an open-ended survey of graduate students and faculty in dialogue with published commentary on the scope of composition studies as a discipline to explore three interrelated disciplinary dilemmas: the “pedagogical imperative,” the “theory-practice split,” and the increasingly complicated relationship between “rhetoric” and “composition” as our field’s titular terms.

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Abstract:

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