I analyze the public and professional discourse of learning disability, arguing that medical models of literacy misdirect teaching by narrowing its focus to remediation. This insight about teaching is not new; resurgent demands for behaviorist pedagogies make understanding their continuing appeal important to composition studies.
{"title":"Learning Disability, Pedagogies, and Public Discourse.","authors":"L. White","doi":"10.2307/1512122","DOIUrl":"https://doi.org/10.2307/1512122","url":null,"abstract":"I analyze the public and professional discourse of learning disability, arguing that medical models of literacy misdirect teaching by narrowing its focus to remediation. This insight about teaching is not new; resurgent demands for behaviorist pedagogies make understanding their continuing appeal important to composition studies.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512122","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since 1989, the Missouri Colloquium on Writing Assessment (CWA) has conducted, compiled, and published the results of thirteen annual writing surveys completed by writing program administrators at Missouri's two-year and four-year institutions (primarily public) as well as at Johnson County Kansas Community College, a part of the Kansas City metropolitan area. In all, thirty-seven different colleges and universities (nineteen two-year and eighteen four-year institutions) are represented in the thirteen years of survey results, with eight institutions included in all thirteen surveys and twenty-seven (72 percent) of the colleges and universities participating eight or more survey years (see Tables 1 and 2).1 The collected data are unique in that the same cohort of schools responded to the same detailed inquiries related to the assessing, curricular design, delivery, and staffing of general studies writing courses. An examination of the re-
{"title":"Reflections on the Missouri CWA Surveys, 1989-2001: A New Composition Delivery Paradigm.","authors":"J. Frick, N. Blattner","doi":"10.2307/1512123","DOIUrl":"https://doi.org/10.2307/1512123","url":null,"abstract":"Since 1989, the Missouri Colloquium on Writing Assessment (CWA) has conducted, compiled, and published the results of thirteen annual writing surveys completed by writing program administrators at Missouri's two-year and four-year institutions (primarily public) as well as at Johnson County Kansas Community College, a part of the Kansas City metropolitan area. In all, thirty-seven different colleges and universities (nineteen two-year and eighteen four-year institutions) are represented in the thirteen years of survey results, with eight institutions included in all thirteen surveys and twenty-seven (72 percent) of the colleges and universities participating eight or more survey years (see Tables 1 and 2).1 The collected data are unique in that the same cohort of schools responded to the same detailed inquiries related to the assessing, curricular design, delivery, and staffing of general studies writing courses. An examination of the re-","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the contradictory representations of whiteness in the literature on critical pedagogy and argues that a deeper engagement with these contradictions can help critical educators in their work with white students. The essay explores a number of sites-the rhetoric of critical pedagogy, the literature on whiteness that has surfaced in the past five years-and concludes by analyzing portraits of white students as they read texts that challenge them to think about race and racial identity in new ways.
{"title":"Critical Pedagogy's \"Other\": Constructions of Whiteness in Education for Social Change.","authors":"J. Trainor","doi":"10.2307/1512119","DOIUrl":"https://doi.org/10.2307/1512119","url":null,"abstract":"This article examines the contradictory representations of whiteness in the literature on critical pedagogy and argues that a deeper engagement with these contradictions can help critical educators in their work with white students. The essay explores a number of sites-the rhetoric of critical pedagogy, the literature on whiteness that has surfaced in the past five years-and concludes by analyzing portraits of white students as they read texts that challenge them to think about race and racial identity in new ways.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512119","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
... No matter how backward and negative the mainstream view and image of Black people, Ifeel compelled to reshape the image and to explore our manypositive angles because I love my own people. Perhaps this is because I have been blessed with spiritual African eyes at a time when most Africans have had their eyes poked out.... So, like most ghetto girls who haven't yet been turned into money-hungry heartless bitches by a godless money centered world, I have a problem: I love hard. Maybe too hard. Or maybe its too hard for a people without structure-structure in the sense of knowing what African womanhood is. What does it mean? What is it supposed to do to you andfor you? -Sister Souljah
{"title":"\"To Protect and Serve\": African American Female Literacies.","authors":"Elaine B. Richardson","doi":"10.2307/1512121","DOIUrl":"https://doi.org/10.2307/1512121","url":null,"abstract":"... No matter how backward and negative the mainstream view and image of Black people, Ifeel compelled to reshape the image and to explore our manypositive angles because I love my own people. Perhaps this is because I have been blessed with spiritual African eyes at a time when most Africans have had their eyes poked out.... So, like most ghetto girls who haven't yet been turned into money-hungry heartless bitches by a godless money centered world, I have a problem: I love hard. Maybe too hard. Or maybe its too hard for a people without structure-structure in the sense of knowing what African womanhood is. What does it mean? What is it supposed to do to you andfor you? -Sister Souljah","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The temperance movement was the largest single organizing force for women in American history, uniting and empowering women seeking to enact social change. By the end of the century, more than two hundred thousand women had become members of the Woman's Christian Temperance Union (WCTU), and numerous others belonged to smaller temperance organizations. Despite the impact of the movement, its literature has been largely neglected. In this collection of nineteen temperance tales, Carol Mattingly has recovered and revalued previously unavailable writing by women. Mattingly's introduction provides a context for these stories, locating the pieces within the temperance movement as well as within larger issues in women's studies. The temperance movement was essential to women's awareness of and efforts to change gender inequalities in the United States during the nineteenth and early twentieth centuries. In their fiction, temperance writers protested physical and emotional abuse at the hands of men, argued for women's rights, addressed legal concerns, such as divorce and child custody, and denounced gender-biased decisions affecting the care and rights of children. Temperance fiction by women broadens our understanding of the connections between women's rights and temperance, while shedding light on women's thinking and behavior in the nineteenth century. Temperance writers featured in this reader include Louisa May Alcott, Mary Dwinell Chellis, Elizabeth Fries Lummis Ellet, Frances Dana Gage, Frances Ellen Watkins Harper, Caroline Lee Whiting Hentz, Marietta Holley, Elizabeth Stuart Phelps (Ward), Lydia Howard Huntley Sigourney, Elizabeth Cady Stanton, and Harriet Beecher Stowe. Water Drops from Women Writers features biographical sketches of each writer as well as thirteen illustrations.
{"title":"Water drops from women writers : a temperance reader","authors":"C. Mattingly","doi":"10.2307/1512128","DOIUrl":"https://doi.org/10.2307/1512128","url":null,"abstract":"The temperance movement was the largest single organizing force for women in American history, uniting and empowering women seeking to enact social change. By the end of the century, more than two hundred thousand women had become members of the Woman's Christian Temperance Union (WCTU), and numerous others belonged to smaller temperance organizations. Despite the impact of the movement, its literature has been largely neglected. In this collection of nineteen temperance tales, Carol Mattingly has recovered and revalued previously unavailable writing by women. Mattingly's introduction provides a context for these stories, locating the pieces within the temperance movement as well as within larger issues in women's studies. The temperance movement was essential to women's awareness of and efforts to change gender inequalities in the United States during the nineteenth and early twentieth centuries. In their fiction, temperance writers protested physical and emotional abuse at the hands of men, argued for women's rights, addressed legal concerns, such as divorce and child custody, and denounced gender-biased decisions affecting the care and rights of children. Temperance fiction by women broadens our understanding of the connections between women's rights and temperance, while shedding light on women's thinking and behavior in the nineteenth century. Temperance writers featured in this reader include Louisa May Alcott, Mary Dwinell Chellis, Elizabeth Fries Lummis Ellet, Frances Dana Gage, Frances Ellen Watkins Harper, Caroline Lee Whiting Hentz, Marietta Holley, Elizabeth Stuart Phelps (Ward), Lydia Howard Huntley Sigourney, Elizabeth Cady Stanton, and Harriet Beecher Stowe. Water Drops from Women Writers features biographical sketches of each writer as well as thirteen illustrations.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512128","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fiftieth anniversary issue of CCC included a call from Geneva Smitherman for compositionists to renew the fight for language rights. In this article, we take up Smitherman's call by situating the theory of language rights in composition studies in a brief history of rights rhetoric in the United States. C ommemorating its fiftieth year, Geneva Smitherman celebrated CCC as an "advocate for those on the linguistic margins" (349). As Smitherman makes clear in both the title of her commemorative article-"CCCC's Role in the Struggle for Language Rights"-and in her opening reference to "Students' Right to Their Own Language," composition's advocacy for those on the linguistic margins has been most meaningful when it has been expressed through a rhetoric of rights. Drawing attention to the legacy of a rights rhetoric in composition studies, Smitherman demonstrates that the constitutive ambiguity of rights rhetoric continues to create contexts for exchange, deliberation, and progress. While rights rhetoric has served us in our search to understand and enact a just redistribution of literacy resources through the teaching of writing, the rights rhetoric of compositionists has not been without its problems. A rhetoric of rights is limited by the collision of shifting meanings of rights in
{"title":"Race, Literacy, and the Value of Rights Rhetoric in Composition Studies","authors":"Patrick L. Bruch, R. Marback","doi":"10.2307/1512120","DOIUrl":"https://doi.org/10.2307/1512120","url":null,"abstract":"The fiftieth anniversary issue of CCC included a call from Geneva Smitherman for compositionists to renew the fight for language rights. In this article, we take up Smitherman's call by situating the theory of language rights in composition studies in a brief history of rights rhetoric in the United States. C ommemorating its fiftieth year, Geneva Smitherman celebrated CCC as an \"advocate for those on the linguistic margins\" (349). As Smitherman makes clear in both the title of her commemorative article-\"CCCC's Role in the Struggle for Language Rights\"-and in her opening reference to \"Students' Right to Their Own Language,\" composition's advocacy for those on the linguistic margins has been most meaningful when it has been expressed through a rhetoric of rights. Drawing attention to the legacy of a rights rhetoric in composition studies, Smitherman demonstrates that the constitutive ambiguity of rights rhetoric continues to create contexts for exchange, deliberation, and progress. While rights rhetoric has served us in our search to understand and enact a just redistribution of literacy resources through the teaching of writing, the rights rhetoric of compositionists has not been without its problems. A rhetoric of rights is limited by the collision of shifting meanings of rights in","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I am a lecturer at a state university. Like lecturers, adjuncts, and part-timers everywhere, I work without hope for tenure-or even promise of continuation. Two days each week for five years, I drove six hours round-trip to take graduate courses toward my PhD; three other days each week, I cleaned houses and worked part-time as a secretary at the university where I am now marginally employed. A former colleague said to me recently, "Why would you admit doing this kind of work?" No doubt, my narrative must sound like the stories many of our fathers told of walking five miles each way to school in shoes with holes in them (and sometimes through snow!). And that familiarity makes me laugh at myself, on the one hand, but see a similarity with those "dads" of ours on the other. Many of our dads were the first in their families to be educated, much as I was the first in mine; we are pioneers in education of sorts, much
{"title":"Making Places as Teacher-Scholars in Composition Studies: Comparing Transition Narratives.","authors":"Resa Crane Bizzaro","doi":"10.2307/1512135","DOIUrl":"https://doi.org/10.2307/1512135","url":null,"abstract":"I am a lecturer at a state university. Like lecturers, adjuncts, and part-timers everywhere, I work without hope for tenure-or even promise of continuation. Two days each week for five years, I drove six hours round-trip to take graduate courses toward my PhD; three other days each week, I cleaned houses and worked part-time as a secretary at the university where I am now marginally employed. A former colleague said to me recently, \"Why would you admit doing this kind of work?\" No doubt, my narrative must sound like the stories many of our fathers told of walking five miles each way to school in shoes with holes in them (and sometimes through snow!). And that familiarity makes me laugh at myself, on the one hand, but see a similarity with those \"dads\" of ours on the other. Many of our dads were the first in their families to be educated, much as I was the first in mine; we are pioneers in education of sorts, much","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512135","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
W hen Black Panther Party (BPP) documents enter the public space of the classroom, the possibility for students developing their own empowering rhetorics is heightened. In this article, I explore the political and pedagogical relevance of BPP documents in a critical reading and writing intensive classroom. I am concerned specifically with classroom publics and the use of BPP autobiographies and the BPP's Platform and Program "What We Want, What We Believe" with Black students who represent the minority at Miami University. I
{"title":"Empowering Rhetoric: Black Students Writing Black Panthers.","authors":"Gwendolyn D. Pough","doi":"10.2307/1512134","DOIUrl":"https://doi.org/10.2307/1512134","url":null,"abstract":"W hen Black Panther Party (BPP) documents enter the public space of the classroom, the possibility for students developing their own empowering rhetorics is heightened. In this article, I explore the political and pedagogical relevance of BPP documents in a critical reading and writing intensive classroom. I am concerned specifically with classroom publics and the use of BPP autobiographies and the BPP's Platform and Program \"What We Want, What We Believe\" with Black students who represent the minority at Miami University. I","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Rhetorics of Survivance: How American Indians Use Writing.","authors":"Malea D. Powell","doi":"10.2307/1512132","DOIUrl":"https://doi.org/10.2307/1512132","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Classroom assignments, especially papers, often serve as the catalyst for many of the interactions that take place between Black male students and white faculty. This essay identifies some of the pitfalls that contribute to the breakdown of communication between white faculty and Black male students during interactions over student writing; it points out the behaviors that both constrain and facilitate these interactions, and it offers suggestions for how faculty can improve their interactions with this population of students. The essay concludes with suggestions for improving faculty awareness of how racial dynamics impact student/faculty interactions over student writing.
{"title":"Making Connections: Addressing the Pitfalls of White Faculty/Black Male Student Communication.","authors":"L. Gonsalves","doi":"10.2307/1512133","DOIUrl":"https://doi.org/10.2307/1512133","url":null,"abstract":"Classroom assignments, especially papers, often serve as the catalyst for many of the interactions that take place between Black male students and white faculty. This essay identifies some of the pitfalls that contribute to the breakdown of communication between white faculty and Black male students during interactions over student writing; it points out the behaviors that both constrain and facilitate these interactions, and it offers suggestions for how faculty can improve their interactions with this population of students. The essay concludes with suggestions for improving faculty awareness of how racial dynamics impact student/faculty interactions over student writing.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512133","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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