{"title":"Alternative Rhetorics: Challenges to the Rhetorical Tradition","authors":"E. Flynn, L. Gray-Rosendale, S. Gruber","doi":"10.2307/1512111","DOIUrl":"https://doi.org/10.2307/1512111","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"54 1","pages":"158"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921148","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 role of the professor in community service writing courses factors into the teaching, research, and overall institutional viability of these initiatives, yet too little has been written about the role of the professor in service learning. Through an analysis of recent publications on service learning and data gathered during an outreach initiative at University of California, Berkeley, this article reveals a few of the obstacles that hinder the sustainability of community literacy programs. I find that professors in service learning courses can better sustain these initiatives when they view the community site as a place where their research, teaching, and service contribute to a community's self-defined needs and students' learning.
在社区服务写作课程中，教授的角色会影响到教学、研究和这些倡议的整体机构可行性，但关于教授在服务学习中的角色的文章太少了。本文分析了加州大学伯克利分校(University of California, Berkeley)开展的一项外展活动中有关服务学习的最新出版物和收集的数据，揭示了阻碍社区扫盲项目可持续发展的一些障碍。我发现，当服务学习课程的教授将社区网站视为他们的研究、教学和服务为社区自我定义的需求和学生的学习做出贡献的地方时，他们可以更好地维持这些举措。
{"title":"Sustainable Service Learning Programs","authors":"Ellen Cushman","doi":"10.2307/1512101","DOIUrl":"https://doi.org/10.2307/1512101","url":null,"abstract":"The role of the professor in community service writing courses factors into the teaching, research, and overall institutional viability of these initiatives, yet too little has been written about the role of the professor in service learning. Through an analysis of recent publications on service learning and data gathered during an outreach initiative at University of California, Berkeley, this article reveals a few of the obstacles that hinder the sustainability of community literacy programs. I find that professors in service learning courses can better sustain these initiatives when they view the community site as a place where their research, teaching, and service contribute to a community's self-defined needs and students' learning.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"54 1","pages":"40-65"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68920801","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}
In this article, we identify in the formation of U.S. college composition courses a tacit policy of English monolingualism based on a chain of reifications of languages and social identity. We show this policy continuing in assumptions underlying arguments for and against English Only legislation and basic writers. And we call for an internationalist perspective on written English in relation to other languages and the dynamics of globalization.
{"title":"English Only and U.S. College Composition.","authors":"Bruce Horner, J. Trimbur","doi":"10.2307/1512118","DOIUrl":"https://doi.org/10.2307/1512118","url":null,"abstract":"In this article, we identify in the formation of U.S. college composition courses a tacit policy of English monolingualism based on a chain of reifications of languages and social identity. We show this policy continuing in assumptions underlying arguments for and against English Only legislation and basic writers. And we call for an internationalist perspective on written English in relation to other languages and the dynamics of globalization.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"53 1","pages":"594-630"},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512118","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921181","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 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":"53 1","pages":"705"},"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":"53 1","pages":"739"},"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":"53 1","pages":"631"},"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":"53 1","pages":"675-704"},"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":"53 1","pages":"759"},"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":"53 1","pages":"651-674"},"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":"53 1","pages":"487-506"},"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}
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