J. Hollowell, Michael P. Clark, S. Mailloux, Christine Ross
{"title":"Responses to \"Education Reform and the Limits of Discourse:Rereading Collaborative Revision of a Composition Program's Textbook\"","authors":"J. Hollowell, Michael P. Clark, S. Mailloux, Christine Ross","doi":"10.2307/4140652","DOIUrl":"https://doi.org/10.2307/4140652","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"329"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322495","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 essay, I analyze Kenneth Burke's Cold War pedagogy and explore the ways it connects to (and complicates) Paulo Freire's conception of praxis. I argue that Burke's theory and practice adds a rhetorical nuance to critical reflection and then envision how his 1955 educational concerns gain significance for teachers and scholars today who, like Burke, live in a time "when war is always threatening.:'
{"title":"Becoming Symbol-Wise: Kenneth Burke's Pedagogy of Critical Reflection.","authors":"J. Enoch","doi":"10.2307/4140650","DOIUrl":"https://doi.org/10.2307/4140650","url":null,"abstract":"In this essay, I analyze Kenneth Burke's Cold War pedagogy and explore the ways it connects to (and complicates) Paulo Freire's conception of praxis. I argue that Burke's theory and practice adds a rhetorical nuance to critical reflection and then envision how his 1955 educational concerns gain significance for teachers and scholars today who, like Burke, live in a time \"when war is always threatening.:'","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"272-296"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322478","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}
G. Smitherman, Víctor Villanueva, Suresh Canagarajah
It s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. "Language Diversity in the Classroom: From Intention to Practice "works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a standard English, advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country s diverse dialects, languages, and literatures. Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity."
众所周知，在大多数美国课堂上，如果学生想要成功，他们就必须掌握标准化的美国英语和编辑过的美国英语的惯例。“课堂上的语言多样性:从意图到实践”通过一系列具有争议性但不偏不倚的文章来重新调整这些概念，这些文章探索了我们如何制定并继续制定我们对课堂和专业社区中出现的许多语言和英语的完整性的信念。由日内瓦·史密瑟曼和维克多·维拉纽瓦编辑的这本书是受国家英语教师委员会和大学写作与交流会议委托进行的一项关于语言意识的调查项目的启发而出版的。他们都积极支持教育多样性，讨论了语言多样化课堂中固有的主要问题:语言与种族主义、语言与民族主义，以及在尊重和颂扬学生母语的同时教授写作所面临的挑战。这些文章从历史和教学的角度探讨了语言意识和语言多样性，揭示了标准英语概念中隐含的民族主义，倡导各级教师的另类培训和教学实践，并促进了对国家多样化方言、语言和文学的尊重和重要性。撰稿人包括Geneva Smitherman、Victor Villanueva、Elaine Richardson、Victoria Cliett、Arnetha F. Ball、Rashidah Jammi Muhammad、Kim Brian Lovejoy、Gail Y. Okawa、Jan Swearingen和Dave Pruett。该卷还包括苏雷什·卡纳加拉贾的前言和大量关于双语和语言多样性的资源参考书目。”
{"title":"Language Diversity in the Classroom: From Intention to Practice","authors":"G. Smitherman, Víctor Villanueva, Suresh Canagarajah","doi":"10.2307/4140656","DOIUrl":"https://doi.org/10.2307/4140656","url":null,"abstract":"It s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. \"Language Diversity in the Classroom: From Intention to Practice \"works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a standard English, advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country s diverse dialects, languages, and literatures. Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity.\"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"5 1","pages":"349"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322517","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}
Bruce Horner, M. Bousquet, T. Scott, Leo Parascondola
"Tenured Bosses and Disposable Teachers: Writing Instruction in the Managed University "exposes the poor working conditions of contingent composition faculty and explores practical alternatives to the unfair labor practices that are all too common on campuses today. Editors Marc Bousquet, Tony Scott, and Leo Parascondola bring together diverse perspectives from pragmatism to historical materialism to provide a perceptive and engaging examination of the nature, extent, and economics of the managed labor problem in composition instructiona field in which as much as ninety-three percent of all classes are taught by graduate students, adjuncts, and other disposable teachers. These instructors enjoy few benefits, meager wages, little or no participation in departmental governance, and none of the rewards and protections that encourage innovation and research. And it is from this disenfranchised position that literacy workers are expected to provide some of the core instruction in nearly everyone's higher education experience. Twenty-six contributors explore a range of real-world solutions to managerial domination of the composition workplace, from traditional academic unionism to ensemble movement activism and the pragmatic rhetoric, accommodations, and resistances practiced by teachers in their daily lives.Contributors are Leann Bertoncini, Marc Bousquet, Christopher Carter, Christopher Ferry, David Downing, Amanda Godley, Robin Truth Goodman, Bill Hendricks, Walter Jacobsohn, Ruth Kiefson, Paul Lauter, Donald Lazere, Eric Marshall, Randy Martin, Richard Ohmann, Leo Parascondola, Steve Parks, Gary Rhoades, Eileen Schell, Tony Scott, William Thelin, Jennifer Seibel Trainor, Donna Strickland, William Vaughn, Ray Watkins, and Katherine Wills."
《终身老板和一次性教师:管理大学的写作指导》揭露了临时作文系的恶劣工作条件，并探索了当今校园中普遍存在的不公平劳动实践的实际替代方案。编辑Marc Bousquet、Tony Scott和Leo parascon多拉汇集了从实用主义到历史唯物主义的不同观点，对作文教学中管理劳动力问题的性质、范围和经济学进行了敏锐而引人入胜的考察。在作文教学中，多达93%的班级是由研究生、兼职教师和其他一次性教师教授的。这些教师享受很少的福利，微薄的工资，很少或根本没有参与部门管理，也没有鼓励创新和研究的奖励和保护。正是在这种被剥夺权利的地位下，扫盲工作者被期望在几乎每个人的高等教育经历中提供一些核心指导。二十六位作者探讨了一系列现实世界的解决方案，以管理工作场所的统治，从传统的学术工会主义到集体运动激进主义，以及教师在日常生活中实践的实用主义修辞，住宿和抵抗。撰稿人是Leann Bertoncini, Marc Bousquet, Christopher Carter, Christopher Ferry, David Downing, Amanda Godley, Robin Truth Goodman, Bill Hendricks, Walter Jacobsohn, Ruth Kiefson, Paul Lauter, Donald Lazere, Eric Marshall, Randy Martin, Richard Ohmann, Leo parascondora, Steve Parks, Gary Rhoades, Eileen Schell, Tony Scott, William Thelin, Jennifer Seibel Trainor, Donna Strickland, William Vaughn, Ray Watkins和Katherine Wills。”
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This essay examines the writing done at the University of New Hampshire in the period between 1928 and 1942. It argues that while there was extensive writing from personal experience, this writing did not perform the "turn" where the writer claims a new form of self-understanding. It goes on to suggest that work with this largely observational genre may develop important skills for the young writers.
{"title":"The Dogma of Transformation.","authors":"Thomas Newkirk","doi":"10.2307/4140649","DOIUrl":"https://doi.org/10.2307/4140649","url":null,"abstract":"This essay examines the writing done at the University of New Hampshire in the period between 1928 and 1942. It argues that while there was extensive writing from personal experience, this writing did not perform the \"turn\" where the writer claims a new form of self-understanding. It goes on to suggest that work with this largely observational genre may develop important skills for the young writers.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"251-271"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322894","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}
From the early 1990s to the present, Ruth Frankenberg, David Roediger, coauthors Thomas Nakayama and Robert Krizek, and other academics have focused on race by uncovering, interrogating, and theorizing whiteness as a largely unacknowledged but vastly important rhetorical and epistemological system. Nakayama and Krizek consider whiteness "relatively unchartered territory" that "has remained invisible as it continues to influence the identity of those both within and without its domain" (291). Whiteness, they claim, "wields power yet endures as a largely unarticulated position" (291). Further, they argue, "whiteness has assumed the position of an uninterrogated space" (293). Many whites, they argue, refuse to acknowledge their ethnicity, claiming simply to be human, thereby erasing from whiteness "its history and its social
从20世纪90年代初到现在，Ruth Frankenberg, David Roediger，合著者Thomas Nakayama和Robert Krizek以及其他学者通过揭示，质疑和理论化白人作为一种很大程度上未被承认但非常重要的修辞和认识论系统来关注种族问题。Nakayama和Krizek认为白人是“相对未知的领域”，“它一直是不可见的，因为它继续影响着那些在其领域内外的人的身份”(291)。他们声称，白人“掌握着权力，但作为一个很大程度上未被阐明的立场而存在”(291)。此外，他们认为，“白人已经占据了一个未经审问的空间”(293)。他们认为，许多白人拒绝承认自己的种族，仅仅声称自己是人类，从而抹去了“白人的历史和社会”
{"title":"Plymouth Rock Landed on Us: Malcolm X's Whiteness Theory as a Basis for Alternative Literacy","authors":"K. Miller","doi":"10.2307/4140647","DOIUrl":"https://doi.org/10.2307/4140647","url":null,"abstract":"From the early 1990s to the present, Ruth Frankenberg, David Roediger, coauthors Thomas Nakayama and Robert Krizek, and other academics have focused on race by uncovering, interrogating, and theorizing whiteness as a largely unacknowledged but vastly important rhetorical and epistemological system. Nakayama and Krizek consider whiteness \"relatively unchartered territory\" that \"has remained invisible as it continues to influence the identity of those both within and without its domain\" (291). Whiteness, they claim, \"wields power yet endures as a largely unarticulated position\" (291). Further, they argue, \"whiteness has assumed the position of an uninterrogated space\" (293). Many whites, they argue, refuse to acknowledge their ethnicity, claiming simply to be human, thereby erasing from whiteness \"its history and its social","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"7 1","pages":"199-222"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322883","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 is an attempt to define what being a responsible and responsive user of English might mean in a world ordered by global capital, a world where all forms of intra- and international exchanges in all areas of life are increasingly under pressure to involve English. Turning to recent work in linguistics and education, I pose a set of alternative assumptions that might help us develop more responsible and responsive approaches to the relation between English and its users (both those labeled Native-Speaking, White or Middle Class, and those Othered by these labels), the language needs and purposes of individual users of English, and the relation between the work we do and the work done by users of English across the world. I argue that these assumptions can help us compose English against the grain of all systems and relations of injustice.
{"title":"An Essay on the Work of Composition: Composing English against the Order of Fast Capitalism","authors":"Min-zhan Lu","doi":"10.2307/4140679","DOIUrl":"https://doi.org/10.2307/4140679","url":null,"abstract":"This is an attempt to define what being a responsible and responsive user of English might mean in a world ordered by global capital, a world where all forms of intra- and international exchanges in all areas of life are increasingly under pressure to involve English. Turning to recent work in linguistics and education, I pose a set of alternative assumptions that might help us develop more responsible and responsive approaches to the relation between English and its users (both those labeled Native-Speaking, White or Middle Class, and those Othered by these labels), the language needs and purposes of individual users of English, and the relation between the work we do and the work done by users of English across the world. I argue that these assumptions can help us compose English against the grain of all systems and relations of injustice.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"16-50"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322619","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":"\"Not Too Late to Take the Sanitation Test\": Notes of a Non-Gifted Academic from the Working Class","authors":"D. Borkowski","doi":"10.2307/4140682","DOIUrl":"https://doi.org/10.2307/4140682","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"94"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140682","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322678","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}
Why do some students prosper as college writers, moving forward with their writing, while others lose interest? In this essay we explore some of the paradoxes of writing development by focusing on the central role the freshman year plays in this development. We argue that students who make the greatest gains as writers throughout college (1) initially accept their status as novices and (2) see in writing a larger purpose than fulfilling an assignment. Based on the evidence of our longitudinal study, we conclude that the story of the freshman year is not one of dramatic changes on paper; it is the story of changes within the writers themselves.
{"title":"The Novice as Expert: Writing the Freshman Year.","authors":"N. Sommers, Laura Saltz","doi":"10.2307/4140684","DOIUrl":"https://doi.org/10.2307/4140684","url":null,"abstract":"Why do some students prosper as college writers, moving forward with their writing, while others lose interest? In this essay we explore some of the paradoxes of writing development by focusing on the central role the freshman year plays in this development. We argue that students who make the greatest gains as writers throughout college (1) initially accept their status as novices and (2) see in writing a larger purpose than fulfilling an assignment. Based on the evidence of our longitudinal study, we conclude that the story of the freshman year is not one of dramatic changes on paper; it is the story of changes within the writers themselves.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"124-149"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322683","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":"An \"Immensely Simplified Task\": Form in Modern Composition-Rhetoric","authors":"Judith Goleman","doi":"10.2307/4140680","DOIUrl":"https://doi.org/10.2307/4140680","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"51"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322664","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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