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。”
{"title":"Tenured bosses and disposable teachers : writing instruction in the managed university","authors":"Bruce Horner, M. Bousquet, T. Scott, Leo Parascondola","doi":"10.2307/4140657","DOIUrl":"https://doi.org/10.2307/4140657","url":null,"abstract":"\"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.\"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140657","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322531","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 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
This article describes how readers from a graduate program in anthropology evaluated student writing in a general education course. Readers voiced the concerns of their discipline when they focused on the stance writers assumed and how they made value judgments.
{"title":"Reading Student Writing with Anthropologists: Stance and Judgment in College Writing.","authors":"Mary Soliday","doi":"10.2307/4140681","DOIUrl":"https://doi.org/10.2307/4140681","url":null,"abstract":"This article describes how readers from a graduate program in anthropology evaluated student writing in a general education course. Readers voiced the concerns of their discipline when they focused on the stance writers assumed and how they made value judgments.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322671","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}
Katrina Powell and Pamela Takayoshi's article, "Accepting Roles Created for Us: The Ethics of Reciprocity" (CCC 54 [3]) was an important check to the discussions of methodology in rhetoric and composition, especially as these concern issues of reciprocity. Linking this rather abstract concept with the notion of kairos was smart on many levels, though it also raised questions for me that I hope they might address. Let me say upfront, that this was a useful and interesting essay, one that I read closely and have thought a good deal about. My questions are tough but only because they stem from a position of keen engagement. Their piece described well the complexities of negotiating the terms of give-and-take with research participants. Often the kinds of capital that professors and university representatives possess can be seen by participants as important in ways that researchers may not know until a teachable moment arises in the research setting when a participant spots a need that the researcher might address. In Powell's case, the need was for someone to listen to the story of a roommate's suicide, though listening to this put Powell in an uncomfort-
{"title":"Response to \"accepting the roles created for us: The ethics of reciprocity\"","authors":"Ellen Cushman, K. Powell, Pamela Takayoshi","doi":"10.2307/4140685","DOIUrl":"https://doi.org/10.2307/4140685","url":null,"abstract":"Katrina Powell and Pamela Takayoshi's article, \"Accepting Roles Created for Us: The Ethics of Reciprocity\" (CCC 54 [3]) was an important check to the discussions of methodology in rhetoric and composition, especially as these concern issues of reciprocity. Linking this rather abstract concept with the notion of kairos was smart on many levels, though it also raised questions for me that I hope they might address. Let me say upfront, that this was a useful and interesting essay, one that I read closely and have thought a good deal about. My questions are tough but only because they stem from a position of keen engagement. Their piece described well the complexities of negotiating the terms of give-and-take with research participants. Often the kinds of capital that professors and university representatives possess can be seen by participants as important in ways that researchers may not know until a teachable moment arises in the research setting when a participant spots a need that the researcher might address. In Powell's case, the need was for someone to listen to the story of a roommate's suicide, though listening to this put Powell in an uncomfort-","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140685","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322687","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":"Edwin Hopkins and the Costly Labor of Composition Teaching.","authors":"Randall L. Popken","doi":"10.2307/4140665","DOIUrl":"https://doi.org/10.2307/4140665","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322539","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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