Contents: Editor's Introduction. Introduction: The Rhetoric of Risk. Part I: The Problem of Technical Documentation in Hazardous Environments. Regulating Hazardous Environments: The Problem of Documentation. Moments of Transformation: The Cycle of Technical Documentation in Large Regulatory Industries. Acknowledging Uncertainty: Rethinking Rhetoric in a Hazardous Environment. Part II: Moments of Transformation. Reconstructing Experience: The Rhetorical Interface Between Agencies and Experience. Learning From Experience: Enlarging the Agency's Perspective in Training and Instruction. Warrants for Judgment: The Textual Representation of Embodied Sensory Experience. Part III : Documenting Experience. Embodied Experience: Representing Risk in Speech and Gesture. Manual Communication: The Negotiation of Meaning Embodied in Gesture. Part IV: Transforming Experience. Capturing Experience: The Moment of Transformation. Conclusion: The Last Canary?
{"title":"The rhetoric of risk : technical documentation in hazardous environments","authors":"B. Sauer","doi":"10.4324/9781410606815","DOIUrl":"https://doi.org/10.4324/9781410606815","url":null,"abstract":"Contents: Editor's Introduction. Introduction: The Rhetoric of Risk. Part I: The Problem of Technical Documentation in Hazardous Environments. Regulating Hazardous Environments: The Problem of Documentation. Moments of Transformation: The Cycle of Technical Documentation in Large Regulatory Industries. Acknowledging Uncertainty: Rethinking Rhetoric in a Hazardous Environment. Part II: Moments of Transformation. Reconstructing Experience: The Rhetorical Interface Between Agencies and Experience. Learning From Experience: Enlarging the Agency's Perspective in Training and Instruction. Warrants for Judgment: The Textual Representation of Embodied Sensory Experience. Part III : Documenting Experience. Embodied Experience: Representing Risk in Speech and Gesture. Manual Communication: The Negotiation of Meaning Embodied in Gesture. Part IV: Transforming Experience. Capturing Experience: The Moment of Transformation. Conclusion: The Last Canary?","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":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70473699","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}
Rhetorical grammar analysis encourages students to view writing as a material social practice in which meaning is actively made, rather than passively relayed or effortlessly produced. The study of rhetorical grammar can demonstrate to students that language does purposeful, consequential work in the world-work that can be learned and
{"title":"Making a Case for Rhetorical Grammar","authors":"Laura R. Micciche","doi":"10.2307/4140668","DOIUrl":"https://doi.org/10.2307/4140668","url":null,"abstract":"Rhetorical grammar analysis encourages students to view writing as a material social practice in which meaning is actively made, rather than passively relayed or effortlessly produced. The study of rhetorical grammar can demonstrate to students that language does purposeful, consequential work in the world-work that can be learned and","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/10.2307/4140668","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322556","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}
M. Juzwik, Richard M. Coe, L. Lingard, T. Teslenko
{"title":"The Rhetoric and Ideology of Genre: Strategies for Stability and Change","authors":"M. Juzwik, Richard M. Coe, L. Lingard, T. Teslenko","doi":"10.2307/4140672","DOIUrl":"https://doi.org/10.2307/4140672","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/10.2307/4140672","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322604","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}
Gail E. Hawisher, Cynthia L. Selfe, Brittney Moraski, Melissa Pearson
In this article, we discuss the literacy narratives of coauthors Melissa Pearson and Brittney Moraski, who came to computers almost a generation apart. Our goal is to demonstrate the importance of situating literacies of technology-and literacies more generally-within specific cultural, material, educational, and familial contexts that influence, and are influenced by, their acquisition and development. The increasing presence of personal computers in homes, workplaces, communities, and schools over the past twenty-five years has brought about dramatic changes in the ways people create and respond to information. In the United States, for example, the ability to read, compose, and communicate in computer environments--called variously technological, digital, or electronic literacy'-has acquired increased importance not only as a basic job skill2 but also, every bit as significant, as an essential component of literate activity.3 Today, if students cannot write to the screen-if they cannot design, author, analyze, and interpret material on the Web and in other digital environmentsthey may be incapable of functioning effectively as literate citizens in a growing number of social spheres. The ability to write well-and to write well with
{"title":"Becoming Literate in the Information Age: Cultural Ecologies and the Literacies of Technology","authors":"Gail E. Hawisher, Cynthia L. Selfe, Brittney Moraski, Melissa Pearson","doi":"10.2307/4140666","DOIUrl":"https://doi.org/10.2307/4140666","url":null,"abstract":"In this article, we discuss the literacy narratives of coauthors Melissa Pearson and Brittney Moraski, who came to computers almost a generation apart. Our goal is to demonstrate the importance of situating literacies of technology-and literacies more generally-within specific cultural, material, educational, and familial contexts that influence, and are influenced by, their acquisition and development. The increasing presence of personal computers in homes, workplaces, communities, and schools over the past twenty-five years has brought about dramatic changes in the ways people create and respond to information. In the United States, for example, the ability to read, compose, and communicate in computer environments--called variously technological, digital, or electronic literacy'-has acquired increased importance not only as a basic job skill2 but also, every bit as significant, as an essential component of literate activity.3 Today, if students cannot write to the screen-if they cannot design, author, analyze, and interpret material on the Web and in other digital environmentsthey may be incapable of functioning effectively as literate citizens in a growing number of social spheres. The ability to write well-and to write well with","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/10.2307/4140666","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322546","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}
What we ask students to do is who we ask them to be. With this as a defining proposition, I make three claims: (1) print portfolios offer fundamentally different intellectual and affective opportunities than electronic portfolios do; (2) looking at some student portfolios in both media begins to tell us something about what intellectual work is possible within a portfolio; and (3) assuming that each portfolio is itself a composition, we need to consider which kind of portfolio-as-composition we want to invite from students, and why.
{"title":"Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work","authors":"K. Yancey","doi":"10.2307/4140669","DOIUrl":"https://doi.org/10.2307/4140669","url":null,"abstract":"What we ask students to do is who we ask them to be. With this as a defining proposition, I make three claims: (1) print portfolios offer fundamentally different intellectual and affective opportunities than electronic portfolios do; (2) looking at some student portfolios in both media begins to tell us something about what intellectual work is possible within a portfolio; and (3) assuming that each portfolio is itself a composition, we need to consider which kind of portfolio-as-composition we want to invite from students, and why.","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/10.2307/4140669","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322593","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}
Reading a book is also kind of better solution when you have no enough money or time to get your own adventure. This is one of the reasons we show the arts of living reinventing the humanities for the twenty first century as your friend in spending the time. For more representative collections, this book not only offers it's strategically book resource. It can be a good friend, really good friend with much knowledge.
{"title":"Arts of Living: Reinventing the Humanities for the Twenty-first Century","authors":"Kurt Spellmeyer","doi":"10.2307/4140674","DOIUrl":"https://doi.org/10.2307/4140674","url":null,"abstract":"Reading a book is also kind of better solution when you have no enough money or time to get your own adventure. This is one of the reasons we show the arts of living reinventing the humanities for the twenty first century as your friend in spending the time. For more representative collections, this book not only offers it's strategically book resource. It can be a good friend, really good friend with much knowledge.","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/10.2307/4140674","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322609","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":"A Response to \"Point Counterpoint: Teaching Punctuation as Information Management\"","authors":"J. Dawkins, N. Mann","doi":"10.2307/4140699","DOIUrl":"https://doi.org/10.2307/4140699","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322761","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}
Contents: Preface. Part I: Culture. M. Helmers, Representing Reading: An Introduction to the Difficulties of Discipline. K. McCormick, Closer Than Close Reading: Historical Analysis, Cultural Analysis, and Symptomatic Reading in the Undergraduate Classroom. L. Rand, Reading as a Site of Spiritual Struggle. Part II: Theory. N.L. Christiansen, The Master Double Frame and Other Lessons From Classical Education. P. Harkin, J.J. Sosnoski, Whatever Happened to Reader-Response Criticism? C.A. Hill, Reading the Visual in College Writing Classes. Part III: Classroom. M. Cornis-Pope, A. Woodlief, The Rereading/Rewriting Process: Theory and Collaborative, Online Pedagogy. M.A. Cain, G. Kalamaras, (Re)Reading and Writing Genres of Discourse: Creative Writing as General Education. M.R. Salvatori, Reading Matters for Writing. D. Bauer, Afterword.
内容:前言。第一部分:文化。赫尔默斯:《代表阅读:纪律之难导论》。麦考密克，《比细读更接近:历史分析、文化分析和症状性阅读在本科课堂中的应用》。兰德:《作为精神斗争场所的阅读》。第二部分:理论。N.L. Christiansen，大师双框架和古典教育的其他教训。P.哈金、J.J.索斯诺斯基:《读者回应式批评到底发生了什么?》C.A.希尔:《大学写作课中的视觉阅读》。第三部分:课堂。M. Cornis-Pope, A. Woodlief，《重读/重写过程:理论与协作》，网络教学。M.A.凯恩，G.卡拉马拉斯，(续)话语的阅读与写作类型:作为通识教育的创意写作。塞尔瓦托里先生，阅读对写作很重要。D.鲍尔，后记。
{"title":"Intertexts : reading pedagogy in college writing classrooms","authors":"Marguerite H. Helmers","doi":"10.4324/9781410606976","DOIUrl":"https://doi.org/10.4324/9781410606976","url":null,"abstract":"Contents: Preface. Part I: Culture. M. Helmers, Representing Reading: An Introduction to the Difficulties of Discipline. K. McCormick, Closer Than Close Reading: Historical Analysis, Cultural Analysis, and Symptomatic Reading in the Undergraduate Classroom. L. Rand, Reading as a Site of Spiritual Struggle. Part II: Theory. N.L. Christiansen, The Master Double Frame and Other Lessons From Classical Education. P. Harkin, J.J. Sosnoski, Whatever Happened to Reader-Response Criticism? C.A. Hill, Reading the Visual in College Writing Classes. Part III: Classroom. M. Cornis-Pope, A. Woodlief, The Rereading/Rewriting Process: Theory and Collaborative, Online Pedagogy. M.A. Cain, G. Kalamaras, (Re)Reading and Writing Genres of Discourse: Creative Writing as General Education. M.R. Salvatori, Reading Matters for Writing. D. Bauer, Afterword.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70473798","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":"(Re)Articulating Assessment: Writing Assessment for Teaching and Learning","authors":"Paul Kameen, B. Huot","doi":"10.2307/4140701","DOIUrl":"https://doi.org/10.2307/4140701","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322776","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}
Community service learning in college-level composition has been widely proclaimed as a microrevolution in higher education. Advocates enthusiastically assert that "both faculty and student participants report radical transformations of their experiences and understanding of education and its relation to communities outside the campus" (Adler-Kassner et al. 1). This pedagogy, they argue, addresses writing as a situated, social act and "points us toward a curriculum of textual studies based on [rhetorical] inquiry into variation in discourse" (Bacon 53). Students write about the community in journals and rhetorical analyses of mission statements, or with the community in an urban
大学作文中的社区服务学习被广泛认为是高等教育中的一场微革命。倡导者热情地断言，“教师和学生参与者都报告了他们的经历和对教育及其与校园外社区关系的理解的根本转变”(Adler-Kassner et al. 1)。他们认为，这种教学法将写作视为一种定位的社会行为，并“为我们指出了一种基于对话语变化的[修辞]探究的文本研究课程”(Bacon 53)。学生们在期刊和使命宣言的修辞分析中撰写关于社区的文章，或者在城市中与社区一起写作
{"title":"Facing (Up To)'The Stranger' in Community Service Learning","authors":"Margaret Himley","doi":"10.2307/4140694","DOIUrl":"https://doi.org/10.2307/4140694","url":null,"abstract":"Community service learning in college-level composition has been widely proclaimed as a microrevolution in higher education. Advocates enthusiastically assert that \"both faculty and student participants report radical transformations of their experiences and understanding of education and its relation to communities outside the campus\" (Adler-Kassner et al. 1). This pedagogy, they argue, addresses writing as a situated, social act and \"points us toward a curriculum of textual studies based on [rhetorical] inquiry into variation in discourse\" (Bacon 53). Students write about the community in journals and rhetorical analyses of mission statements, or with the community in an urban","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140694","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322698","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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