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":"56 1","pages":"72-93"},"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":"56 1","pages":"150-156"},"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":"55 1","pages":"618-641"},"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}
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":"55 1","pages":"766"},"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":"136 1","pages":"716-737"},"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":"55 1","pages":"767"},"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":"55 1","pages":"642-692"},"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":"55 1","pages":"738-761"},"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":"55 1","pages":"773"},"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":"55 1","pages":"568"},"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}
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