We argue against the metaphor of the "level playing field" and its natural coercive power; in so doing, we call for an end to the invisibility that the debate over accommodations has imposed on learning disabilities in the past decade. A literature review of LD in composition shows how this invisibility has manifested itself in our field through limited professional discussion of LD. In response, we propose not a level playing field but a new playing field altogether, a visible one that actively promotes alternative assistance for student writers with LD in first-year composition programs. We seek to show how the LD and composition fields could create a powerful partnership by serving students with LD through the principle of the liberal theory of distributive justice.
{"title":"A New Visibility: An Argument for Alternative Assistance Writing Programs for Students with Learning Disabilities","authors":"Kimber Barber-Fendley, Christine Hamel","doi":"10.2307/4140697","DOIUrl":"https://doi.org/10.2307/4140697","url":null,"abstract":"We argue against the metaphor of the \"level playing field\" and its natural coercive power; in so doing, we call for an end to the invisibility that the debate over accommodations has imposed on learning disabilities in the past decade. A literature review of LD in composition shows how this invisibility has manifested itself in our field through limited professional discussion of LD. In response, we propose not a level playing field but a new playing field altogether, a visible one that actively promotes alternative assistance for student writers with LD in first-year composition programs. We seek to show how the LD and composition fields could create a powerful partnership by serving students with LD through the principle of the liberal theory of distributive justice.","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/10.2307/4140697","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322751","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 responds to the problem that sociocultural literacy research has failed to adequately theorize individual literacy learners as moral agents with the capacity to produce harm or good to themselves and others. Building from the rhetorical construct of dialogism, this inquiry explores how the early ethical thought of Mikhail Bakhtin can contribute an “ethics of answerability” to sociocultural literacy studies. Explicating and extending a more established perspective in classroom literacy study—what I call an “ethics of difference”—my reading of Bakhtin’s early work offers a shift in focus from linguistic difference to the self who responds, or answers, to difference. An ethics of answerability highlights the unique and heavy responsibilities that individuals face as they respond to others in everyday interaction and in textual production. Proposed in light of this theoretical orientation are questions to guide inquiry in classroom-based sociocultural literacy research.
{"title":"Towards an Ethics of Answerability: Reconsidering Dialogism in Sociocultural Literacy Research.","authors":"M. Juzwik","doi":"10.2307/4140698","DOIUrl":"https://doi.org/10.2307/4140698","url":null,"abstract":"This essay responds to the problem that sociocultural literacy research has failed to adequately theorize individual literacy learners as moral agents with the capacity to produce harm or good to themselves and others. Building from the rhetorical construct of dialogism, this inquiry explores how the early ethical thought of Mikhail Bakhtin can contribute an “ethics of answerability” to sociocultural literacy studies. Explicating and extending a more established perspective in classroom literacy study—what I call an “ethics of difference”—my reading of Bakhtin’s early work offers a shift in focus from linguistic difference to the self who responds, or answers, to difference. An ethics of answerability highlights the unique and heavy responsibilities that individuals face as they respond to others in everyday interaction and in textual production. Proposed in light of this theoretical orientation are questions to guide inquiry in classroom-based sociocultural literacy research.","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/10.2307/4140698","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322755","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, I argue that critical discourse analysis (CDA) can complement and extend existing critical and radical writing pedagogies; CDA provides the theoretical and methodological context that can articulate explicitly the relationship between language practices and politics. I use CDA to analyze texts that circulated on the campus of Miami University, Ohio, surrounding a conflict that exacerbated ongoing disputes about diversity, access, and standards, and I discuss how CDA might inform composition pedagogy.
{"title":"Critical Discourse Analysis and Composition Studies: A Study of Presidential Discourse and Campus Discord.","authors":"Pegeen Reichert Powell","doi":"10.2307/4140695","DOIUrl":"https://doi.org/10.2307/4140695","url":null,"abstract":"In this article, I argue that critical discourse analysis (CDA) can complement and extend existing critical and radical writing pedagogies; CDA provides the theoretical and methodological context that can articulate explicitly the relationship between language practices and politics. I use CDA to analyze texts that circulated on the campus of Miami University, Ohio, surrounding a conflict that exacerbated ongoing disputes about diversity, access, and standards, and I discuss how CDA might inform composition pedagogy.","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/10.2307/4140695","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322702","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 t is certainly no news to report that a great many colleges and universities are beginning to embrace requirements for computer literacy. The University of Texas at Arlington, Old Dominion University, the University of the Virgin Islands, Marshall University, Utah State University, the University of Louisville, Houston Baptist University, Georgetown College (in Kentucky), and Westminster College-these are just some of the schools that are now requiring students to become computer literate, in response to the urgings of corporate employers and academic accrediting agencies. Florida State University is typical in the way it defines computer literacy: Since 1998, Florida State has had a clearly articulated policy requiring all undergraduate students to demonstrate basic familiarity with computer hardware, operating systems, and file
{"title":"Reimagining the Functional Side of Computer Literacy","authors":"S. Selber","doi":"10.2307/4140696","DOIUrl":"https://doi.org/10.2307/4140696","url":null,"abstract":"I t is certainly no news to report that a great many colleges and universities are beginning to embrace requirements for computer literacy. The University of Texas at Arlington, Old Dominion University, the University of the Virgin Islands, Marshall University, Utah State University, the University of Louisville, Houston Baptist University, Georgetown College (in Kentucky), and Westminster College-these are just some of the schools that are now requiring students to become computer literate, in response to the urgings of corporate employers and academic accrediting agencies. Florida State University is typical in the way it defines computer literacy: Since 1998, Florida State has had a clearly articulated policy requiring all undergraduate students to demonstrate basic familiarity with computer hardware, operating systems, and file","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/10.2307/4140696","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322746","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 links failed reform to failed education through a case study of an annual collaborative revision of a program textbook in the Composition Program at the Uni- versity of California at Irvine. Review of successive editions of the program's Student Guide to Writing at UCI reveals a progressive retreat from the program's pedagogical commitments and the reappearance of product-oriented instruction. here is increasing evidence that the failure of education reform is located in the educative act itself. James Milroy and Lesley Milroy observe that teach- ers' "rational conviction" about the intellectual bankruptcy of traditional no- tions of correctness in language use did not necessarily alter teachers' classroom practices, even though teachers appeared to believe they had done so (104). In a 1995 review of the assessment-driven reform movement across the United States, Larry Cuban reports a similar phenomenon. Teachers who actively embraced in-service training required to teach to the new assessments did not change their instructional practice to any significant degree, although teachers appeared to believe they had made the changes they had been taught
{"title":"Education Reform and the Limits of Discourse: Rereading Collaborative Revision of a Composition Program's Textbook","authors":"Christine Ross","doi":"10.2307/3594219","DOIUrl":"https://doi.org/10.2307/3594219","url":null,"abstract":"This article links failed reform to failed education through a case study of an annual collaborative revision of a program textbook in the Composition Program at the Uni- versity of California at Irvine. Review of successive editions of the program's Student Guide to Writing at UCI reveals a progressive retreat from the program's pedagogical commitments and the reappearance of product-oriented instruction. here is increasing evidence that the failure of education reform is located in the educative act itself. James Milroy and Lesley Milroy observe that teach- ers' \"rational conviction\" about the intellectual bankruptcy of traditional no- tions of correctness in language use did not necessarily alter teachers' classroom practices, even though teachers appeared to believe they had done so (104). In a 1995 review of the assessment-driven reform movement across the United States, Larry Cuban reports a similar phenomenon. Teachers who actively embraced in-service training required to teach to the new assessments did not change their instructional practice to any significant degree, although teachers appeared to believe they had made the changes they had been taught","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594219","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175919","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}
AL s service-learning scholarship enters its second generation, the writing on service-learningl must begin to reflect our own-and our institutions'complex relationship to "doing good." Since service-learning is a widely accepted part of many college curriculums, those who write about servicelearning must go beyond the pragmatics of when and how to integrate service into composition courses and begin to theorize who participates in servicelearning programs and why they do so. I hope, as Cynthia Rosenberger writes, that service-learning can create a "more just and humane society," and believe that in order to do this service-learning must "generate a thoughtful and critical consciousness in all stakeholders" (39). We must begin theorizing how service-learning is experienced differently by those from different groups and look closely at the gaps between our theories of service-learning and our theories of subject position(s), of race, class, gender, sexuality, and writing. Recent work
{"title":"Difficult Stories: Service-Learning, Race, Class, and Whiteness.","authors":"A. Green","doi":"10.2307/3594218","DOIUrl":"https://doi.org/10.2307/3594218","url":null,"abstract":"AL s service-learning scholarship enters its second generation, the writing on service-learningl must begin to reflect our own-and our institutions'complex relationship to \"doing good.\" Since service-learning is a widely accepted part of many college curriculums, those who write about servicelearning must go beyond the pragmatics of when and how to integrate service into composition courses and begin to theorize who participates in servicelearning programs and why they do so. I hope, as Cynthia Rosenberger writes, that service-learning can create a \"more just and humane society,\" and believe that in order to do this service-learning must \"generate a thoughtful and critical consciousness in all stakeholders\" (39). We must begin theorizing how service-learning is experienced differently by those from different groups and look closely at the gaps between our theories of service-learning and our theories of subject position(s), of race, class, gender, sexuality, and writing. Recent work","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175859","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}
An earlier version of this article was delivered as the Chair's Address at the Opening General Session of the CCCC Convention in New York, March 2003. I review the current mission and position statements of the organization by calling attention to the ways in which our current social and political climate challenges our ability to meet our goals and support our positions. I weave into my text the "voices" of historical black women who called for response in their own time and even in ours.
{"title":"Changing Missions, Shifting Positions, and Breaking Silences.","authors":"S. Logan","doi":"10.2307/3594220","DOIUrl":"https://doi.org/10.2307/3594220","url":null,"abstract":"An earlier version of this article was delivered as the Chair's Address at the Opening General Session of the CCCC Convention in New York, March 2003. I review the current mission and position statements of the organization by calling attention to the ways in which our current social and political climate challenges our ability to meet our goals and support our positions. I weave into my text the \"voices\" of historical black women who called for response in their own time and even in ours.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594220","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175983","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 project Andrea Greenbaum attempts in EmancipatoryMovements in Composition is both worthwhile and ambitious. The project is worthwhile because introducing newcomers, particularly graduate students, to the multiple disciplines that have been incorporated into critical pedagogy in the last decade can be daunting, and there is certainly room in the field for a text that names and organizes them. The project is ambitious because it attempts to do this in a mere one hundred pages, with additional pages devoted to an appended syllabus, notes, and citations. Greenbaum opens her book with a personal narrative of the Passover story, drawing from it the lesson that "human beings need to experience oppression-even if it is relived only mythically-in order to understand our social responsibility to counter and resist those forces that seek to dominate, repress, and disempower individuals" (xi), setting the polemical tone she maintains through the rest of the work. She organizes the book around what she identifies as four key approaches to critical pedagogy for the writing classroom: neosophistic rhetoric, cultural studies, feminist studies, and postcolonial studies, examining each for what they offer writing teachers seeking to enact critical pedagogy in their classrooms. Her first two chapters offer a brief historical development of sophistic rhetoric and cultural studies approaches. Greenbaum begins with the reclamation of a sophistic rhetoric, drawing particularly on Susan Jarratt, Thomas Kent, John Poulakos, Sharon Crowley, and a handful of others. She proposes that this neosophistic rhetoric contributes to a "rhetoric of possibility" by drawing attention to the indeterminacy of language, an empowering shift from a logos privileged in Western philosophy to a mythos that invites disruptive stoof the frontier is reconstrued as a collabo ative zone of cultur l and linguistic contact, "a historical moment of meeting, clashing, and cooperating ulticultura encounters" (66).
安德里亚·格林鲍姆(Andrea Greenbaum)在《作曲中的解放运动》(emancipation movements in Composition)中所尝试的项目是值得的，也是雄心勃勃的。这个项目是值得的，因为向新来者，特别是研究生，介绍过去十年被纳入批判性教育学的多个学科是令人望而生畏的，在这个领域当然有空间来命名和组织这些学科。这个项目是雄心勃勃的，因为它试图在仅仅100页的篇幅内做到这一点，另外的篇幅专门用于附加的教学大纲、注释和引文。格林鲍姆以她对逾越节故事的个人叙述作为本书的开篇，从中吸取教训:“人类需要经历压迫——即使只是在神话中重演——以便理解我们对抗和抵制那些试图统治、压制和剥夺个人权力的力量的社会责任”(11)，这奠定了她在余下的作品中始终坚持的辩论基调。她围绕写作课堂的批判性教学法的四种关键方法组织了这本书:新哲学修辞学，文化研究，女权主义研究和后殖民研究，检查了它们为写作教师提供的东西，这些教师试图在课堂上实施批判性教学法。她的前两章简要介绍了诡辩修辞学和文化研究方法的历史发展。格林鲍姆以一种诡辩的修辞开始，特别引用了苏珊·贾拉特、托马斯·肯特、约翰·普拉克斯、莎伦·克劳利和其他一些人。她提出，这种新诡辩的修辞学通过关注语言的不确定性，促成了一种“可能性的修辞学”，一种从西方哲学中特权的逻各斯到一种神话的授权转变，这种转变邀请了破坏性的边界，被重新解释为文化和语言接触的合作区域，“一个文化相遇、冲突和合作的历史时刻”(66)。
{"title":"Emancipatory Movements in Composition: The Rhetoric of Possibility","authors":"A. Greenbaum","doi":"10.2307/3594226","DOIUrl":"https://doi.org/10.2307/3594226","url":null,"abstract":"The project Andrea Greenbaum attempts in EmancipatoryMovements in Composition is both worthwhile and ambitious. The project is worthwhile because introducing newcomers, particularly graduate students, to the multiple disciplines that have been incorporated into critical pedagogy in the last decade can be daunting, and there is certainly room in the field for a text that names and organizes them. The project is ambitious because it attempts to do this in a mere one hundred pages, with additional pages devoted to an appended syllabus, notes, and citations. Greenbaum opens her book with a personal narrative of the Passover story, drawing from it the lesson that \"human beings need to experience oppression-even if it is relived only mythically-in order to understand our social responsibility to counter and resist those forces that seek to dominate, repress, and disempower individuals\" (xi), setting the polemical tone she maintains through the rest of the work. She organizes the book around what she identifies as four key approaches to critical pedagogy for the writing classroom: neosophistic rhetoric, cultural studies, feminist studies, and postcolonial studies, examining each for what they offer writing teachers seeking to enact critical pedagogy in their classrooms. Her first two chapters offer a brief historical development of sophistic rhetoric and cultural studies approaches. Greenbaum begins with the reclamation of a sophistic rhetoric, drawing particularly on Susan Jarratt, Thomas Kent, John Poulakos, Sharon Crowley, and a handful of others. She proposes that this neosophistic rhetoric contributes to a \"rhetoric of possibility\" by drawing attention to the indeterminacy of language, an empowering shift from a logos privileged in Western philosophy to a mythos that invites disruptive stoof the frontier is reconstrued as a collabo ative zone of cultur l and linguistic contact, \"a historical moment of meeting, clashing, and cooperating ulticultura encounters\" (66).","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69176035","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":"\"Nothing Educates Us like a Shock\": The Integrated Rhetoric of Melvin B. Tolson.","authors":"David M. Gold","doi":"10.2307/3594216","DOIUrl":"https://doi.org/10.2307/3594216","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175804","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}
Although the Bartholomae/Elbow debate is often framed as a modern conflict between the advocates of "academic" and "personal" writing, it is more appropriately viewed as the most recent manifestation of the historical clash between expressivism and constructivism. However, both sides of this conflict, which split over whether to see writing as a product of the mind or of an external discourse, rest upon a dualist assumption that the primary task of language is to provide linguistic representations of a transcendental ego. This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey's views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pedagogy.
{"title":"Composition As Experience: John Dewey on Creative Expression and the Origins of\"Mind\"","authors":"Nathan Crick","doi":"10.2307/3594217","DOIUrl":"https://doi.org/10.2307/3594217","url":null,"abstract":"Although the Bartholomae/Elbow debate is often framed as a modern conflict between the advocates of \"academic\" and \"personal\" writing, it is more appropriately viewed as the most recent manifestation of the historical clash between expressivism and constructivism. However, both sides of this conflict, which split over whether to see writing as a product of the mind or of an external discourse, rest upon a dualist assumption that the primary task of language is to provide linguistic representations of a transcendental ego. This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey's views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pedagogy.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594217","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175838","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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