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":"55 1","pages":"585"},"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":"55 1","pages":"578"},"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":"55 1","pages":"416"},"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}
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":"55 1","pages":"504-535"},"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":"14 1","pages":"536-567"},"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":"55 1","pages":"439-469"},"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":"55 1","pages":"470-503"},"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":"55 1","pages":"302-329"},"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":"55 1","pages":"276-301"},"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":"55 1","pages":"330-342"},"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}
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