Drawing upon their longitudinal study of four undergraduate writers and focusing on the progress of one of them, the authors question assumptions that confuse skills assessment with the measurement of academic and personal development. They argue for a broader view of writing development and a teaching approach that fosters it. R ecent years have seen the publication of longitudinal studies of writing, some of those studies explicitly linked to developmental theories. We're thinking, for instance, of Richard Haswell's Gaining Ground in College (1991), Marilyn Sternglass's Time to Know Them (1997), and Anne Beaufort's Writing in the Real World (1999). In 2000, we also published a longitudinal study that used the word development in its title: Persons in Process: Four Stories of Writing and Personal Development in College. Although we use this word, we did not situate the study in relation to developmental scholarship on writing or cognition. That was neither our purpose nor study design. Given that we focused on four individual students-not large numbers, as did Haswell and Sternglass
{"title":"Writing Development in the College Years: By Whose Definition?.","authors":"M. Curtis, Anne J. Herrington","doi":"10.2307/3594200","DOIUrl":"https://doi.org/10.2307/3594200","url":null,"abstract":"Drawing upon their longitudinal study of four undergraduate writers and focusing on the progress of one of them, the authors question assumptions that confuse skills assessment with the measurement of academic and personal development. They argue for a broader view of writing development and a teaching approach that fosters it. R ecent years have seen the publication of longitudinal studies of writing, some of those studies explicitly linked to developmental theories. We're thinking, for instance, of Richard Haswell's Gaining Ground in College (1991), Marilyn Sternglass's Time to Know Them (1997), and Anne Beaufort's Writing in the Real World (1999). In 2000, we also published a longitudinal study that used the word development in its title: Persons in Process: Four Stories of Writing and Personal Development in College. Although we use this word, we did not situate the study in relation to developmental scholarship on writing or cognition. That was neither our purpose nor study design. Given that we focused on four individual students-not large numbers, as did Haswell and Sternglass","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175993","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}
Jasper Neel, "Reclaiming Our Theoretical Heritage" C. Jan Swearingen, "Rhetoric and Composition as a Coherent Intellectual Discipline" Gary A. Olson, "The Death of Composition as an Intellectual Discipline" Charles Bazerman, "The Case for Writing Studies as a Major Discipline" Susan Miller, "Writing Studies as a Mode of Inquiry" Susan Wells, "Claiming the Archive for Rhetoric and Composition" Susan C. Jarratt, "New Dispositions for Historical Studies in Rhetoric" Gary A. Olson, "Ideological Critique in Rhetoric and Composition" Tom Fox, "Working Against the State" Lynn Worsham, "Coming to Terms" Keith Gilyard, "Holdin' It Down" Steven Mailloux, "From Segregated Schools to Dimpled Chads" Thomas Kent, "Paralogic Rhetoric" Barbara Couture, "Writing and Truth" Victor J. Vitanza, "Seeing in Third Sophistic Ways" Sharon Crowley, "Body Studies in Rhetoric and Composition" John Trimbur, "Delivering the Message" Cynthia L. Selfe and Richard J. Selfe, "The Intelligent Work of Computers and Composition Studies" William A. Covino, "The Eternal Return of Magic-Rhetoric"
{"title":"Rhetoric and composition as intellectual work","authors":"Gary A. Olson","doi":"10.2307/3594205","DOIUrl":"https://doi.org/10.2307/3594205","url":null,"abstract":"Jasper Neel, \"Reclaiming Our Theoretical Heritage\" C. Jan Swearingen, \"Rhetoric and Composition as a Coherent Intellectual Discipline\" Gary A. Olson, \"The Death of Composition as an Intellectual Discipline\" Charles Bazerman, \"The Case for Writing Studies as a Major Discipline\" Susan Miller, \"Writing Studies as a Mode of Inquiry\" Susan Wells, \"Claiming the Archive for Rhetoric and Composition\" Susan C. Jarratt, \"New Dispositions for Historical Studies in Rhetoric\" Gary A. Olson, \"Ideological Critique in Rhetoric and Composition\" Tom Fox, \"Working Against the State\" Lynn Worsham, \"Coming to Terms\" Keith Gilyard, \"Holdin' It Down\" Steven Mailloux, \"From Segregated Schools to Dimpled Chads\" Thomas Kent, \"Paralogic Rhetoric\" Barbara Couture, \"Writing and Truth\" Victor J. Vitanza, \"Seeing in Third Sophistic Ways\" Sharon Crowley, \"Body Studies in Rhetoric and Composition\" John Trimbur, \"Delivering the Message\" Cynthia L. Selfe and Richard J. Selfe, \"The Intelligent Work of Computers and Composition Studies\" William A. Covino, \"The Eternal Return of Magic-Rhetoric\"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69176167","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 article focuses on Latino students' difficulties with higher education because of double construction of identity from and toward the Anglo mainstream in the U.S. It addresses other perception, the potential problems Latino students, Mexican American, encounter in higher education based on how others perceive their individual and group identity. It also addresses self-perception, the contradictory expectations that Mexican Americans have of the mainstream in higher education. It presents the discussion in a letter format that primarily speaks to audiences outside the mainstream.
{"title":"Dear Saints, Dear Stella: Letters Examining the Messy Lines of Expectations, Stereotypes, and Identity in Higher Education","authors":"Nancy G. Barrón","doi":"10.2307/3594198","DOIUrl":"https://doi.org/10.2307/3594198","url":null,"abstract":"The article focuses on Latino students' difficulties with higher education because of double construction of identity from and toward the Anglo mainstream in the U.S. It addresses other perception, the potential problems Latino students, Mexican American, encounter in higher education based on how others perceive their individual and group identity. It also addresses self-perception, the contradictory expectations that Mexican Americans have of the mainstream in higher education. It presents the discussion in a letter format that primarily speaks to audiences outside the mainstream.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175743","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 the author explores the educational process in which college sophomores enrolled in a reading and writing course are engaged. She defines this education as translation: a process of preservation, re-vision, and re-rendering of both texts and selves, prompted by particular course assignments, readings, and forums for interaction.
{"title":"Education as Translation: Students Transforming Notions of Narrative and Self","authors":"A. Cook‐Sather","doi":"10.2307/3594201","DOIUrl":"https://doi.org/10.2307/3594201","url":null,"abstract":"In this article the author explores the educational process in which college sophomores enrolled in a reading and writing course are engaged. She defines this education as translation: a process of preservation, re-vision, and re-rendering of both texts and selves, prompted by particular course assignments, readings, and forums for interaction.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69176004","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 today's classroom and larger cultural climate, overtly politicized "critical" composition pedagogies may only exacerbate student resistance to issues and identities of difference, especially if the teacher is marked or read as different her/himself. I therefore suggest that the marginalized teacher-subject look to contemporary theoretical notions of the "radical resignification" of power as well as to the neglected rhetorical concept of metis, or "cunning," to engage difference more efficaciously, if more sneakily. Specifically, I argue that one possible praxis for better negotiating student resistance is the performance of the very neutrality that students expect of teachers.
{"title":"Rhetoric on the Edge of Cunning; Or, The Performance of Neutrality (Re)Considered As a Composition Pedagogy for Student Resistance","authors":"Karen L. Kopelson","doi":"10.2307/3594203","DOIUrl":"https://doi.org/10.2307/3594203","url":null,"abstract":"In today's classroom and larger cultural climate, overtly politicized \"critical\" composition pedagogies may only exacerbate student resistance to issues and identities of difference, especially if the teacher is marked or read as different her/himself. I therefore suggest that the marginalized teacher-subject look to contemporary theoretical notions of the \"radical resignification\" of power as well as to the neglected rhetorical concept of metis, or \"cunning,\" to engage difference more efficaciously, if more sneakily. Specifically, I argue that one possible praxis for better negotiating student resistance is the performance of the very neutrality that students expect of teachers.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69176051","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}
Intercultural rhetoric, like the project of empowerment, is the site of competing agendas for not only how to talk across difference but to what end. The practice of community-based intercultural inquiry proposed here goes beyond a willingness to embrace conflicting voices to an active search for the silent resources of situated knowledge in an effort to build a collaboratively transformed understanding.
{"title":"Talking across Difference: Intercultural Rhetoric and the Search for Situated Knowledge","authors":"L. Flower","doi":"10.2307/3594199","DOIUrl":"https://doi.org/10.2307/3594199","url":null,"abstract":"Intercultural rhetoric, like the project of empowerment, is the site of competing agendas for not only how to talk across difference but to what end. The practice of community-based intercultural inquiry proposed here goes beyond a willingness to embrace conflicting voices to an active search for the silent resources of situated knowledge in an effort to build a collaboratively transformed understanding.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175891","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}
Sabbatical leaves are designed to give the faculty member time forfurther professional development through research, private study, travel, writing, etc. Sabbatical leaves may not be usedfor work toward an advanced degree. The sabbatical leave is a privilege, awarded through competitive peer-reviewprocess.... The primary criteria are the probable value of the sabbatical leave experience in increasing the professional competence of the faculty member and its value to the academic programs in which the applicant participates. -Faculty Handbook, The Citadel
{"title":"Radical Sabbaticals: Putting Yourself in Danger.","authors":"T. Thompson, Richard Louth","doi":"10.2307/3594204","DOIUrl":"https://doi.org/10.2307/3594204","url":null,"abstract":"Sabbatical leaves are designed to give the faculty member time forfurther professional development through research, private study, travel, writing, etc. Sabbatical leaves may not be usedfor work toward an advanced degree. The sabbatical leave is a privilege, awarded through competitive peer-reviewprocess.... The primary criteria are the probable value of the sabbatical leave experience in increasing the professional competence of the faculty member and its value to the academic programs in which the applicant participates. -Faculty Handbook, The Citadel","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69176099","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":"Writing and revising the disciplines","authors":"C. Herndl, J. Monroe","doi":"10.2307/3594209","DOIUrl":"https://doi.org/10.2307/3594209","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69176252","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 examines the rhetorical practice of liberation theology and how it has altered social relations of power in Latin America. Using the confrontational rhetoric of liberation theology as an example, we develop a rhetorical model that grounds postmodern theories of rhetorical performance in material relations to explain how
{"title":"Speaking Matters: Liberation Theology, Rhetorical Performance, and Social Action.","authors":"C. Herndl, Danny Bauer","doi":"10.2307/3594185","DOIUrl":"https://doi.org/10.2307/3594185","url":null,"abstract":"This article examines the rhetorical practice of liberation theology and how it has altered social relations of power in Latin America. Using the confrontational rhetoric of liberation theology as an example, we develop a rhetorical model that grounds postmodern theories of rhetorical performance in material relations to explain how","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594185","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175495","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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