{"title":"Writing across and against the Curriculum.","authors":"A. Young","doi":"10.2307/3594174","DOIUrl":"https://doi.org/10.2307/3594174","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175750","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 a departure from traditional paradigms, in this work Latinos examine their own experiences in US schools and offer theories born from positions of expertise and first-hand knowledge as researchers and educators.
{"title":"The best for our children : critical perspectives on literacy for Latino students","authors":"María de la Luz Reyes, John J. Halcón","doi":"10.2307/3594177","DOIUrl":"https://doi.org/10.2307/3594177","url":null,"abstract":"In a departure from traditional paradigms, in this work Latinos examine their own experiences in US schools and offer theories born from positions of expertise and first-hand knowledge as researchers and educators.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175321","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 n composition studies, as in other disciplines across the academy, feminist theorists have pushed the boundaries and possibilities of empirical research by calling for more reciprocal, collaborative, and mutually enriching relationships between researchers and their subjects. Patricia A. Sullivan identifies the assumption behind a collaborative research approach as a belief "that knowledge is constructed in a collaborative relationship with those being stud-
在作文研究中，就像在整个学院的其他学科中一样，女权主义理论家通过呼吁研究者和他们的研究对象之间建立更互惠、合作和相互丰富的关系，推动了实证研究的界限和可能性。帕特里夏·a·沙利文(Patricia a . Sullivan)认为合作研究方法背后的假设是一种信念，即“知识是在与被研究对象的合作关系中构建的”
{"title":"Accepting Roles Created for Us: The Ethics of Reciprocity.","authors":"K. Powell, Pamela Takayoshi","doi":"10.2307/3594171","DOIUrl":"https://doi.org/10.2307/3594171","url":null,"abstract":"I n composition studies, as in other disciplines across the academy, feminist theorists have pushed the boundaries and possibilities of empirical research by calling for more reciprocal, collaborative, and mutually enriching relationships between researchers and their subjects. Patricia A. Sullivan identifies the assumption behind a collaborative research approach as a belief \"that knowledge is constructed in a collaborative relationship with those being stud-","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594171","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175648","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}
Catherine G. Latterell, G. Tate, Amy Rupiper, K. Schick
Reflecting the rich complexity of contemporary college composition pedagogy, this unique collection presents twelve original essays on several of the most important approaches to the teaching of writing. Each essay is written by an experienced teacher/scholar and describes one of the major pedagogies employed today: process, expressive, rhetorical, collaborative, feminist, critical, cultural studies, community service, and basic writing. Writing centers, writing across the curriculum, and technology and the teaching of writing are also discussed. The essays are composed of personal statements on pedagogical applications and bibliographical guides that aid students and new teachers in further study and research. Contributors include Christopher Burnham, William A. Covino, Ann George, Diana George, Eric H. Hobson, Rebecca Moore Howard, Susan C. Jarratt, Laura Julier, Susan McLeod, Charles Moran, Deborah Mutnick, Lad Tobin, and John Trimbur. An invaluable tool for graduate students and new teachers, A Guide to Composition Pedagogies provides an exceptional introduction to composition studies and the extensive range of pedagogical approaches used today.
反映了当代大学作文教学的丰富复杂性，这个独特的集合提出了几个最重要的写作教学方法的12篇原创文章。每篇文章由一位经验丰富的教师/学者撰写，并描述当今使用的主要教学法之一:过程，表达，修辞，合作，女权主义，批判，文化研究，社区服务和基本写作。写作中心，跨课程写作，技术和写作教学也进行了讨论。论文由教学应用的个人陈述和书目指南组成，帮助学生和新教师进一步学习和研究。撰稿人包括Christopher Burnham, William A. Covino, Ann George, Diana George, Eric H. Hobson, Rebecca Moore Howard, Susan C. Jarratt, Laura Julier, Susan McLeod, Charles Moran, Deborah Mutnick, Lad Tobin和John Trimbur。作为研究生和新教师的宝贵工具，《作文教学法指南》提供了对作文研究和广泛的教学方法的特殊介绍。
{"title":"A guide to composition pedagogies","authors":"Catherine G. Latterell, G. Tate, Amy Rupiper, K. Schick","doi":"10.2307/3594179","DOIUrl":"https://doi.org/10.2307/3594179","url":null,"abstract":"Reflecting the rich complexity of contemporary college composition pedagogy, this unique collection presents twelve original essays on several of the most important approaches to the teaching of writing. Each essay is written by an experienced teacher/scholar and describes one of the major pedagogies employed today: process, expressive, rhetorical, collaborative, feminist, critical, cultural studies, community service, and basic writing. Writing centers, writing across the curriculum, and technology and the teaching of writing are also discussed. The essays are composed of personal statements on pedagogical applications and bibliographical guides that aid students and new teachers in further study and research. Contributors include Christopher Burnham, William A. Covino, Ann George, Diana George, Eric H. Hobson, Rebecca Moore Howard, Susan C. Jarratt, Laura Julier, Susan McLeod, Charles Moran, Deborah Mutnick, Lad Tobin, and John Trimbur. An invaluable tool for graduate students and new teachers, A Guide to Composition Pedagogies provides an exceptional introduction to composition studies and the extensive range of pedagogical approaches used today.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175428","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}
Multimodal Discourse outlines a new theory of communication for the age of interactive media. Gunther Kress and Theo Van Leeuwen provide students with a wide-ranging analysis of the various communication styles and the ways by which text is now understood as the interaction of sound, music, vision, colour and language.
多模态语篇为互动媒体时代提出了一种新的传播理论。Gunther Kress和Theo Van Leeuwen为学生提供了各种交流风格的广泛分析，以及文本现在被理解为声音，音乐，视觉，颜色和语言的相互作用的方式。
{"title":"Multimodal Discourse: The Modes and Media of Contemporary Communication","authors":"L. Faigley, G. Kress, T. V. Leeuwen","doi":"10.2307/1512155","DOIUrl":"https://doi.org/10.2307/1512155","url":null,"abstract":"Multimodal Discourse outlines a new theory of communication for the age of interactive media. Gunther Kress and Theo Van Leeuwen provide students with a wide-ranging analysis of the various communication styles and the ways by which text is now understood as the interaction of sound, music, vision, colour and language.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512155","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68922481","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 essay, I turn to contemporary feminist object-relations theory to understand the efforts of students in a service learning course to push beyond the usual subjectobject, active-passive dualisms that pervade community-based literacy projects and to compose instead complex representations in which all participants are composed as active, as knowing, and as exceeding any single construction of who we all are. I also argue for placing writing and the problems of composing at the center of such courses. I begin with a scene written by a student in my service learning course, U.S. Literacy Politics. The scene, taken from her final paper for the course, recounts her first night at a downtown community center, where students likeJanis serve as literacy partners and mentors. Shifting back and forth between present and past tense, Janis writes:
{"title":"\"And Now That I Know Them\": Composing Mutuality in a Service Learning Course","authors":"Nancy E Welch","doi":"10.2307/1512148","DOIUrl":"https://doi.org/10.2307/1512148","url":null,"abstract":"In this essay, I turn to contemporary feminist object-relations theory to understand the efforts of students in a service learning course to push beyond the usual subjectobject, active-passive dualisms that pervade community-based literacy projects and to compose instead complex representations in which all participants are composed as active, as knowing, and as exceeding any single construction of who we all are. I also argue for placing writing and the problems of composing at the center of such courses. I begin with a scene written by a student in my service learning course, U.S. Literacy Politics. The scene, taken from her final paper for the course, recounts her first night at a downtown community center, where students likeJanis serve as literacy partners and mentors. Shifting back and forth between present and past tense, Janis writes:","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68922380","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 regularly chastise students for placing quotation marks around words that are not direct quotations. Yet, as this research shows, professionals use nonstandard quotations routinely and to rhetorical advantage. After analyzing the various purposes nonstandard quotations serve, I argue student use of the marks jars us not because it departs from good practice but because, through them, students invoke voices we do not want to recognize.
{"title":"Nonstandard Quotes: Superimpositions and Cultural Maps.","authors":"Barbara Schneider","doi":"10.2307/1512145","DOIUrl":"https://doi.org/10.2307/1512145","url":null,"abstract":"We regularly chastise students for placing quotation marks around words that are not direct quotations. Yet, as this research shows, professionals use nonstandard quotations routinely and to rhetorical advantage. After analyzing the various purposes nonstandard quotations serve, I argue student use of the marks jars us not because it departs from good practice but because, through them, students invoke voices we do not want to recognize.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512145","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921895","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":"Composition and Sustainability: Teaching for a Threatened Generation","authors":"C. Weisser, Derek Owens","doi":"10.2307/1512156","DOIUrl":"https://doi.org/10.2307/1512156","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68922047","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 author reflects on what she has learned about university teaching from her experience being a novice student of karate. She asserts the value for even seasoned teachers to maintain a beginner's mind that is "free of the habits of the expert, ready to accept, to doubt, and to open to all the possibilities." From this new position, the author's awareness of what she does in the classroom has shifted, as her respect for students has grown and her understanding of their feelings has deepened.
{"title":"Teaching with the Beginner's Mind: Notes from My Karate Journal.","authors":"S. Fontaine","doi":"10.2307/1512146","DOIUrl":"https://doi.org/10.2307/1512146","url":null,"abstract":"The author reflects on what she has learned about university teaching from her experience being a novice student of karate. She asserts the value for even seasoned teachers to maintain a beginner's mind that is \"free of the habits of the expert, ready to accept, to doubt, and to open to all the possibilities.\" From this new position, the author's awareness of what she does in the classroom has shifted, as her respect for students has grown and her understanding of their feelings has deepened.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512146","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921988","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}
P. Gillespie, Alice M. Gillam, Lady Falls Brown, Byron L. Stay
Contents: Preface. Introduction. Part I: Writing Centers as Sites of Self-Reflective Inquiry. A. Gillam, The Call to Research: Early Representations of Writing Center Research. E. Boquet, Disciplinary Action: Writing Center Work and the Making of a Researcher. P. Gillespie, Beyond the House of Lore: WCenter as Research Site. N. Lerner, Insider as Outsider: Participant Observation as Writing Center Research. Part II: Writing Centers as Sites of Institutional Critique and Contextual Inquiry. M. Harris, Writing Center Administration: Making Local, Institutional Knowledge in Our Writing Centers. P. Carino, Reading Our Own Words: Rhetorical Analysis and the Institutional Discourse of Writing Centers. J. Olson, D.J. Moyer, A. Falda, Student-Centered Assessment Research in the Writing Center. J.M. Neff, Capturing Complexity: Using Grounded Theory to Study Writing Centers. S. Thomas, J. Bevins, M.A. Crawford, The Portfolio Project: Sharing Our Stories. D. DeVoss, Computer Literacies and the Roles of the Writing Center. Part III: Writing Centers as Sites of Inquiry Into Practice. K.B. Yancey, Seeing Practice Through Their Eyes: Reflection as Teacher. N. Welch, The Return of the Suppressed: Tutoring Stories in a Transitional Space. J. Rodby, The Subject Is Literacy: General Education and the Dialectics of Power and Resistance in the Writing Center. J.M. Lutes, Why Feminists Make Better Tutors: Gender and Disciplinary Expertise in a Curriculum-Based Tutoring Program.
内容:前言。介绍。第一部分:写作中心作为自我反思探究的场所。A. Gillam:《研究的呼唤:写作中心研究的早期表现》。E. Boquet:《纪律处分:写作中心工作与研究人员的培养》。P. Gillespie，超越爱的房子:WCenter作为研究地点。内部人作为局外人:写作中心研究中的参与性观察。第二部分:写作中心作为制度批判和语境探究的场所。写作中心的管理:在我们的写作中心制造地方性的、制度性的知识。阅读我们自己的话语:修辞分析与写作中心的制度话语。J. Olson, D.J. Moyer, A. Falda，写作中心学生为中心的评估研究。J.M.内夫，《捕捉复杂性:运用扎根理论研究写作中心》。S. Thomas, J. Bevins, M.A. Crawford，《作品集项目:分享我们的故事》。D. DeVoss，计算机素养和写作中心的角色。第三部分:写作中心作为实践探究的场所。K.B. Yancey，《透过他们的眼睛看练习:作为老师的反思》。《被压抑者的回归:过渡空间中的辅导故事》，N. Welch著。罗比:《主体是识字:写作中心的通识教育与权力与反抗的辩证法》。为什么女权主义者是更好的导师:基于课程的辅导计划中的性别和学科专业知识。
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