Foregrounding issues of race, ethnicity, and education, this article ties together two important issues in teaching (so-called) basic writing: how social and pedagogical issues in higher education shape possibilities for bicultural students' writings and how these students can use their developing sense of literacy and their texts to explore identity. C ritiquing "general bourgeois education:' an education that socializes people to follow the rules of society, NgNug~i wa Thiong'o describes a system that mystifies "knowledge and hence reality:"
这篇文章将种族、民族和教育问题作为前景，将教学(所谓的)基础写作中的两个重要问题联系在一起:高等教育中的社会和教学问题如何塑造双文化学生写作的可能性，以及这些学生如何利用他们不断发展的识字意识和文本来探索身份。在批评“一般资产阶级教育”——一种使人们社会化以遵循社会规则的教育——时，NgNug~i wa Thiong’o描述了一种使“知识和现实”神秘化的制度。
{"title":"\"The Politics of Location\": Text As Opposition","authors":"Renee M. Moreno","doi":"10.2307/1512147","DOIUrl":"https://doi.org/10.2307/1512147","url":null,"abstract":"Foregrounding issues of race, ethnicity, and education, this article ties together two important issues in teaching (so-called) basic writing: how social and pedagogical issues in higher education shape possibilities for bicultural students' writings and how these students can use their developing sense of literacy and their texts to explore identity. C ritiquing \"general bourgeois education:' an education that socializes people to follow the rules of society, NgNug~i wa Thiong'o describes a system that mystifies \"knowledge and hence reality:\"","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/10.2307/1512147","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921544","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}
At the beginning of the dissertation research process, doctoral students cannot see the end, nor can they imagine how they will get there. For many like Elizabeth Graber of Homer, Alaska; Jenny Staben of Waukegan, Illinois; and Katherine Sohn of Pikeville, Kentucky, conducting the work of comprehensive exam preparation, proposal development, and dissertation research away from the host institution adds a multitude of challenges to the process. To achieve their goal of finishing the dissertation and earning the elusive PhD, each of them chose qualitative methodology which suited their individual purposes of describing particular settings and sharing particular stories of college literacy students rather than theoretical, philosophical, and quantitative approaches. Because qualitative research methods enlarge the vision of what counts as knowledge, who can have it, and how it is generated, challenged, and evaluated (Fleischer), and because interviews allow participants to express their "ideas, thoughts, and memories in their own words rather than in the words of the researcher" (Reinharz 19), all three chose to use interviews as a primary source of data collection. They each hoped that their research results might
{"title":"Navigating in Unknown Waters: Proposing, Collecting Data, and Writing a Qualitative Dissertation.","authors":"C. Bencich, Elizabeth Graber, J. Staben, K. Sohn","doi":"10.2307/1512150","DOIUrl":"https://doi.org/10.2307/1512150","url":null,"abstract":"At the beginning of the dissertation research process, doctoral students cannot see the end, nor can they imagine how they will get there. For many like Elizabeth Graber of Homer, Alaska; Jenny Staben of Waukegan, Illinois; and Katherine Sohn of Pikeville, Kentucky, conducting the work of comprehensive exam preparation, proposal development, and dissertation research away from the host institution adds a multitude of challenges to the process. To achieve their goal of finishing the dissertation and earning the elusive PhD, each of them chose qualitative methodology which suited their individual purposes of describing particular settings and sharing particular stories of college literacy students rather than theoretical, philosophical, and quantitative approaches. Because qualitative research methods enlarge the vision of what counts as knowledge, who can have it, and how it is generated, challenged, and evaluated (Fleischer), and because interviews allow participants to express their \"ideas, thoughts, and memories in their own words rather than in the words of the researcher\" (Reinharz 19), all three chose to use interviews as a primary source of data collection. They each hoped that their research results might","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/10.2307/1512150","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68922427","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}
Using a variety of common forms from first-year composition, this paper examines the purposes of CCCC, transformative experiences at professional conferences, and the elements of my literacy autobiography. I then argue for recognition of the knowledgebuilding role of writing programs in two-year colleges and for a "write to work"principle, calling for full pay for all who teach required writing courses. Originally, this manuscript was a speech integrated with a PowerPoint? presentation using more than 100 slides (text, photographs, and music), which cannot be fully represented here.
{"title":"All Good Writing Develops at the Edge of Risk","authors":"John C. Lovas","doi":"10.2307/1512149","DOIUrl":"https://doi.org/10.2307/1512149","url":null,"abstract":"Using a variety of common forms from first-year composition, this paper examines the purposes of CCCC, transformative experiences at professional conferences, and the elements of my literacy autobiography. I then argue for recognition of the knowledgebuilding role of writing programs in two-year colleges and for a \"write to work\"principle, calling for full pay for all who teach required writing courses. Originally, this manuscript was a speech integrated with a PowerPoint? presentation using more than 100 slides (text, photographs, and music), which cannot be fully represented here.","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/10.2307/1512149","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68922403","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}
Mikhail Bakhtin's dialogism and his irenic view of the cultural other inform this article that builds the multiple voice of the eloquent "I" as a dialectic self-construction where codes of meaning are inscribed. The eloquent "I" cultivates a deepened self-dialogue and offers students an epistemological and rhetorical discipline, bearing witness to their imaginative, meaningful interiority and their written, public articulation of it.
{"title":"Bakhtin's Others and Writing as Bearing Witness to the Eloquent \"I\"","authors":"Chikako D. Kumamoto","doi":"10.2307/1512102","DOIUrl":"https://doi.org/10.2307/1512102","url":null,"abstract":"Mikhail Bakhtin's dialogism and his irenic view of the cultural other inform this article that builds the multiple voice of the eloquent \"I\" as a dialectic self-construction where codes of meaning are inscribed. The eloquent \"I\" cultivates a deepened self-dialogue and offers students an epistemological and rhetorical discipline, bearing witness to their imaginative, meaningful interiority and their written, public articulation of it.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512102","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921346","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":"Beyond \"Gotcha!\": Situating Plagiarism in Policy and Pedagogy","authors":"M. Price","doi":"10.2307/1512103","DOIUrl":"https://doi.org/10.2307/1512103","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512103","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921375","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":"\"Substantive and Feminist Girlie Action\": Women Online","authors":"Jacqueline Rhodes","doi":"10.2307/1512105","DOIUrl":"https://doi.org/10.2307/1512105","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68920999","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 an attempt to bring composition studies into a more thoroughgoing discussion of the place of visual literacy in the writing classroom, I argue that throughout the history of writing instruction in this country the terms of debate typical in discussions of visual literacy and the teaching of writing have limited the kinds of assignments we might imagine for composition.
{"title":"From Analysis to Design: Visual Communication in the Teaching of Writing","authors":"D. George","doi":"10.2307/1512100","DOIUrl":"https://doi.org/10.2307/1512100","url":null,"abstract":"In an attempt to bring composition studies into a more thoroughgoing discussion of the place of visual literacy in the writing classroom, I argue that throughout the history of writing instruction in this country the terms of debate typical in discussions of visual literacy and the teaching of writing have limited the kinds of assignments we might imagine for composition.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512100","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68920735","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":"Alternative Rhetorics: Challenges to the Rhetorical Tradition","authors":"E. Flynn, L. Gray-Rosendale, S. Gruber","doi":"10.2307/1512111","DOIUrl":"https://doi.org/10.2307/1512111","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921148","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 role of the professor in community service writing courses factors into the teaching, research, and overall institutional viability of these initiatives, yet too little has been written about the role of the professor in service learning. Through an analysis of recent publications on service learning and data gathered during an outreach initiative at University of California, Berkeley, this article reveals a few of the obstacles that hinder the sustainability of community literacy programs. I find that professors in service learning courses can better sustain these initiatives when they view the community site as a place where their research, teaching, and service contribute to a community's self-defined needs and students' learning.
在社区服务写作课程中，教授的角色会影响到教学、研究和这些倡议的整体机构可行性，但关于教授在服务学习中的角色的文章太少了。本文分析了加州大学伯克利分校(University of California, Berkeley)开展的一项外展活动中有关服务学习的最新出版物和收集的数据，揭示了阻碍社区扫盲项目可持续发展的一些障碍。我发现，当服务学习课程的教授将社区网站视为他们的研究、教学和服务为社区自我定义的需求和学生的学习做出贡献的地方时，他们可以更好地维持这些举措。
{"title":"Sustainable Service Learning Programs","authors":"Ellen Cushman","doi":"10.2307/1512101","DOIUrl":"https://doi.org/10.2307/1512101","url":null,"abstract":"The role of the professor in community service writing courses factors into the teaching, research, and overall institutional viability of these initiatives, yet too little has been written about the role of the professor in service learning. Through an analysis of recent publications on service learning and data gathered during an outreach initiative at University of California, Berkeley, this article reveals a few of the obstacles that hinder the sustainability of community literacy programs. I find that professors in service learning courses can better sustain these initiatives when they view the community site as a place where their research, teaching, and service contribute to a community's self-defined needs and students' learning.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68920801","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, we identify in the formation of U.S. college composition courses a tacit policy of English monolingualism based on a chain of reifications of languages and social identity. We show this policy continuing in assumptions underlying arguments for and against English Only legislation and basic writers. And we call for an internationalist perspective on written English in relation to other languages and the dynamics of globalization.
{"title":"English Only and U.S. College Composition.","authors":"Bruce Horner, J. Trimbur","doi":"10.2307/1512118","DOIUrl":"https://doi.org/10.2307/1512118","url":null,"abstract":"In this article, we identify in the formation of U.S. college composition courses a tacit policy of English monolingualism based on a chain of reifications of languages and social identity. We show this policy continuing in assumptions underlying arguments for and against English Only legislation and basic writers. And we call for an internationalist perspective on written English in relation to other languages and the dynamics of globalization.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512118","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921181","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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