{"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":"526 1","pages":"320"},"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":"54 1","pages":"208"},"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。
{"title":"Writing Center Research : Extending the Conversation","authors":"P. Gillespie, Alice M. Gillam, Lady Falls Brown, Byron L. Stay","doi":"10.4324/9781410604026","DOIUrl":"https://doi.org/10.4324/9781410604026","url":null,"abstract":"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.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"54 1","pages":"315"},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70473480","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}
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":"24 1","pages":"222"},"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":"54 1","pages":"289-306"},"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":"54 1","pages":"264"},"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":"54 1","pages":"66-87"},"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":"54 1","pages":"88-115"},"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":"54 1","pages":"116"},"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":"54 1","pages":"11-39"},"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}
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