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Responses to "Education Reform and the Limits of Discourse:Rereading Collaborative Revision of a Composition Program's Textbook" 对“教育改革与话语的局限:重读某作文课程教材的合作修订”的回应
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-12-01 DOI: 10.2307/4140652
J. Hollowell, Michael P. Clark, S. Mailloux, Christine Ross
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引用次数: 1
Becoming Symbol-Wise: Kenneth Burke's Pedagogy of Critical Reflection. 成为符号智慧:肯尼斯·伯克的批判反思教育学。
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-12-01 DOI: 10.2307/4140650
J. Enoch
{"title":"Becoming Symbol-Wise: Kenneth Burke's Pedagogy of Critical Reflection.","authors":"J. Enoch","doi":"10.2307/4140650","DOIUrl":"https://doi.org/10.2307/4140650","url":null,"abstract":"In this essay, I analyze Kenneth Burke's Cold War pedagogy and explore the ways it connects to (and complicates) Paulo Freire's conception of praxis. I argue that Burke's theory and practice adds a rhetorical nuance to critical reflection and then envision how his 1955 educational concerns gain significance for teachers and scholars today who, like Burke, live in a time \"when war is always threatening.:'","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"272-296"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322478","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}
引用次数: 46
Language Diversity in the Classroom: From Intention to Practice 课堂语言多样性:从意图到实践
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-12-01 DOI: 10.2307/4140656
G. Smitherman, Víctor Villanueva, Suresh Canagarajah
{"title":"Language Diversity in the Classroom: From Intention to Practice","authors":"G. Smitherman, Víctor Villanueva, Suresh Canagarajah","doi":"10.2307/4140656","DOIUrl":"https://doi.org/10.2307/4140656","url":null,"abstract":"It s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. \"Language Diversity in the Classroom: From Intention to Practice \"works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a standard English, advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country s diverse dialects, languages, and literatures. Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity.\"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"5 1","pages":"349"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322517","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}
引用次数: 76
Tenured bosses and disposable teachers : writing instruction in the managed university 终身老板与一次性教师:管理大学的写作教学
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-12-01 DOI: 10.2307/4140657
Bruce Horner, M. Bousquet, T. Scott, Leo Parascondola
{"title":"Tenured bosses and disposable teachers : writing instruction in the managed university","authors":"Bruce Horner, M. Bousquet, T. Scott, Leo Parascondola","doi":"10.2307/4140657","DOIUrl":"https://doi.org/10.2307/4140657","url":null,"abstract":"\"Tenured Bosses and Disposable Teachers: Writing Instruction in the Managed University \"exposes the poor working conditions of contingent composition faculty and explores practical alternatives to the unfair labor practices that are all too common on campuses today. Editors Marc Bousquet, Tony Scott, and Leo Parascondola bring together diverse perspectives from pragmatism to historical materialism to provide a perceptive and engaging examination of the nature, extent, and economics of the managed labor problem in composition instructiona field in which as much as ninety-three percent of all classes are taught by graduate students, adjuncts, and other disposable teachers. These instructors enjoy few benefits, meager wages, little or no participation in departmental governance, and none of the rewards and protections that encourage innovation and research. And it is from this disenfranchised position that literacy workers are expected to provide some of the core instruction in nearly everyone's higher education experience. Twenty-six contributors explore a range of real-world solutions to managerial domination of the composition workplace, from traditional academic unionism to ensemble movement activism and the pragmatic rhetoric, accommodations, and resistances practiced by teachers in their daily lives.Contributors are Leann Bertoncini, Marc Bousquet, Christopher Carter, Christopher Ferry, David Downing, Amanda Godley, Robin Truth Goodman, Bill Hendricks, Walter Jacobsohn, Ruth Kiefson, Paul Lauter, Donald Lazere, Eric Marshall, Randy Martin, Richard Ohmann, Leo Parascondola, Steve Parks, Gary Rhoades, Eileen Schell, Tony Scott, William Thelin, Jennifer Seibel Trainor, Donna Strickland, William Vaughn, Ray Watkins, and Katherine Wills.\"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"16 1","pages":"351"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140657","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322531","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}
引用次数: 57
The Dogma of Transformation. 转化的信条。
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-12-01 DOI: 10.2307/4140649
Thomas Newkirk
{"title":"The Dogma of Transformation.","authors":"Thomas Newkirk","doi":"10.2307/4140649","DOIUrl":"https://doi.org/10.2307/4140649","url":null,"abstract":"This essay examines the writing done at the University of New Hampshire in the period between 1928 and 1942. It argues that while there was extensive writing from personal experience, this writing did not perform the \"turn\" where the writer claims a new form of self-understanding. It goes on to suggest that work with this largely observational genre may develop important skills for the young writers.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"251-271"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322894","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}
引用次数: 12
Plymouth Rock Landed on Us: Malcolm X's Whiteness Theory as a Basis for Alternative Literacy 普利茅斯岩石落在我们身上:马尔科姆·艾克斯作为另类读写基础的白度理论
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-12-01 DOI: 10.2307/4140647
K. Miller
{"title":"Plymouth Rock Landed on Us: Malcolm X's Whiteness Theory as a Basis for Alternative Literacy","authors":"K. Miller","doi":"10.2307/4140647","DOIUrl":"https://doi.org/10.2307/4140647","url":null,"abstract":"From the early 1990s to the present, Ruth Frankenberg, David Roediger, coauthors Thomas Nakayama and Robert Krizek, and other academics have focused on race by uncovering, interrogating, and theorizing whiteness as a largely unacknowledged but vastly important rhetorical and epistemological system. Nakayama and Krizek consider whiteness \"relatively unchartered territory\" that \"has remained invisible as it continues to influence the identity of those both within and without its domain\" (291). Whiteness, they claim, \"wields power yet endures as a largely unarticulated position\" (291). Further, they argue, \"whiteness has assumed the position of an uninterrogated space\" (293). Many whites, they argue, refuse to acknowledge their ethnicity, claiming simply to be human, thereby erasing from whiteness \"its history and its social","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"7 1","pages":"199-222"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322883","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}
引用次数: 9
An Essay on the Work of Composition: Composing English against the Order of Fast Capitalism 作文作品述评:反对快速资本主义秩序的英语写作
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-09-01 DOI: 10.2307/4140679
Min-zhan Lu
{"title":"An Essay on the Work of Composition: Composing English against the Order of Fast Capitalism","authors":"Min-zhan Lu","doi":"10.2307/4140679","DOIUrl":"https://doi.org/10.2307/4140679","url":null,"abstract":"This is an attempt to define what being a responsible and responsive user of English might mean in a world ordered by global capital, a world where all forms of intra- and international exchanges in all areas of life are increasingly under pressure to involve English. Turning to recent work in linguistics and education, I pose a set of alternative assumptions that might help us develop more responsible and responsive approaches to the relation between English and its users (both those labeled Native-Speaking, White or Middle Class, and those Othered by these labels), the language needs and purposes of individual users of English, and the relation between the work we do and the work done by users of English across the world. I argue that these assumptions can help us compose English against the grain of all systems and relations of injustice.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"16-50"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322619","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}
引用次数: 79
"Not Too Late to Take the Sanitation Test": Notes of a Non-Gifted Academic from the Working Class “参加卫生考试为时不晚”:一个来自工人阶级的非天才学者的笔记
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-09-01 DOI: 10.2307/4140682
D. Borkowski
{"title":"\"Not Too Late to Take the Sanitation Test\": Notes of a Non-Gifted Academic from the Working Class","authors":"D. Borkowski","doi":"10.2307/4140682","DOIUrl":"https://doi.org/10.2307/4140682","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"94"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140682","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322678","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}
引用次数: 17
The Novice as Expert: Writing the Freshman Year. 新手如专家:大一写作。
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-09-01 DOI: 10.2307/4140684
N. Sommers, Laura Saltz
{"title":"The Novice as Expert: Writing the Freshman Year.","authors":"N. Sommers, Laura Saltz","doi":"10.2307/4140684","DOIUrl":"https://doi.org/10.2307/4140684","url":null,"abstract":"Why do some students prosper as college writers, moving forward with their writing, while others lose interest? In this essay we explore some of the paradoxes of writing development by focusing on the central role the freshman year plays in this development. We argue that students who make the greatest gains as writers throughout college (1) initially accept their status as novices and (2) see in writing a larger purpose than fulfilling an assignment. Based on the evidence of our longitudinal study, we conclude that the story of the freshman year is not one of dramatic changes on paper; it is the story of changes within the writers themselves.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"124-149"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322683","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}
引用次数: 220
An "Immensely Simplified Task": Form in Modern Composition-Rhetoric 一个“极度简化的任务”:现代写作中的形式——修辞学
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-09-01 DOI: 10.2307/4140680
Judith Goleman
{"title":"An \"Immensely Simplified Task\": Form in Modern Composition-Rhetoric","authors":"Judith Goleman","doi":"10.2307/4140680","DOIUrl":"https://doi.org/10.2307/4140680","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"56 1","pages":"51"},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322664","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}
引用次数: 6
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