COLLEGE COMPOSITION AND COMMUNICATION最新文献

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A New Visibility: An Argument for Alternative Assistance Writing Programs for Students with Learning Disabilities 一种新的可见度:为有学习障碍的学生提供替代辅助写作计划的争论
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-02-01 DOI: 10.2307/4140697
Kimber Barber-Fendley, Christine Hamel
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引用次数: 10
Towards an Ethics of Answerability: Reconsidering Dialogism in Sociocultural Literacy Research. 走向责任伦理:对社会文化素养研究中的对话主义的再思考。
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-02-01 DOI: 10.2307/4140698
M. Juzwik
{"title":"Towards an Ethics of Answerability: Reconsidering Dialogism in Sociocultural Literacy Research.","authors":"M. Juzwik","doi":"10.2307/4140698","DOIUrl":"https://doi.org/10.2307/4140698","url":null,"abstract":"This essay responds to the problem that sociocultural literacy research has failed to adequately theorize individual literacy learners as moral agents with the capacity to produce harm or good to themselves and others. Building from the rhetorical construct of dialogism, this inquiry explores how the early ethical thought of Mikhail Bakhtin can contribute an “ethics of answerability” to sociocultural literacy studies. Explicating and extending a more established perspective in classroom literacy study—what I call an “ethics of difference”—my reading of Bakhtin’s early work offers a shift in focus from linguistic difference to the self who responds, or answers, to difference. An ethics of answerability highlights the unique and heavy responsibilities that individuals face as they respond to others in everyday interaction and in textual production. Proposed in light of this theoretical orientation are questions to guide inquiry in classroom-based sociocultural literacy research.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140698","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322755","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: 18
Critical Discourse Analysis and Composition Studies: A Study of Presidential Discourse and Campus Discord. 批评话语分析与构成研究:总统话语与校园纷争研究。
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-02-01 DOI: 10.2307/4140695
Pegeen Reichert Powell
{"title":"Critical Discourse Analysis and Composition Studies: A Study of Presidential Discourse and Campus Discord.","authors":"Pegeen Reichert Powell","doi":"10.2307/4140695","DOIUrl":"https://doi.org/10.2307/4140695","url":null,"abstract":"In this article, I argue that critical discourse analysis (CDA) can complement and extend existing critical and radical writing pedagogies; CDA provides the theoretical and methodological context that can articulate explicitly the relationship between language practices and politics. I use CDA to analyze texts that circulated on the campus of Miami University, Ohio, surrounding a conflict that exacerbated ongoing disputes about diversity, access, and standards, and I discuss how CDA might inform composition pedagogy.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140695","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322702","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
Reimagining the Functional Side of Computer Literacy 重新构想计算机知识的功能面
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-02-01 DOI: 10.2307/4140696
S. Selber
{"title":"Reimagining the Functional Side of Computer Literacy","authors":"S. Selber","doi":"10.2307/4140696","DOIUrl":"https://doi.org/10.2307/4140696","url":null,"abstract":"I t is certainly no news to report that a great many colleges and universities are beginning to embrace requirements for computer literacy. The University of Texas at Arlington, Old Dominion University, the University of the Virgin Islands, Marshall University, Utah State University, the University of Louisville, Houston Baptist University, Georgetown College (in Kentucky), and Westminster College-these are just some of the schools that are now requiring students to become computer literate, in response to the urgings of corporate employers and academic accrediting agencies. Florida State University is typical in the way it defines computer literacy: Since 1998, Florida State has had a clearly articulated policy requiring all undergraduate students to demonstrate basic familiarity with computer hardware, operating systems, and file","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140696","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322746","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: 40
Education Reform and the Limits of Discourse: Rereading Collaborative Revision of a Composition Program's Textbook 教育改革与话语的局限:重读某作文课程教材的合作修订
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2003-12-01 DOI: 10.2307/3594219
Christine Ross
{"title":"Education Reform and the Limits of Discourse: Rereading Collaborative Revision of a Composition Program's Textbook","authors":"Christine Ross","doi":"10.2307/3594219","DOIUrl":"https://doi.org/10.2307/3594219","url":null,"abstract":"This article links failed reform to failed education through a case study of an annual collaborative revision of a program textbook in the Composition Program at the Uni- versity of California at Irvine. Review of successive editions of the program's Student Guide to Writing at UCI reveals a progressive retreat from the program's pedagogical commitments and the reappearance of product-oriented instruction. here is increasing evidence that the failure of education reform is located in the educative act itself. James Milroy and Lesley Milroy observe that teach- ers' \"rational conviction\" about the intellectual bankruptcy of traditional no- tions of correctness in language use did not necessarily alter teachers' classroom practices, even though teachers appeared to believe they had done so (104). In a 1995 review of the assessment-driven reform movement across the United States, Larry Cuban reports a similar phenomenon. Teachers who actively embraced in-service training required to teach to the new assessments did not change their instructional practice to any significant degree, although teachers appeared to believe they had made the changes they had been taught","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594219","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175919","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: 4
Difficult Stories: Service-Learning, Race, Class, and Whiteness. 困难的故事:服务学习,种族,阶级和白人。
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2003-12-01 DOI: 10.2307/3594218
A. Green
{"title":"Difficult Stories: Service-Learning, Race, Class, and Whiteness.","authors":"A. Green","doi":"10.2307/3594218","DOIUrl":"https://doi.org/10.2307/3594218","url":null,"abstract":"AL s service-learning scholarship enters its second generation, the writing on service-learningl must begin to reflect our own-and our institutions'complex relationship to \"doing good.\" Since service-learning is a widely accepted part of many college curriculums, those who write about servicelearning must go beyond the pragmatics of when and how to integrate service into composition courses and begin to theorize who participates in servicelearning programs and why they do so. I hope, as Cynthia Rosenberger writes, that service-learning can create a \"more just and humane society,\" and believe that in order to do this service-learning must \"generate a thoughtful and critical consciousness in all stakeholders\" (39). We must begin theorizing how service-learning is experienced differently by those from different groups and look closely at the gaps between our theories of service-learning and our theories of subject position(s), of race, class, gender, sexuality, and writing. Recent work","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175859","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: 105
Changing Missions, Shifting Positions, and Breaking Silences. 改变任务,改变位置,打破沉默。
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2003-12-01 DOI: 10.2307/3594220
S. Logan
{"title":"Changing Missions, Shifting Positions, and Breaking Silences.","authors":"S. Logan","doi":"10.2307/3594220","DOIUrl":"https://doi.org/10.2307/3594220","url":null,"abstract":"An earlier version of this article was delivered as the Chair's Address at the Opening General Session of the CCCC Convention in New York, March 2003. I review the current mission and position statements of the organization by calling attention to the ways in which our current social and political climate challenges our ability to meet our goals and support our positions. I weave into my text the \"voices\" of historical black women who called for response in their own time and even in ours.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594220","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175983","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
Emancipatory Movements in Composition: The Rhetoric of Possibility 作曲中的解放运动:可能性的修辞
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2003-12-01 DOI: 10.2307/3594226
A. Greenbaum
{"title":"Emancipatory Movements in Composition: The Rhetoric of Possibility","authors":"A. Greenbaum","doi":"10.2307/3594226","DOIUrl":"https://doi.org/10.2307/3594226","url":null,"abstract":"The project Andrea Greenbaum attempts in EmancipatoryMovements in Composition is both worthwhile and ambitious. The project is worthwhile because introducing newcomers, particularly graduate students, to the multiple disciplines that have been incorporated into critical pedagogy in the last decade can be daunting, and there is certainly room in the field for a text that names and organizes them. The project is ambitious because it attempts to do this in a mere one hundred pages, with additional pages devoted to an appended syllabus, notes, and citations. Greenbaum opens her book with a personal narrative of the Passover story, drawing from it the lesson that \"human beings need to experience oppression-even if it is relived only mythically-in order to understand our social responsibility to counter and resist those forces that seek to dominate, repress, and disempower individuals\" (xi), setting the polemical tone she maintains through the rest of the work. She organizes the book around what she identifies as four key approaches to critical pedagogy for the writing classroom: neosophistic rhetoric, cultural studies, feminist studies, and postcolonial studies, examining each for what they offer writing teachers seeking to enact critical pedagogy in their classrooms. Her first two chapters offer a brief historical development of sophistic rhetoric and cultural studies approaches. Greenbaum begins with the reclamation of a sophistic rhetoric, drawing particularly on Susan Jarratt, Thomas Kent, John Poulakos, Sharon Crowley, and a handful of others. She proposes that this neosophistic rhetoric contributes to a \"rhetoric of possibility\" by drawing attention to the indeterminacy of language, an empowering shift from a logos privileged in Western philosophy to a mythos that invites disruptive stoof the frontier is reconstrued as a collabo ative zone of cultur l and linguistic contact, \"a historical moment of meeting, clashing, and cooperating ulticultura encounters\" (66).","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69176035","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: 14
"Nothing Educates Us like a Shock": The Integrated Rhetoric of Melvin B. Tolson. “没有什么比震惊更能教育我们”:梅尔文·托尔森的综合修辞学。
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2003-12-01 DOI: 10.2307/3594216
David M. Gold
{"title":"\"Nothing Educates Us like a Shock\": The Integrated Rhetoric of Melvin B. Tolson.","authors":"David M. Gold","doi":"10.2307/3594216","DOIUrl":"https://doi.org/10.2307/3594216","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175804","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: 10
Composition As Experience: John Dewey on Creative Expression and the Origins of"Mind" 作为经验的写作:杜威论创造性表达与“心灵”的起源
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2003-12-01 DOI: 10.2307/3594217
Nathan Crick
{"title":"Composition As Experience: John Dewey on Creative Expression and the Origins of\"Mind\"","authors":"Nathan Crick","doi":"10.2307/3594217","DOIUrl":"https://doi.org/10.2307/3594217","url":null,"abstract":"Although the Bartholomae/Elbow debate is often framed as a modern conflict between the advocates of \"academic\" and \"personal\" writing, it is more appropriately viewed as the most recent manifestation of the historical clash between expressivism and constructivism. However, both sides of this conflict, which split over whether to see writing as a product of the mind or of an external discourse, rest upon a dualist assumption that the primary task of language is to provide linguistic representations of a transcendental ego. This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey's views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pedagogy.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594217","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175838","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
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