发布求助
文献互助 智能选刊 最新文献

COLLEGE COMPOSITION AND COMMUNICATION最新文献

筛选
英文 中文
Intertexts : reading pedagogy in college writing classrooms 互文:大学写作课堂的阅读教学法
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-02-01 DOI: 10.4324/9781410606976
Marguerite H. Helmers
{"title":"Intertexts : reading pedagogy in college writing classrooms","authors":"Marguerite H. Helmers","doi":"10.4324/9781410606976","DOIUrl":"https://doi.org/10.4324/9781410606976","url":null,"abstract":"Contents: Preface. Part I: Culture. M. Helmers, Representing Reading: An Introduction to the Difficulties of Discipline. K. McCormick, Closer Than Close Reading: Historical Analysis, Cultural Analysis, and Symptomatic Reading in the Undergraduate Classroom. L. Rand, Reading as a Site of Spiritual Struggle. Part II: Theory. N.L. Christiansen, The Master Double Frame and Other Lessons From Classical Education. P. Harkin, J.J. Sosnoski, Whatever Happened to Reader-Response Criticism? C.A. Hill, Reading the Visual in College Writing Classes. Part III: Classroom. M. Cornis-Pope, A. Woodlief, The Rereading/Rewriting Process: Theory and Collaborative, Online Pedagogy. M.A. Cain, G. Kalamaras, (Re)Reading and Writing Genres of Discourse: Creative Writing as General Education. M.R. Salvatori, Reading Matters for Writing. D. Bauer, Afterword.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"585"},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70473798","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: 21
(Re)Articulating Assessment: Writing Assessment for Teaching and Learning (再)表达性评估:教与学的写作评估
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-02-01 DOI: 10.2307/4140701
Paul Kameen, B. Huot
{"title":"(Re)Articulating Assessment: Writing Assessment for Teaching and Learning","authors":"Paul Kameen, B. Huot","doi":"10.2307/4140701","DOIUrl":"https://doi.org/10.2307/4140701","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"578"},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322776","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: 1
Facing (Up To)'The Stranger' in Community Service Learning 面对社区服务学习中的“陌生人”
COLLEGE COMPOSITION AND COMMUNICATION Pub Date : 2004-02-01 DOI: 10.2307/4140694
Margaret Himley
{"title":"Facing (Up To)'The Stranger' in Community Service Learning","authors":"Margaret Himley","doi":"10.2307/4140694","DOIUrl":"https://doi.org/10.2307/4140694","url":null,"abstract":"Community service learning in college-level composition has been widely proclaimed as a microrevolution in higher education. Advocates enthusiastically assert that \"both faculty and student participants report radical transformations of their experiences and understanding of education and its relation to communities outside the campus\" (Adler-Kassner et al. 1). This pedagogy, they argue, addresses writing as a situated, social act and \"points us toward a curriculum of textual studies based on [rhetorical] inquiry into variation in discourse\" (Bacon 53). Students write about the community in journals and rhetorical analyses of mission statements, or with the community in an urban","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"416"},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140694","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322698","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: 80
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
{"title":"A New Visibility: An Argument for Alternative Assistance Writing Programs for Students with Learning Disabilities","authors":"Kimber Barber-Fendley, Christine Hamel","doi":"10.2307/4140697","DOIUrl":"https://doi.org/10.2307/4140697","url":null,"abstract":"We argue against the metaphor of the \"level playing field\" and its natural coercive power; in so doing, we call for an end to the invisibility that the debate over accommodations has imposed on learning disabilities in the past decade. A literature review of LD in composition shows how this invisibility has manifested itself in our field through limited professional discussion of LD. In response, we propose not a level playing field but a new playing field altogether, a visible one that actively promotes alternative assistance for student writers with LD in first-year composition programs. We seek to show how the LD and composition fields could create a powerful partnership by serving students with LD through the principle of the liberal theory of distributive justice.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"504-535"},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/4140697","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69322751","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
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":"14 1","pages":"536-567"},"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":"55 1","pages":"439-469"},"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":"55 1","pages":"470-503"},"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":"55 1","pages":"302-329"},"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":"55 1","pages":"276-301"},"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":"55 1","pages":"330-342"},"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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信