COLLEGE COMPOSITION AND COMMUNICATION最新文献

{"title":"ReMembering the Sentence","authors":"S. Myers","doi":"10.2307/3594187","DOIUrl":"https://doi.org/10.2307/3594187","url":null,"abstract":"This article echoes Robert J. Connors's call for a reexamination of sentence pedagogies in composition teaching and offers an explanation of the unsolved mystery of why sentence combining improves student writing, using insights provided by work in contemporary research in linguistics and in language processing. Based the same insights, I argue that we invite words and phrases, the true members of sentences, to important positions in writing classes and describe practical methods for doing so. I deeply appreciated RobertJ. Connors's article \"The Erasure of the Sentence\" published in College Composition and Communication in fall 2000. It was not only a thoughtful look at sentence-based pedagogies but a clear and muchneeded historical analysis of their curious eclipse. I have always wondered why, pedagogically, acknowledging the importance of writing sentences is so often construed as diminishing the importance of other levels of discourse. While I have taught both graduate and undergraduate U.S. students, most of my work as a composition teacher has been with international students who come through university ESL classes or who come for help writing theses and dissertations. In teaching ESL composition, the devaluation of the sentence as a locus of instruction is particularly surreal. It has been as though \"process\" somehow precludes the immediate process most central to translating thoughts","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594187","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175557","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":"Discursive Conflict in Communities and Classrooms","authors":"Trish Roberts-Miller","doi":"10.15781/T2J960B4T","DOIUrl":"https://doi.org/10.15781/T2J960B4T","url":null,"abstract":"In a 1989 CCCs Staffroom Interchange piece, Delores Schriner and William Rice describe a situation in which a foreign student writes an extremely homophobic message to a class mailing list-advocating the death penalty for homosexuals, something which is \"a practice common in his homeland\" (477). They say that the instructor recommended on the list that \"students who were offended by the discussion should feel free to ignore it and go on to other 'items\"'-advice that was itself ignored by some students, so that the argument did continue. Schriner and Rice conclude:","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67097154","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":"Speak for Yourself? Power and Hybridity in the Cross-Cultural Classroom.","authors":"B. Williams","doi":"10.2307/3594186","DOIUrl":"https://doi.org/10.2307/3594186","url":null,"abstract":"In this article I use the lens of postcolonial theory to reflect on my uses of a varied series of writing pedagogies in cross-cultural classrooms at an international college. Such reflection helps reveal how relations of power between teacher and students and underlying ideological assumptions about knowledge and discourse often resulted in hybrid responses of mimicry, frustration, incomprehension, and resistance. A pedagogy constructed against the backdrop of postcolonial theory might provide both students and their teacher in such a cross-cultural setting with a more complex and useful way of understanding issues of power, discourse, identity, and the role of writing.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594186","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175509","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":"Understanding Visual Rhetoric in Digital Writing Environments","authors":"Mary E. Hocks","doi":"10.2307/3594188","DOIUrl":"https://doi.org/10.2307/3594188","url":null,"abstract":"This essay illustrates key features of visual rhetoric as they operate in two professional academic hypertexts and student work designed for the World Wide Web. By looking at features like audience stance, transparency, and hybridity, writing teachers can teach visual rhetoric as a transformative process of design. Critiquing and producing writing in digital environments offers a welcome return to rhetorical principles and an important pedagogy of writing as design.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594188","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175661","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":"The writing program administrator's resource : a guide to reflective institutional practice","authors":"Stuart C. Brown, T. Enos","doi":"10.4324/9781410612359","DOIUrl":"https://doi.org/10.4324/9781410612359","url":null,"abstract":"Contents: L.Z. Bloom, Foreword. Introduction. Part I: Instituting Change. L.W. Phelps, Turtles All the Way Down: Educating Academic Leaders. D.D. Hesse, Politics and the WPA: Traveling Through and Past Realms of Experience. T. Enos, Reflexive Professional Development: Getting Disciplined in Writing Program Administration. G. Stygall, Certifying the Knowledge of the WPAs. D. Desser, D. Payne, Writing Program Administration Internships. E.M. White, Teaching a Graduate Course in Writing Program Administration. S.H. McLeod, Moving Up the Administrative Ladder. D.E. Schwalm, Writing Program Administration as Preparation for an Administrative Career. V. Pantoja, N. Tribbensee, D. Roen, Legal Considerations for Writing Program Administrators. S.C. Brown, Applying Ethics: A Decision-Making Heuristic for Writing Program Administrators. J. Schilb, The WPA and the Politics of LitComp. E.E. Schell, Part-Time/Adjunct Issues: Working Toward Change. Y. Merrill, T.P. Miller, Making Learning Visible: A Rhetorical Stance on General Education. S. Crowley, How the Professional Lives of WPAs Would Change if FYC Were Elective. Part II: Instituting Practice. C.M. Anson, Figuring It Out: Writing Programs in the Context of University Budgets. J. Gunner, Collaborative Administration. D.J. Royer, R. Gilles, Placement Issues. S.K. Rose, I. Weiser, The WPA as Researcher and Archivist. G.R. Glau, Hard Work and Hard Data: Using Statistics to Help Your Program. C. Burnham, Reflection, Assessment, and Articulation: A Rhetoric of Writing Program Administration. A-M. Hall, Expanding the Community: A Comprehensive Look at Outreach and Articulation. J.K. Ferganchick, Contrapower Harassment in Program Administration: Establishing Teacher Authority. K.S. McAllister, C.L. Selfe, Writing Program Administration and Instructional Computing. C.P. Haviland, D. Stephenson, Writing Centers, Writing Programs, and WPAs: Roles by Any Other Names? M. Morgan, The GTA Experience: Grounding, Practicing, Evaluating, and Reflecting. A. Brobbel, M. Hinojosa, C. Nowotny-Young, S. Penfield, D.R. Ransdell, M. Robinson, D. Scagliotta, E. Toso, T. Warnock, J.D. White, GAT Training in Collaborative Teaching at the University of Arizona. V. Holmsten, This Site Under Construction: Negotiating Space for WPA Work in the Community College. M.A. Townsend, Writing Across the Curriculum. B.M. Maid, More Than a Room of Our Own: Building an Independent Department of Writing. R. Jackson, P. Wojahn, Issues in Writing Program Administration: A Select Annotated Bibliography. Appendices: Portland Resolution. Evaluating the Intellectual Work of Writing Administration. WPA Outcomes Statement for First-Year Composition.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70474614","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":"Reshaping Technical Communication: New Directions and Challenges for the Twenty-First Century","authors":"Robert R. Johnson, B. Mirel, R. Spilka","doi":"10.2307/3594191","DOIUrl":"https://doi.org/10.2307/3594191","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175732","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":"The writing program administrator as theorist : making knowledge work","authors":"S. Rose, I. Weiser","doi":"10.2307/3594178","DOIUrl":"https://doi.org/10.2307/3594178","url":null,"abstract":"I. Theorizing Our Writing Programs 1. Ideology, Theory, and the Genre of Writing Programs, Jeanne Gunner 2. Breaking Hierarchies: Using Reflective Practice to Re-Construct the Role of the Writing Program Administrator, Susan Popham, Michael Neal, Ellen Schendel & Brian Huot 3. Writing Programs as Phenomenological Communities, Thomas Hemmeter 4. On the Road to (Documentary) Reality: Capturing the Intellectual and Political Process of Writing Program Administration, Karen Bishop 5. The Writing Program Administrator and the Challenge of Textbooks and Theory, William Lalicker 6. Re-Examining the Theory-Practice Binary in the Work of Writing Program Administrators, Linda K. Shamoon, Robert A. Schwegler, Rebecca Moore Howard & Sandra Jamieson II. Theorizing Writing Program Administration 7. Administration as Emergence: Toward a Rhetorical Theory of Writing Program Administration, Rita Malenczyk 8. Beyond Postmodernism: Leadership Theories and Writing Program Administration, Ruth M. Mirtz & Roxanne M. Cullen 9. Theorizing Ethical Issues in Writing Program Administration, Carrie Leverenz 10. Program Administrators as/and Postmodern Planners: Frameworks for Making Tomorrow's Writing Space, Tim Peeples 11. Opportunities for Consilience: Toward a Network-Based Model for Writing Program Administration, Diane Kelly-Riley, Lisa Johnson-Shull & Bill Condon 12. Writing-Across-the-Curriculum: Contemplating Auteurism and Creativity in Writing Program Direction, Joseph Janangelo 13. Reconsidering and Assessing the Work of Writing Program Administrators, Duane Roen, Barry M. Maid, Gregory R. Glau, John Ramage & David Schwalm 14. Developing Practice Theories through Collaborative Research: Implications for WPA Scholarship, Jeffrey Jablonski 15. Theorizing Writing Program Theorizing, Irwin Weiser & Shirley K Rose","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594178","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175372","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":"Changing the Process of Institutional Review Board Compliance.","authors":"H. McKee","doi":"10.2307/3594176","DOIUrl":"https://doi.org/10.2307/3594176","url":null,"abstract":"The CCCC Guidelinesfor the Ethical Treatment of Students and Student Writing in Composition Studies written by Paul Anderson, Davida Charney, Marilyn Cooper, Cristina Kirklighter, Peter Mortensen, and Mark Reynolds provides a common frame to help composition specialists as we navigate and discuss the various ethical dilemmas we face while conducting research. As a graduate student involved in my own qualitative research, I find the Guidelines beneficial, and I am committed to following them, including the first guideline that calls for composition researchers to comply with all Institutional Review Board (IRB) policies.1 However, in the past two years I have submitted proposals for the same study to eleven IRBs at colleges and universities across the country. While I strongly support the need for obtaining IRB approval, I believe as a discipline and as individuals we need to work to revise the IRB process. As it is now practiced at many institutions, the IRB process positions composition researchers and composition research in potentially problematic ways. In fall 2000 when I began my research into the Intercollegiate E-Democracy Project, a national online project where students across the country discuss various social and political issues, I knew I had to mail consent forms to","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594176","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175774","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":"The 1963 Hip-Hop Machine: Hip-Hop Pedagogy as Composition.","authors":"J. Rice","doi":"10.2307/3594173","DOIUrl":"https://doi.org/10.2307/3594173","url":null,"abstract":"I begin with an analogy: teaching research-based argumentation and critique in composition studies is like learning how to perform hip-hop music. My analogy's focus on argumentation does not exclude traditional methods of argumentative pedagogy based on models like Stephen Toulmin's complex hierarchies or the Aristotelian triad of deliberative (offering advice), forensic (taking a side in a debate, often a legal or controversial matter), and epideictic (a speech of praise or blame appealing to an already won-over audience) discourse. Instead, I pose the analogy as a first step towards developing alternative or additional ways to engage composition students with the argumentative essay. In choosing hip-hop as a model for the composition essay, I attempt to draw upon a dominant form of contemporary culture familiar to the majority of students I encounter in my classrooms. Does a relationship between hip-hop and com-","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175699","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":"Point Counterpoint: Teaching Punctuation as Information Management.","authors":"N. Mann","doi":"10.2307/3594170","DOIUrl":"https://doi.org/10.2307/3594170","url":null,"abstract":"Punctuation is often learned without teaching and more often not learned despite much teaching. Jointly, these facts suggest that real punctuation decision rules are very different from and probably much simpler than the rules we teach. This article argues that the punctuation system does have features that generally make systems learnable, such as binary contrasts, limitation of parallel categories to seven or fewer options, and repeated application of the same criterion to different kinds of entities. The simplicity that allows some readers to learn this system unconsciously also makes it possible to","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175618","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}