{"title":"Writing across and against the Curriculum.","authors":"A. Young","doi":"10.2307/3594174","DOIUrl":"https://doi.org/10.2307/3594174","url":null,"abstract":"","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/10.2307/3594174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175750","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 best for our children : critical perspectives on literacy for Latino students","authors":"María de la Luz Reyes, John J. Halcón","doi":"10.2307/3594177","DOIUrl":"https://doi.org/10.2307/3594177","url":null,"abstract":"In a departure from traditional paradigms, in this work Latinos examine their own experiences in US schools and offer theories born from positions of expertise and first-hand knowledge as researchers and educators.","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/10.2307/3594177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175321","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":"Accepting Roles Created for Us: The Ethics of Reciprocity.","authors":"K. Powell, Pamela Takayoshi","doi":"10.2307/3594171","DOIUrl":"https://doi.org/10.2307/3594171","url":null,"abstract":"I n composition studies, as in other disciplines across the academy, feminist theorists have pushed the boundaries and possibilities of empirical research by calling for more reciprocal, collaborative, and mutually enriching relationships between researchers and their subjects. Patricia A. Sullivan identifies the assumption behind a collaborative research approach as a belief \"that knowledge is constructed in a collaborative relationship with those being stud-","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/10.2307/3594171","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175648","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}
Catherine G. Latterell, G. Tate, Amy Rupiper, K. Schick
{"title":"A guide to composition pedagogies","authors":"Catherine G. Latterell, G. Tate, Amy Rupiper, K. Schick","doi":"10.2307/3594179","DOIUrl":"https://doi.org/10.2307/3594179","url":null,"abstract":"Reflecting the rich complexity of contemporary college composition pedagogy, this unique collection presents twelve original essays on several of the most important approaches to the teaching of writing. Each essay is written by an experienced teacher/scholar and describes one of the major pedagogies employed today: process, expressive, rhetorical, collaborative, feminist, critical, cultural studies, community service, and basic writing. Writing centers, writing across the curriculum, and technology and the teaching of writing are also discussed. The essays are composed of personal statements on pedagogical applications and bibliographical guides that aid students and new teachers in further study and research. Contributors include Christopher Burnham, William A. Covino, Ann George, Diana George, Eric H. Hobson, Rebecca Moore Howard, Susan C. Jarratt, Laura Julier, Susan McLeod, Charles Moran, Deborah Mutnick, Lad Tobin, and John Trimbur. An invaluable tool for graduate students and new teachers, A Guide to Composition Pedagogies provides an exceptional introduction to composition studies and the extensive range of pedagogical approaches used today.","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/10.2307/3594179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175428","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":"Multimodal Discourse: The Modes and Media of Contemporary Communication","authors":"L. Faigley, G. Kress, T. V. Leeuwen","doi":"10.2307/1512155","DOIUrl":"https://doi.org/10.2307/1512155","url":null,"abstract":"Multimodal Discourse outlines a new theory of communication for the age of interactive media. Gunther Kress and Theo Van Leeuwen provide students with a wide-ranging analysis of the various communication styles and the ways by which text is now understood as the interaction of sound, music, vision, colour and language.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512155","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68922481","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":"\"And Now That I Know Them\": Composing Mutuality in a Service Learning Course","authors":"Nancy E Welch","doi":"10.2307/1512148","DOIUrl":"https://doi.org/10.2307/1512148","url":null,"abstract":"In this essay, I turn to contemporary feminist object-relations theory to understand the efforts of students in a service learning course to push beyond the usual subjectobject, active-passive dualisms that pervade community-based literacy projects and to compose instead complex representations in which all participants are composed as active, as knowing, and as exceeding any single construction of who we all are. I also argue for placing writing and the problems of composing at the center of such courses. I begin with a scene written by a student in my service learning course, U.S. Literacy Politics. The scene, taken from her final paper for the course, recounts her first night at a downtown community center, where students likeJanis serve as literacy partners and mentors. Shifting back and forth between present and past tense, Janis writes:","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68922380","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":"Nonstandard Quotes: Superimpositions and Cultural Maps.","authors":"Barbara Schneider","doi":"10.2307/1512145","DOIUrl":"https://doi.org/10.2307/1512145","url":null,"abstract":"We regularly chastise students for placing quotation marks around words that are not direct quotations. Yet, as this research shows, professionals use nonstandard quotations routinely and to rhetorical advantage. After analyzing the various purposes nonstandard quotations serve, I argue student use of the marks jars us not because it departs from good practice but because, through them, students invoke voices we do not want to recognize.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1512145","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68921895","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":"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":null,"pages":null},"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}
{"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":null,"pages":null},"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
{"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":null,"pages":null},"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}