Rice, Jeff. “The Street Finds Its Own Use For Things: Hypertext, DJing, and the New Composition Studies Program.” Enculturation 4.2 (Fall 2002). 07 Feb. 2009. http://enculturation.gmu.edu/4_2/rice
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Rice, Jeff. “The Street Finds Its Own Use For Things: Hypertext, DJing, and the New Composition Studies Program.” Enculturation 4.2 (Fall 2002). 07 Feb. 2009. http://enculturation.gmu.edu/4_2/rice
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Hess, Micky. “A Nomad Faculty: English Professors Negotiate Self-Representation in University Web Space.” Computers and Composition 19 (2002): 171-189. Elsevier Inc. ScienceDirect. Syracuse U, Syracuse U Lib. 07 Feb. 2009.
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Killoran, John B. “Under Constriction: Colonization and Synthetic Institutionalization of Web Space.” Computers and Composition 19 (2002): 19-37. Elsevier Inc. ScienceDirect. Syracuse U, Syracuse U Lib. 07 Feb. 2009.
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Schilb, John. “Toward A Rhetoric of Visual Fragments: Analyzing Disjunctive Narratives.” JAC 22 (2002): 743-64.
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Bousquet, Marc. “Composition as a Management Science: Toward a University without a WPA.” JAC 22.3 (2002): 493-527.
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Fox, Tom. “Race and Collective Resistance.” Insurrections: Approaches to Resistance in Composition Studies.Ed. Andrea Greenbaum. SUNY, 2001
Summary: Foxx writes to combine critical pedagogy and the effects of racism. He looks at the ways in which successful African American students on predominantly white campuses. Foxx argues that these students are both “resisting and engaging ” on these campuses. Tracing resistance studies, Foxx discusses resistance studies in composition and rhetoric. Arguing that the academy has in many ways failed African American students (76) he suggests that an adaptation of the claims Royster and Williams make in “History to the Spaces Left,” into pedagogy, is one such place to start.
Area Cluster: 101-Practices of Teaching Writing
Methodology: examination of theory and pedagogy
Most Valuable Citations: Ralph Cintron, Paulo Freire, Giroux, Graff, Shor, Smitherman
$Money Quotes$
“So if we can dismiss language and rhetoric as primarily causes, schools’ failure to educate African American students is a far more complicated story–one that replaces a single explanation (language deficiency) with a complex array of “forces” that discourage success for African American students: testing, social lives, housing concerns, job availability, classroom discourse, all the points of contact between an African American student and the institutions and cultures shaped by white supremacy” (77).
“African American teachers have the valuable advantage of being a role-model -in the-room, especially if they are academic writers themselves, but white teachers are not therefore at a loss. As Beverly Daniel Tatum reminds us, “slaveowner” is not the only tradition with which white teachers can align themselves; there “is a history of white protest against racism, a history of whites who have been allies to people of color” (62)” (79).
Gilyard, Keith and Elaine Richardson. "Students’ Right to Possibility: Basic Writing and African American Rhetoric." Insurrections: Approaches to Resistance in Composition Studies.Ed. Andrea Greenbaum. SUNY, 2001.
Summary: Gilyard and Richardson report on a study done to assess "the practicality of implementing the principles of the SRTOL with respect to the development of academic writing among African American students" (37). In doing so, they relate the need for more space to be given for "empirical or practical responses" to the "theoretical call" of SRTOL.
Area Cluster: 101-Practices of Teaching Writing, 105–Research,
Methodology: theory, qual and quan analysis of essays from "four basic writing classes" (39)
Most Valuable Citations: SRTOL, Arnetha Ball, Mina Shaughnessy, Geneva Smithermann
$Money Quotes$
"There was never a shortage of ideas about how SRTOL could be implemented beyond a liberal pluralist paradigm, just a shortage of empirical models. We thus offer one. In doing so we shift the terms of engagement somewhat; we extend the notion of "Students Right to Their Own Language" to a question of "Students’ Right to Possibility" (39).
"By making the African American rhetorical tradition the centerpiece of attempts to teach academic prose to African American studies, especially those characterized as basic writers, we believe that we increase the likelihood that they will develop into careful, competent, critical practitioners of the written word. Such students seem to become more vested in improving their writing when it is directly and functionally connected in this manner to issues and exercises that are of immediate concern to them" (50).
Hollie, Sharroky. “Acknowledging the Language of African American Studies: Instructional Strategies.” The English Journal. 90.4 (March 2001): 54-59.
Summary: Reflecting on the 1996 Ebonics debate in California and the years of research on African American literacy, Hollie calls for teachers and administrators to reflect on the knowledge about AAEV and how those theories can shape pedagogy. Hollie reviews literature from linguists and literacy theorists about AAEV as a way of perhaps “reminding” teachers and administrators about the long history of research that has been done in the field. His primary focus is on the Linguistic Affirmation Program. Hollie discusses pedagogical practices through the program, that help AAEV speakers.
Area Cluster: 107-Institutional/Professional Development
Methodology: Review of Literature
Most Valuable Citations: J.L. Dillard, Carter G. Woodson
$Money Quotes$
“Educationally, these terms connotate that, again, blakc students, as well as other speakers of nonstandard langauge varieties (Chicano English, Native American Dialects, and Hawaiin Pidgin), come to school “language different or divers,” not langauge deficient” (56).
“Professional development has to be centered on the instructional focus areas, especially Lingusit Awarness. Staff developers need to ocus on increasing teachers’ knowledge and awarnesss about nonstandar langauge varieties and the characteristics linguistic features of AAL. Administrators are encouraged to support teachers in ways that allwo tehm to have confidence about using the nonstandar language awareness approach” (59).
Marback, Richard. “Ebonics: Theorizing in Public Our Attitudes toward Literacy.” CCC. 53.1 (Sep. 2001): 11-32.
Summary: Reflecting on the Oakland Ebonics debate (1996) Marback argues that the responses made to the debate don’t get at the “why” that made the resolution significant. He argues that “compositions who acknowled attitudes that made the resolution so sifnificant can productively engage the larger public regarding literacy education in a racially divided democracy” (11).
Area Cluster: 101-Practices of Teaching Writing, 103-Theory
Methodology: Theory
Most Valuable Citations: Arnetha Ball + Ted Lardner, Jacqueline Jones Royster, Cornel West, Lisa Delpit
$Money Quotes$
“I believe that the CCCC statement is right about negative attitudes, misinformation, and the need for public responses from teachers of writing. But I also believe that the CCCC statement remains unpersuasive if it is premised on the view that public reactions to the Oakland ebonics resolution were ill-informed or even mean-spirited. While we do need to provide the public with more accurate information, professional claims not responsive to public anger risk misrepresenting compositionists as irrelevant” (13).
“To use Nino’s terms, compositionist interested in going public about ebonics need to adopt an interpretive attitude that explains both the professional conduct of literacy education and the public expression of attitudes toward teh ebonics resolution in light of shared Democratic values” (14).
“Ending individual participation in a history of exclusion demands attention from us all to experiences of identity formation through language isolation, the isolation that perpetuates mistrust and misrecognition among the poor as well as the rich, whites as well as blacks” (26).
Kreth, Melinda L. “Comments on and Addenda to Holdstein’s WAC Paradoxes.”
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture. 1.2 (2001): 287-295.
Kreth “refines” Holdstein’s WAC paradoxes, as represented in “Writing Across the Curriculum” and the Paradoxes of Institutional Initiatives” (2001). Kreth reflects upon Holdstein’s claims of WAC paradoxes, considers Martin’s rebuttal of Holdstein’s article, and add her own observations of Central Michigan University’s WAC program in light of the opposing views. While Kreth generally supports Holdstein’s views of perceived paradoxes, she shows, through the local examples from CMU’s WAC, that Holdstein’s views are not universal for all WAC programs. Kreth explained, “I have outlined my experience and the program in which I work at CMU because I think that any response to the paradoxes of WAC must be a local one.” (288). Kreth’s goal is to “clarify and complicate” the current view of WAC.
Area Cluster:
101—Practices of Teaching Writing.
Methodology:
Discourse Analysis.
Valuable Citations:
Deborah Holdstein and Mary Munter.
Money Quotes;
“While reading Holdstein’s WAC paradoxes, I was reminded of Mary Munter’s (1999) tongue-in-check attack on WAC, Munter, a business communications instructor at Dartmouth College, criticizes WAC for (1) inappropriately emphasizing academic assignments over more “real world,” workplace-based assignments; (2) confusing and frustrating students; and (3) trivializing the importance and difficulty of teaching writing, especially by failing to recognize how much training and time it takes to be an effective writing instructor” (294).
“Her [Holdstein’s] sample of administrators is, however, too small to justify any generalizations about the attitudes of faculty, administrators, and students across the nation (and making such generalizations was not Holdstein’s purpose). Others need to do the work, because WAC is probably perceived and implemented in far more ways than Holdstein’s paradoxes suggest” (295).
