Conference on College Composition and Communication Logo

College Composition and Communication, Vol. 51, No. 2, December 1999

Cover Art for College Composition and Communication, Vol. 51, No. 2, December 1999

Table of Contents

  • Redefining the Literate Self: The Politics of Critical Affirmation

    Min-Zhan Lu

    Abstract: In writing this paper, I have maintained that the actual act of writing is an important means for reflecting and revising the paradox of one's privileges. It helps to put one's self—especially one's private and day to day thoughts, feelings, and bodily reactions—on the line for personal and public scrutiny.

    Keywords: College

  • Rhetorical Listening: A Trope for Interpretive Invention and a "Code of Cross-Cultural Conduct"

    Krista Ratcliffe

    Abstract: I make the following moves in this article: (1) I briefly trace how rhetorical listening emerged in my thinking; (2) I explore disciplinary and cultural biases that subordinate listening to reading and writing and speaking; (3) I speculate why listening is needed; (4) I offer an extended definition of rhetorical listening as a trope for interpretive invention; (5) I demonstrate how it may be employed as a code of cross-cultural conduct; and (6) I listen to a student’s listening.

    Keywords: College

  • Class Ethos and the Politics of Inquiry: What the Barroom Can Teach Us about the Classroom

    Julie Lindquist

    Abstract: I want to suggest that an examination of rhetorical practices at the local bar is instructive for two reasons: (1) the barroom is predictably different from the university writing classroom; and (2) the barroom is surprisingly similar to the university writing classroom. A look at how neighborhood bars are qualitatively different from classrooms can teach us about our working-class students’ rhetorical motives, and a recognition of how they are functionally similar can teach us something about our own.

    Keywords: College

  • "No Smiling Madonna": Marian Wharton and the Struggle to Construct a Critical Pedagogy for the Working Class, 1914–1917

    Jane Greer

    Abstract: This article examines the work of Marian Wharton, a socialist and feminist who helped shape the English curriculum at the People's College in Fort Scott, Kansas, from 1914 to 1917. While other historical projects on writing instruction have focused on women working at or in alliance with elite eastern colleges, Wharton operated outside the traditional academy at a site where the empowerment of the working class was the explicit goal of writing and language instruction. By exploring tensions in Wharton's work, I hope to develop a rich, historically-situated conception of how the rhetorical activities of women and other marginalized people are a complex interweaving of alliance and antagonism, of free choice and restricted options, of accomplishment and failure.

    Keywords: College

  • Review Essay: Reviewing Positions

    Robert J. Connors

    Abstract: At first glance, Assuming the Positions, which is subtitled Cultural Pedagogy and the Politics of Commonplace Writing, looks like a work of archival historical research. This book is not really, however, a work of history or historical research. The purpose of this book is emphatically not to describe the contents of these commonplace texts as they reflected external historical events or indicated large shifts in general lifeways. This book is, instead, a record of one brilliant mind reading historical materials that happen to fall within its gaze.

    Keywords: College

  • Review Essay: Grades, Time, and the Curse of Course

    Richard H. Haswell

    Abstract: The two volumes under review make strange companions in many ways, but they share a concern for this perennial student who thinks of “course simply as credit.” They both deplore the mercenary and the expedient in higher education, particularly in writing instruction. They both are for learning, foremost and last. But their remedies to the credit syndrome are quite different, even antithetical. In part this is because their frames of reference are so different, the one never looking beyond course itself, the other holding to a longer view. This difference in frame of reference deserves some thought.

    Keywords: College

  • Review Essays: Women in the Rhetorical Tradition: The Untold History

    Richard Leo Enos

    Abstract: In short, Cheryl Glenn's Rhetoric Retold asks nothing less than that we consider what the history of rhetoric is and (more importantly) what it ought to be.

    Keywords: College

  • Review Essays: Sweetening Rhetorical Projects

    Susan Miller

    Abstract: Susan Wells’ Sweet Reason: Rhetoric and the Discourses of Modernity is an often brilliant but at times frustrating book. It undertakes a project that has been suspended by those who want to re-validate rhetoric (and rhetoricians) within hermeneutics, especially by following the laborious normalizing work involved in Richard Rorty’s anti-foundational relocation of “truth” in the play of interpretative methods. Wells would herself suspend the competitive and entirely disciplinary contest between Aristotelian classical rhetoric (on her account, modernized by Brian Vickers and Jasper Neel, for instance) and hermeneutic rhetoricians who prefer reading the Phaedrus.

    Keywords: College

  • CCCC Chair's Letter

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • CCCC Secretary's Report

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • CCCC News, Announcements, and Calls

    Abstract: CCCC News, Announcements, and Calls Abstract currently unavailable.

    Keywords: College

  • Recent Books

    Abstract: Abstract for this article is currently not available.

    Keywords: College

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

Document and Site Resources

Share This On:

Comments

Anonymous commenting is not allowed. Please log in with an individual NCTE account to post comments to this page.

Most Recent Comments (0 Total Posts)

There are no comment postings on this page yet.

Page Tools:

Related Search Terms

Copyright

Copyright © 1998-2014 National Council of Teachers of English. All rights reserved in all media.

1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Phone: 217-328-3870 or 877-369-6283

Looking for information? Browse our FAQs, tour our sitemap and store sitemap, or contact NCTE

Read our Privacy Policy Statement and Links Policy. Use of this site signifies your agreement to the Terms of Use

Document URL

Document Owner

Organization Name

NCTE - The National Council of Teachers Of English

A Professional Association of Educators in English Studies, Literacy, and Language Arts