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College Composition and Communication, Vol. 52, No. 1, September 2000

Cover Art for College Composition and Communication, Vol. 52, No. 1, September 2000

Table of Contents

  • New Faculty for a New University: Toward a Full-Time Teaching-Intensive Faculty Track in Composition

    Michael Murphy

    Abstract: Challenging the common assumption that the rise of an instructorate unsupported to do traditional forms of research will necessarily result in an exploited academic labor force, inferior teaching, and the final triumph of anti-intellectualism and bureaucracy in academia, this article explores the ways in which the “teaching substructure” existing now in composition and rhetoric has already begun to contribute substantially to the intellectual vitality and institutional standing of the discipline.

    Keywords: College

  • Meet the New Boss, Same as the Old Boss: Class Consciousness in Composition

    Joseph Harris

    Abstract: I argue that we need to acknowledge how the material interests of part-time and adjunct teachers, graduate assistants, tenure-stream faculty, and administrators can come into conflict in composition in order to negotiate fairly among them. I then call on bosses and workers in composition to form a new class consciousness centered on the issue of good teaching for fair pay. I discuss how the culture of academic professionalism militates against such a consciousness, and I propose three ways to forge a more collective view of our work: involving faculty at all ranks in teaching the first-year course, devising alternatives to tenure as a form of job security, and pressing for more direct control over staffing and curricula.

    Keywords: College

  • Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality

    Michelle Gibson, Martha Marinara, and Deborah Meem

    Abstract: Current theories of radical pedagogy stress the constant undermining, on the part of both professors and students, of fixed essential identities. This article examines the way three feminist, queer teachers of writing experience and perform their gender, class, and sexual identities. We critique both the academy’s tendency to neutralize the political aspects of identity performance and the essentialist identity politics that still inform many academic discussions.

    Keywords: College

  • The Erasure of the Sentence

    Robert J. Connors

    Abstract: This article examines the sentence-based pedagogies that arose in composition during the 1960s and 1970s—the generative rhetoric of Francis Christensen, imitation exercises, and sentence-combining—and attempts to discern why these three pedagogies have been so completely elided within contemporary composition studies. The usefulness of these sentence-based rhetorics was never disproved, but a growing wave of anti-formalism, anti-behaviorism, and anti-empiricism within English-based composition studies after 1980 doomed them to a marginality under which they still exist today. The result of this erasure of sentence pedagogies is a culture of writing instruction that has very little to do with or to say about the sentence outside of a purely grammatical discourse.

    Keywords: College

  • Response to "History in the Spaces Left: African American Presence and Narratives of Composition Studies"

    Valerie M. Balester; Jacqueline Jones Royster and Jean C. Williams

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • Tenure and Promotion in Rhetoric and Composition

    Carrie Leverenz

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • REVIEWS

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • In Memoriam: Robert J. Connors

    Thomas Newkirk

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • From the Editor

    Marilyn M. Cooper

    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.

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