College Composition and Communication, Vol. 54, No. 2, December 2002

Table of Contents

• Nonstandard Quotes: Superimpositions and Cultural Maps

  Barbara Schneider

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  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.

  Keywords: College

• Teaching with the Beginner’s Mind: Notes from My Karate Journal

  Sheryl I. Fontaine

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  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.

  Keywords: College

• “The Politics of Location”: Text As Opposition

  Renee M. Moreno

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  Abstract: Foregrounding issues of race, ethnicity, and education, this article ties together two important issues in teaching (so-called) basic writing: how social and pedagogical issues in higher education shape possibilities for bicultural students’ writings and how these students can use their developing sense of literacy and their texts to explore identity.

  Keywords: College

• “And Now That I Know Them”: Composing Mutuality in a Service Learning Course

  Nancy Welch

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  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 subject-object, 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.

• All Good Writing Develops at the Edge of Risk

  John C. Lovas

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  Abstract: Using a variety of common forms from first-year composition, this paper examines the purposes of CCCC, transformative experiences at professional conferences, and the elements of my literacy autobiography. I then argue for recognition of the knowledge-building role of writing programs in two-year colleges and for a “write to work” principle, calling for full pay for all who teach required writing courses. Originally, this manuscript was a speech integrated with a PowerPoint® presentation using more than 100 slides (text, photographs, and music), which cannot be fully represented here.

  Keywords: College

• From the Editor

  Marilyn M. Cooper

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

• REVIEWS

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

• INTERCHANGES: Navigating in Unknown Waters: Proposing, Collecting Data, and Writing a Qualitative Dissertation

  Carole Bencich, Elizabeth Graber, Jenny Staben, and Katherine Sohn

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

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