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College Composition and Communication, Vol. 55, No. 1, September 2003

Cover Art for College Composition and Communication, Vol. 55, No. 1, September 2003

Table of Contents

  • Announcements and Calls

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • CCCC News

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • Dear Saints, Dear Stella: Letters Examining the Messy Lines of Expectations, Stereotypes, and Identity in Higher Education

    Nancy G. Barron

    Abstract: The following article focuses on Latino students’ difficulties with higher education because of dual constructions of identity from and toward the Anglo mainstream. First, the article addresses Other perception: the potential problems Latino students (Mexican Americans) encounter in higher education based on how others perceive their individual and group identity. Second, it addresses self-perception: the contradictory expectations that Mexican Americans have of the mainstream in higher education. The discussion of these issues is presented in a letter format that primarily speaks to audiences outside the mainstream.

    Keywords: College

  • Talking across Difference: Intercultural Rhetoric and the Search for Situated Knowledge

    Linda Flower

    Abstract: Intercultural rhetoric, like the project of empowerment, is the site of competing agendas for not only how to talk across difference but to what end. The practice of community- based intercultural inquiry proposed here goes beyond a willingness to embrace conflicting voices to an active search for the silent resources of situated knowledge in an effort to build a collaboratively transformed understanding.

    Keywords: College

  • Writing Development in the College Years: By Whose Definition?

    Marcia Curtis and Anne Herrington

    Abstract: Drawing upon their longitudinal study of four undergraduate writers and focusing on the progress of one of them, the authors question assumptions that confuse skills assessment with the measurement of academic and personal development. They argue for a broader view of writing development and a teaching approach that fosters it.

    Keywords: Assessment, Writing, College

  • Education As Translation: Students Transforming Notions of Narrative and Self

    Alison Cook-Sather

    Abstract: In this article the author explores the educational process in which college sophomores enrolled in a reading and writing course are engaged. She defines this education as translation: a process of preservation, re-vision, and re-rendering of both texts and selves, prompted by particular course assignments, readings, and forums for interaction.

    Keywords: College

  • IN BRIEF Radical Sabbaticals: Putting Yourself in Danger

    Thomas C. Thompson and Richard Louth

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • REVIEWS

    Joseph Harris, Bruce Horner, Joan A. Mullin, John Trimbur, Carl G. Herndl

    Abstract: Rhetoric and Composition As Intellectual Work, edited by Gary A. Olson, reviewed by Joseph Harris; The Politics of Remediation: Institutional and Student Needs in Higher Education, by Mary Soliday, reviewed by Bruce Horner; The Testing Trap, by George Hillocks, Jr., reviewed by Joan A. Mullin; An African Athens: Rhetoric and the Shaping of Democracy in South Africa, by Philippe-Joseph Salazar, reviewed by John Trimbur; Writing and Revising the Disciplines, by Jonathan Monroe, reviewed by Carl G. Herndl.

    Keywords: College

  • Rhetoric on the Edge of Cunning; Or, The Performance of Neutrality (Re)Considered As a Composition Pedagogy for Student Resistance

    Karen Kopelson

    Abstract: In today’s classroom and larger cultural climate, overtly politicized “critical” composition pedagogies may only exacerbate student resistance to issues and identities of difference, especially if the teacher is marked or read as different her/himself. I therefore suggest that the marginalized teacher-subject look to contemporary theoretical notions of the “radical resignification” of power as well as to the neglected rhetorical concept of mêtis, or “cunning,” to engage difference more efficaciously, if more sneakily. Specifically, I argue that one possible praxis for better negotiating student resistance is the performance of the very neutrality that students expect of teachers.

    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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