“CCCC Bibliography of Composition and Rhetoric, 1988”, Erika Lindemann and Mary Beth Harding Lynn Z. Bloom “Research in Basic Writing: A Bibliographic Sourcebook”, Michael G. Moran and Martin J. Jacobi LisaJ. McClure “The Writing Teacher as Researcher: Essays in the Theory and Practice of Class-Based Research”, Donald A. Daiker and Max Morenberg Shirley K Rose “Personality and the Teaching of Composition”, George H. Jensen and John K. DiTiberio Lynn Quitman Troyka “Farther Along: Transforming Dichotomieisn Rhetoric and Composition”, Kate Ronald and Hephzibah Roskelly Catherine E. Lamb “Writing Better Computer User Documentation: From Paper to Hypertext”, R. John Brockmann Designing and “Writing Online Documentation: Help Files to Hypertext”, William K. Horton Stephen A. Bernhardt “Modern Rhetorical Criticism”, Roderick P. Hart Timothy W. Crusius “Oral and Written Communication: Historical Approaches”, Richard Leo Enos Thomas J. Farrell The Older Sophists, Rosamond Kent Sprague Richard Leo Enos The Student’s Guide to Good Writing: Building Writing Skills for Success in College, Rick Dalton and Marianne Dalton Charles W. Bridges

Introduction Social Science Perspectives Who are Basic Writers? by Andrea Lunsford and Patricia A. Sullivan Development Psychology and Basic Writers by Donna Haisty Winchell Literacy Theory and Basic Writing by Mariolina Salvatori and Glynda Hull Linguistic Perspectives Modern Grammar and Basic Writers by Ronald F. Lunsford Dialects and Basic Writers by Michael Montgomery TESL Research and Basic Writing by Sue Render Pedalogical Perspectives Basic Writing Courses and Programs by Michael D. Hood Computers and Writing Instruction by Stephen A. Bernhardt and Patricia G. Wojahn Writing Laboratories and Basic Writing by Donna Beth Nelson Preparing Teachers of Basic Writing by Richard Filloy Appendix: Selective Bibliography of Basic Writing Textbooks by Mary Sue Ply Name Index Subject Index

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Creating a Computer-Supported Writing Facility: A Blueprint for Action, Cynthia L. Selfe Computer Writing Environments: Theory, Research, and Design, Bruce Britton and Shawn M. Glynn Fred Kemp Critical Perspectiveosn Computers and Composition Instruction, Gail E. Hawisher and Cynthia L. Selfe Bruce L. Edwards Reclaiming Pedagogy: The Rhetoric of the Classroom, Patricia Donahue and Ellen Quandahl Sharon Crowley Audience Expectations and Teacher Demands, Robert Brooke and John Hendricks Alice M. Gillam The Psychology of Writing: The Affective Experience, Alice Glarden Brand Robert Brooke Coping with Failure.: The Therapeutic Uses of Rhetoric, David Payne Paul W. Ranieri Critical Thinking: A Semiotic Perspective, Marjorie Siegel and Robert Carey Alice Heim Calderonello Effective Documentation: What We Have Learned from Research,Stephen Doheny-Farina Jack Selzer

One Hundred Ways to Make the Wyoming Resolution a Reality: A Guide to Personal and Political Action Susan Wyche-Smith and Shirley K Rose Principles of Generic Word Processing for Students with Independent Access to Computers Ronald A. Sudol Encouraging Critical Thinking: A Strategy for Commenting on College Papers Patrick Slattery

Word processors, as teaching machines, are currently caught in something of a backlash. Just a few years ago, we heard they possessed almost magical powers for student writing and writing instruction. Now, before some of us have even had a chance to try them for ourselves, researchers have begun to tell us that computers do not really help student writers much after all. On the contrary, they warn, when students' performances with text editors are judged against their performances with pen and paper, inexperienced writers, those whose typical revising behaviors are actually editing behaviors, continue to edit exclusively and with increased frequency on the word pro-

The Bibliography of Composition and is an annual, annotated, descriptive bibliography of work in rhetoric and composition. Its first vcdume contains 3,853 citations for titles appearing in 1984 and 1)85. The bibliographers received assistance from important authors and editors of publications in rhetoric, who stressed that subject-area bibliographies are an important way of asserting the legitimacy of a profession. The bibliography is a comprehensive, descriptive work encompassing the many disciplines that make up rhetoric and composition. The Thesaurus of ERIC Descriptors and convention programs of the National Council of Teachers of English and the Conference on College Composition and Communication helped define the terms and subjects covered in the profession. Next, the bibliographers mapped and clustered the terms, which cover works on written communication in English or other languages, the processes whereby people compose and understand written messages, and methods of teaching people to communicate effectively in writing. To write the entries, 152 teachers and researchers have volunteered their services, and use a handbook to create consistent 25to 50-word annotations that are descriptive rather than evaluative. They try to use original materials rather than copy from advertisers whenever possible, although most publishers will not provide examination copies. In the bibliography all entries are listed once, numbered, and cross-referenced. Computers are used for alphabetizing and typese'Aing, and it is projected that computers will be used more and more in future editions. (SEC) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** The Development of The Longman Bibliography of Composition and Rhetoric

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Edward B. Versluis, Response to Bruce T. Petersen, et alia, "Computer-Assisted Instruction and the Writing Process: Questions for Research and Evaluation,", College Composition and Communication, Vol. 36, No. 3 (Oct., 1985), pp. 346-347

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Halpern and Liggett provide a close look at several of the new communication systems, present a model of field research through which one of the new technologies is closely examined, and draw conclusions that lead to specific changes in emphasis in the teaching of They describe instructional units that introduce the new technologies in college writing classes and the results of classroom experiments in which these units were tested. Finally they define additional research questions about the new technologies and timely approaches for answering them. They highlight the role of long-term and short-term memory, show how the choice of a composing medium influences the writing process, and discuss critical differences between speaking and writing.

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Bruce T. Petersen, Cynthia L. Selfe, Billie J. Wahlstrom, Computer-Assisted Instruction and the Writing Process: Questions for Research and Evaluation, College Composition and Communication, Vol. 35, No. 1 (Feb., 1984), pp. 98-101

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Lynn J. Breininger, Stephen Portch, A Visit to Professor Cram: Attractive Computer Learning, College Composition and Communication, Vol. 34, No. 3, Composing Processes: Assessments of Recent Research, New Research, Applications in the Classroom (Oct., 1983), pp. 358-361

Lorne Kotler, Kamala Anandam, A Partnership of Teacher and Computer in Teaching Writing, College Composition and Communication, Vol. 34, No. 3, Composing Processes: Assessments of Recent Research, New Research, Applications in the Classroom (Oct., 1983), pp. 361-367

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Old Interests and New Demands The Normative Logic of Experimental Design What Happens When All Other Things Are Not Equal? Obtaining Comparable Groups Equivalence of Treatment for Different Groups Limitations of Simple Descriptions of Group Differences Relating Group Differences to Underlying Causes Comparing Tasks and Groups Comparing Patterns of Performance The Group by Tack Interaction Approach Training Studies Cautionary Notes Model-based Approaches Qualitative information-processing Models Computer Simulation Models Mathematical Models Functional Measurement Advantages of Model-based Research Strategies Cautionary Notes From Laboratory to Life Comparing Laboratory and Real-Life Tacks Training Cognitive Processes Training Tacks of Practical Importance Value Judgments in Cognitive Research On the Reference of Basic Research Appendix. Statistical Issues in Comparative Research Attempts to Control for Pre-existing Group Differences Interpreting Group by Task Interactions References Notes Index

Preface 1. THE CONTEXTS OF TEACHING PERSPECTIVES Richard Fulkerson: Four Philosophies of Composition James Berlin: Rhetoric and Ideology in the Writing Class Edward P.J. Corbett: Rhetoric, the Enabling Discipline Min-Zhan Lu and Bruce Horner: The Problematic of Experience: Redefining Critical Work in Ethnography and Pedagogy TEACHERS Peter Elbow: Embracing Contraries in the Teaching Process Donald M. Murray: The Listening Eye: Reflections on the Writing Conference Lad Tobin: Reading Students, Reading Ourselves: Revising the Teacher's Role in the Writing Class Dan Morgan: Ethical Issues Raised by Students' Personal Writing STUDENTS Mina P. Shaughnessy: Diving In: An Introduction to Basic Writing Vivian Zamel: Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum Todd Taylor: The Persistence of Difference in Networked Classrooms: Non-Negotiable Difference and the African American Student Body LOCATIONS Hephzibah Roskelly: The Risky Business of Group Work Gail E. Hawisher and Cynthia L. Selfe: The Rhetoric of Technology and the Electronic Writing Class Muriel Harris: Talking in the Middle: Why Writers Need Writing Tutors APPROACHES Min-Zhan Lu: Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence Mariolina Salvatori: Conversations with Texts: Reading in the Teaching of Composition Gary Tate: A Place for Literature in Freshman Composition Carolyn Matalene: Experience as Evidence: Teaching Students to Write Honestly and Knowledgeably about Public Issues 2. THE TEACHING OF WRITING ASSIGNING Mike Rose: Writing Courses: A Critique and a Proposal David Peck, Elizabeth Hoffman, and Mike Rose: A Comment and Response on Remedial Writing Courses Richard L. Larson: The Research Paper in the Writing Course: A Non-Form of Writing Jeanne Fahnestock and Marie Secor: Teaching Argument: A Theory of Types Catherine E. Lamb: Beyond Argument in Feminist Composition RESPONDING AND ASSESSING Brooke K. Horvath: The Components of Written Response: A Practical Synthesis of Current Views David Bartholomae: The Study of Error Jerry Farber: Learning How to Teach: A Progress Report COMPOSING AND REVISING Nancy Sommers: Between the Drafts James A. Reither: Writing and Knowing: Toward Redefining the Writing Process David Bleich: Collaboration and the Pedagogy of Disclosure AUDIENCES Douglas B. Park: The Meanings of Lisa Ede and Andrea Lunsford: Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy Peter Elbow: Closing My Eyes as I Speak: An Argument for Ignoring Audience STYLES Robert J. Connors: Static Abstractions and Composition Winston Weathers: Teaching Style: A Possible Anatomy Elizabeth D. Rankin: Revitalizing Style: Toward a New Theory and Pedagogy Richard Ohmann: Use Definite, Specific, Concrete Language

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