What Is English?, Peter Elbow Sheryl Finkle and Charles B. Harris The Right to Literacy, Andrea A. Lunsford, Helene Moglen, and James Slevin Marilyn M. Cooper Textual Carnivals: The Politics of Composition, Susan Miller David Bartholomae Rhetoric and Philosophy, Richard A. Cherwitz James Comas Rhetoric in American Colleges, 1850–1900, Albert R. Kitzhaber Sharon Crowle A Short History of Writing Instruction: From Ancient Greece to Twentieth-Century America, James J. Murphy Sue Carter Simmons Politics of Education: Essays from Radical Teacher, Susan Gushee O’Malley, Robert C. Rosen, and Leonard Vogt Myron C. Tuman Not Only English: Affirming America’s Multilingual Heritage, Harvey A. Daniels Perspectives on Official English, Karen L. Adams and Daniel T. Brink Alice M. Roy Textbooks in Focus: Cross-Cultural Readers Across Cultures: A Reader for Writers, Sheena Gillespie and Robert Singleton American Mosaic: Multicultural Readings in Context, Barbara Roche Rico and Sandra Mano Emerging Voices: A Cross-Cultural Reader, Janet Madden-Simpson and Sara M. Blake Intercultural Journeys Through Reading and Writing, Marilyn Smith Layton Writing About the World, Susan McLeod, Stacia Bates, Alan Hunt, John Jarvis, and Shelley Spear Nancy Shapiro Textbooks in Focus: Great Ideas Readers Current Issues and Enduring Questions: Methods and Models of Argument, Sylvan Barnet and Hugo Bedau Theme and Variations: The Impact of Great Ideas, Laurence Behrens and Leonard J. Rosen The Course of Ideas, Jeanne Gunner and Ed FrankelA World of Ideas: Essential Readings for College Writers, Leo A. Jacobus Great Ideas: Conversations Between Past and Present, Thomas Klein, Bruce Edwards, and Thomas Wymer Casts of Thought: Writing In and Against Tradition, George Otte and Linda J. Palumbo Eleanor M. Hoffman Teaching Writing that Works: A Group Approach to Practical English, Eric S. Rabkin and Macklin Smith Janis Forman Released into Language: Options for Teaching Creative Writing, Wendy Bishop Will Wells

“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

A standard in its field, this new edition provides the most up-to-date current thinking on rhetoric.

Conversations on the WrittenWord: Essays on Language and Literacy, Jay L. Robinson John Schilb Expressive Discourse, Jeannette Harris Douglas Hesse The Rhetorical Tradition: Readings from Classical Times to the Present, Patricia Bizzell and Bruce Herzberg Theresa Enos Classical Rhetoric for the Modern Student, 3rd ed., Edward P. J. Corbett Cheryl Glenn Singular Texts/Plural Authors: Perspectives on Collaborative Writing, Andrea Lunsford and Lisa Ede John Trimbur Learning to Write in Our Nation’s Schools: Instruction and Achievement in 1988 at Grades 4, 8, and 12, Arthur N. Applebee et al. Paul W. Rea The Future of Doctoral Studies in English, Andrea Lunsford, Helen Moglen, and James F. Slevin Joseph J. Comprone

This book describes in detail successful writing-across-the-curriculum programs at fourteen colleges and universities in the United States. Each chapter is written by a team of participating instructors, many representing disciplines other than English.

The English Coalition Conference: Democracy through Language, Richard Lloyd-Jones and Andrea A. Lunsford S. Michael Halloran and John Hollow Developing Successful College  Writing Programs, Edward M. White Louise Wetherbee Phelps Advanced Placement English.: Theory, Politics, and Pedagogy, Gary A. Olson, Elizabeth Metzger, and Evelyn Ashton-Jones David W. Chapman Creating Writers: Linking Assessment and Writing Instruction, Vicki Spandel and Richard J. Stiggins Karen L. Greenberg A Program Development Handbook for the Holistic Assessment of Writing, Norbert Elliot, Maximino Plata,and Paul Zelhart Edward M. White Programs That Work: Models and Methods for Writing Across the Curriculum, Toby Fulwiler and Art Young Disciplinary Perspectives on Thinking and Writing, Barbara S. Morris Joseph F. Trimmer Discourse and the Construction of Society: Comparative Studies of Myth, Ritual, and Classification, Bruce Lincoln Joseph Harris

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

Intended for writing instructors at all levels who lack the training to deal effectively with the increasingly important role played by empirical research in their field, Composition Research explains ten of the most common empirical designs used in the social sciences. These include: case study, ethnography, sampling/survey, quantitative descriptive research, prediction and classification studies, true and quasi-experiments, meta-analysis, and program evaluation. Each design is explained with reference to at least two specific composition studies, and includes a separate bibliography that identifies further writing studies that use it. The book also features a chapter on measurement, an appendix on statistical analyses, a glossary of technical terms and symbols, and guidelines for research on human subjects.

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The first book to examine closely how the relationship of Cicero s oral and written skills bears on his legal argumentation.Enos argues that, more than any other Roman advocate, Cicero developed a literate mind which enabled him to construct arguments that were both compelling in court and popular in society. Through close examination of the audience and substance of Cicero s legal rhetoric, Enos shows that Cicero used his writing skills as an aid to composition of his oral arguments; after the trial, he again used writing to edit and re-compose texts that appear as speeches but function as literary statements directed to a public audience far removed from the courtroom.These statements are couched in a mode that would eventually become a standard of literary eloquence. Enos explores the differences between oral and literary composition to reveal relationships that bear not only on different modes of expression but also on the conceptual and cultural factors that shape meaning itself.

Peter H. Schreffler, "Where All the Children Are above Average": Garrison Keillor as a Model for Personal Narrative Assignments, College Composition and Communication, Vol. 40, No. 1 (Feb., 1989), pp. 82-85

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(especially the reading of literature) has often been justified in the writing classroom because reading gives students something to imitate (see, for example, Miller's Composition and Decomposition and Comley and Scholes's Literature, Composition, and the Structure of English). The text, it is argued, provides a model of effective writing which students can copy, and the process of reading critically, practiced on literature, can become a model of how writers should behave in reading their own work. is thus seen as useful because it models both forms and processes for writers to imitate. But is this kind of imitation how writers really learn to write? Or does imitation in learning actually work some other way? In this article, I'll suggest an alternative understanding of imitation and reading in the writing classroom, and I'll exemplify this alternative using material from a semester-long participant-observation study of a freshman Composition and Reading course. The alternative runs as follows: when a student (or any writer) successfully learns something about writing by imitation, it is by imitating another person, and not a text or a process. Writers learn to write by imitating other writers, by trying to act like writers they respect. The forms, the processes, the texts

Rhetorical history as a guide to the salvation of American reading and writin James J. Murphy -- Remarks on composition to the Yale English Department / E Hirsch, Jr. -- Restoring the humanities / James Kinneavy -- The Phaedrus idy as ethical play / Virginia N. Steinhoff -- Classical practice and contempora basics / Susan Miller -- Ciceronian rhetoric and the rise of science / S. Michael Halloran and Merrill D. Whitburn -- John Locke's contributions to rhetoric / Edward P.J. Corbett -- Rhetoricin the liberal arts / Winifred Bry Horner -- Nineteenth-century psychology and the shaping of Alexander Bain's English composition and rhetoric / Gerald P. Mulderig -- Three nineteenth-century rhetoricians / Nan Johnson -- Two model teachers and the Harvardization of English departments / Donald C. Stewart -- Concepts of art and the teaching of writing / Richard E. Young.

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