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1. Foreword 2. Introduction 3. I. Linguistic Perspectives 4. Electronic Language: A new variety of English (by Collot, Milena) 5. Oral and written linguistic aspects of computer conferencing (by Yates, Simeon J.) 6. Linguistic and interactional features of Internet Relay Chat (by Werry, Christopher C.) 7. Functional comparisons of face-to-face and computer-mediated decision making interactions (by Condon, Sherri L.) 8. Two variants of an electronic message schema (by Herring, Susan C.) 9. II. Social and Ethical Perspectives 10. Managing the virtual commons: Cooperation and conflict in computer communities (by Kollock, Peter) 11. Our passionate response to virtual reality (by Deuel, Nancy R.) 12. Cyberfeminism (by Hall, Kira) 13. III. Cross-Cultural Perspectives 14. Computer-mediated conversations as a new dimension of intercultural communication between East Asian and North American college students (by Ma, Ringo) 15. Perceptions of American culture: The impact of an electronically-mediated cultural exchange program on Mexican high school students (by Meagher, Mary Elaine) 16. Visible conversation and academic inquiry: CMC in a culturally diverse classroom (by Golomb, Gregory G.) 17. IV. CMC and group Interaction 18. Group dynamics in an e-mail forum (by Korenman, Joan) 19. Writing to work: How using e-mail can reflect technological and organizational change (by Ziv, Oren) 20. The rhetorical dynamics of a community protest in cyberspace: What happened with Lotus Marketplace (by Gurak, Laura J.) 21. References 22. Index of names 23. Index of subjects

Acknowledgments -- Words and women in the evangelical community -- Hymns as the cultural property of nineteenth-century women -- His religion and hers -- Women's hymns as narrative models -- The patriarchal backlash.

Contents: J.S. Mayher, Foreword. Preface. Introduction: The Teacher, The Study, The Students. Textual Explorations: Thinking and Writing in Journals. The Writing Class: Journals in Context. Roberto: Validation Through Connected Knowing. Cliff: Unspoken Words From the Deepest Part of the Mind. Maribel: Tension Between Private and Public Worlds. Lan and Kiyoko: Surprising Reactions to Journal Writing. The Conversation Continues. Appendices: Response Letters to Entire Class. Selected Entries From Roberto's Journal and Teacher's Response Letters. Selected Entries From Cliff's Journal and Teacher's Response Letters. Selected Entries From Maribel's Journal and Teacher's Response Letters. Selected Entries From Lan's Journal and Teacher's Response Letters.

Contents: Preface. General Introduction. Part I: The Process of Discourse. The Context of Discourse. The Language of Discourse. Part II: Discourse in Use. The Discourse of Education. The Discourse of Medicine. The Discourse of Law. The Discourse of News Media. The Discourse of Literature.

Introduction PART I: PUBLISHING AS SOCIAL ACTION What is Publishing? The Continuum of Publishers Evaluation and the Role of Visible Text PART II: The Technologies of Publishing Publishing Before Computers The Computerization of Publishing From the Page to the Screen PART III: Publishing, Technology, and the Classroom Technology and Pedagogy Publishing in the Classroom: From Letterpress to the Web and Beyond References List of Figures Author Index Subject Index

Introduction -- The formative years -- Discovering a career -- In the public arena -- Reorganization, recognition, and reality -- Some major publications -- A reputation established -- Speaking with authority -- Old and new ventures -- Publications of consequence -- The shadow of the Great War -- A shift in interests -- Change, loss, and recovery -- Retirement -- In memoriam.

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Keywords in Composition Studies is the first systematic inquiry into the vocabulary of writing teachers and theorists. In brief yet heavily researched essays, contributors explore the development of and interconnections among fifty-five of the most consequential words in the field. It is with these critical terms that the contemporary field of composition has been composed, and in this sense, Keywords in Composition Studies is an introduction to the principal ideas and ideals of compositionists. Yet this book is neither dictionary nor an encyclopedia; it does not attempt to capture the established knowledge of unified discipline through its vocabulary but rather explores the multiple layers of meaning inhabiting the words writing teachers and theorists have depended and continue to depend on most. Each essay begins with the assumption that its central term is important precisely because its meaning is open, overdetermined. The purpose of each essay is to foreground range of meaning signified by its central term rather than to pinpoint a meaning. In this sense, Keywords in Composition Studies is practical model for reading the texts of an expanding and unsettled field.

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Preface Introduction: Writing a History of Computers and Composition Studies 1979-1982: The Professions Early Experience with Modern Technology 1983-1985: Growth and Enthusiasm 1986-1988: Emerging Research, Theory, and Professionalism 1989-1991: Coming of Age: The Rise of Cross-Disciplinary Perspectives and a Consideration of Difference 1992-1994: Looking Forward Afterword Author Index Subject Index

Contents: Preface. Part I: Writing in the Material World. The Technology Question. Technology Studies. Part II: The Role of Technology in the Cognition of Literacy. Reading On-Line. Materiality and Thinking: The Effects of Computer Technology on Writers' Planning. Text Sense and Writers' Materially Based Representations of Text. Part III: The Social and Cultural Construction of Literacy Tools. Social Dynamics, or Scientific Truth, or Sheer Human Cussedness: Design Decisions in the Evolution of a User Interface. Constructing Technology Through Discourse with Ann George. Part IV: Conclusions and Future Inquiry. Historicizing Technology. Theorizing Technology.

he Metaphor of Constructivism Remembering Bartlett Understanding as Construction Other Metaphors: Structuralism, Poststructuralism, and Deconstruction Composing as Construction Discourse Synthesis: Four Studies Textual Transformations in Written Discourse Authoring Identity Constructive Criticism References Name Index Subject Index

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Acknowledgments Introductions Standard at the University of Texas by Alan W. Friedman Political Correctness, Principled Contextualism, Pedagogical Conscience by Evan Carton Canonicity, Subalternity, and Literary Pedagogy Pedagogy and the Canon Controversy by Jacqueline Bacon A Multicultural Curriculum: Diversity or Divisiveness? by Helena Woodard Rereading Texas History: Cultural Impoverishment, Empowerment, and Pedagogy by Louis Mendoza English Literature, the Irish, and The Norton Anthology by Rachel Jennings The Thumb of Ekalavya: Postcolonial Studies and the Third World Scholar in a First World Academy by S. Shankar Reclaiming the Teaching Assistant: Dissent as a Pedagogical Tool by Jean Lee Cole and Jennifer Huth Reading, Writing, Teaching: Principles and Provocations Warranting a Postmodernist Literary Studies by Gordon A. Grant III Knowledge, Power, and the Melancholy of Studies by Robert G. Twombly Collaborative Learning in the Postmodern Classroom by Jerome Bump Professionalism and the Problem of the We in Composition Studies by Nancy Peterson An Accidental Writing Teacher by Sara E. Kimball Having Students Write on Moral Topics: Legal, Religious, and Pedagogical Issues by James L. Kinneavy Bodies, Sexualities, and Computers in the Classroom Desire and Learning: The Perversity of Pedagogy by Kathleen Kane Learning and Desire: A Pedagogical Model by Edward Madden Gender and Trauma in the Classroom by Margot Backus Type Normal Like the Rest of Us: Writing, Power, and Homophobia in the Networked Composition Classroom by Alison Regan Rethinking Pedagogical Authority in Response to Homophobia in the Networked Classroom by Susan Claire Warshauer Here, Queer, and Perversely Sincere: Lesbian Subjects in the Department by Kim Emery Works Cited Index

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ur story begins, as always, with lack and desire. It's 1975, the year On Righting Writing: Classroom Practices in Teaching English appeared in answer to the great concern for the quality of student (Clapp vii) expressed in an open meeting on classroom practices at the 1974 convention of NCTE. preface to this, the thirteenth report from the Committee on Classroom Practices, further informs us that there was no doubt in the mind of anyone attending the meeting that the improvement of writing instruction should be the theme of this [report] (vii). Whether or not the variety of practices offered in this collection could ever lead to improved writing instruction is anyone's guess. In many respects, any pedagogical notion might provoke good writing, if an intriguing context were also provided. Take Mariana Gibson's strategy, in Students Write Their Own Bicentennial Ballads, of deconstructing familiar bits of Americana like Yankee Doodle with her students, who were then asked to think of contemporary songs that might fit the genre (she suggests Ode to Billy Joe or The Night They Drove Old Dixie Down).

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Uncommon Grounds: What Are the Primary Traits of a Writing Course? Katherine K. Gottschalk Will Your Disciplinary Umbrella Cover Me? Phyllis Mentzell Ryder Response Denise David, Barbara Gordon, and Rita Pollard

The essays in this book, stemming from a national conference of the same name, focus on the single subject required of nearly all college studentscomposition.Despite its pervasiveness and its significance, composition has an unstable status within the curriculum. Writing programs and writing faculty are besieged by academic, political, and financial concerns that have not been well understood or addressed.At many institutions, composition functions paradoxically as both the gateway to academic success and as the gatekeeper, reducing access to academic work and opportunity for those with limited facility in English. Although writing programs are expected to provide services that range from instruction in correct grammar to assistingor resistingpolitical correctness, expanding programs and shrinking faculty get caught in the crossfire. The bottom line becomes the firing line as forces outside the classroom determine funding and seek to define what composition should do.In search of that definition, the contributors ask and answer a series of specific and salient questions: What implicationsintellectual, political, and institutionalwill forces outside the classroom have on the quality and delivery of composition in the twenty-first century? How will faculty and administrators identify and address these issues? What policies and practices ought we propose for the century to come?This book features sixteen position papers by distinguished scholars and researchers in composition and rhetoric; most of the papers are followed by invited responses by other notable compositionists. In all, twenty-five contributors approach composition from a wide variety of contemporary perspectives: rhetorical, historical, social, cultural, political, intellectual, economic, structural, administrative, and developmental. They propose solutions applicable to pedagogy, research, graduate training of composition teachers, academic administration, and public and social policy. In a very real sense, then, this is the only book to offer a map to the future of composition.

Re-presenting Remediation John Bell Academic Castes, Academic Authority, and the Educational Centrality of Writing Kenneth A. Bruffe ResponseKeith Hjortshoj Toward a Broader Understanding of the Rhetoric of Punctuation Michael Hassett Response John Dawkins

Contents: Preface. Rethinking Genre from a Sociocognitive Perspective. News Value in Scientific Journal Articles. You Are What You Cite: Novelty and Intertextuality in a Biologist's Experimental Article. Sites of Contention, Sites of Negotiation: Textual Dynamics of Peer Review in the Construction of Scientific Knowledge. Evolution of a Scholarly Forum: Reader, 1977-1988. Gatekeeping at an Academic Convention. Conventions, Conversations, and the Writer: An Apprenticeship Tale of a Doctoral Student, with John M. Ackerman. J.M. AckermanPostscript: The Assimilation and Tactics of Nate. Suffer the Little Children: Learning the Curriculum Genres of School and University. Appendices.

Preface. Acknowledgments. 1. Ancient Rhetorics: Their Differences and the Difference They Make. INVENTION. 2. Kairos and the Rhetorical Situation: Seizing the Moment. 3. Stasis Theory: Asking the Right Questions. 4. The Common Topics and the Common Places: Finding the Available Means. 5. Logical Proof: Reasoning in Rhetoric. 6. Ethical Proof: Arguments from Character. 7. Pathetic Proof: Passionate Appeals. 8. Extrinsic Proofs: Arguments Waiting to Be Used. ARRANGEMENT. 9. The Sophistic Topics: Define, Divide, and Conquer. 10. Arrangement: Getting It Together. STYLE, MEMORY, AND DELIVERY. 11. Style: Composition and Ornament. 12. Memory: The Treasure-House of Invention. 13. Delivery: Attending to Eyes and Ears. RHETORICAL EXERCISES. 14. Imitation: Achieving Copiousness. 15. The Progymnasmata, or Rhetorical Exercises. Glossary of Terms. Appendices. Bibliography. Index.