This article argues for repositioning voice within BIPOC histories and contributions to the fields of English/rhetoric/composition studies. By reinvestigating the affordances and constraints of Expressivist-driven definitions of “voice” and the contemporary applications of imitation writing assignments, this article demonstrates alternative approaches to teaching and thinking through voice in writingbased courses.

This article echoes Robert J. Connors’s call for a reexamination of sentence pedagogies in composition teaching and offers an explanation of the unsolved mystery of why sentence combining improves student writing, using insights provided by work in contemporary research in linguistics and in language processing. Based the same insights, I argue that we invite words and phrases, the true members of sentences, to important positions in writing classes and describe practical methods for doing so.

Introduction Part I: Premises and Foundations 1. Illiteracy at Oxford and Harvard: Reflections on the Inability to Write 2. A Map of Writing in Terms of Audience and Response The Uses of Binary Thinking Part II: The Generative Dimension 4. Freewriting and the Problem of Wheat and Tares 5. Closing My Eyes as I Speak: An Argument for Ignoring Audience 6. Toward a Phenomenology of Freewriting Part III: Speech, Writing, and Voice Part III: Speech, Writing, and Voice 7. The Shifting Relationships Between Speech and Writing 8. Voice in Literature 9. Silence: A Collage 10. What Is Voice in Writing? Part IV: Discourses 11. Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues 12. In Defense of Private Writing 13. The War Between Reading and Writing - and How to End It 14. Your Cheatin' Art: A Collage Part V: Teaching 15. Inviting the Mother Tongue: Beyond Mistakes, Bad English, and Wrong Language 16. High Stakes and Low Stakes in Assigning and Responding to Writing 17. Breathing Life into the Text 18. Using the Collage for Collaborative Writing 19. Getting Along Without Grades - and Getting Along With Them Too 20. Starting the Portfolio Experiment at SUNY Stony Brook Pat Belanoff, co-author 21. Writing an Assessment in the Twenty-First Century: A Utopian View

Most traditional works of rhetorical history have excluded the activities of women, but Listening to Their Voices retrieves the voices of women who contributed to the rhetorical realm. The nineteen essays in the collection extend existing definitions of rhetoric and enrich conventional knowledge of rhetorical history. In her introduction Molly Meijer Wertheimer traces the patriarchal nature of traditional rhetorical histories as well as the continuing debate about how best to write women into rhetoric's historical record. The volume's essays advance rhetorical theory by examining exceptional women rhetoricians and their unusual rhetorical practices and strategies. Covering a diverse range of rhetorical pursuits and historical eras, the selections look closely at such fascinating topics as the bold speech of ancient Egyptian women, the rhetorical genres of mother's manuals and women's commercial writings in the Middle Ages, the sexual stereotyping of prose style in rhetorical theory of the Enlightenment, and exhortations for racial uplift by nineteenth-century African American women.

Susan Peck MacDonald here tackles important and often controversial contemporary questions regarding the rhetoric of inquiry, the social construction of knowledge, and the professionalization of the academy. MacDonald argues that the academy has devoted more effort to analyzing theory and method than to analyzing its own texts. Professional texts need further attention because they not only create but are also shaped by the knowledge that is special to each discipline. Her assumption is that knowledge making is the distinctive activity of the academy at the professional level; for that reason, it is important to examine differences in the ways the professional texts of subdisciplinary communities focus on and consolidate knowledge within their fields. MacDonald s examination concentrates on three sample subdisciplinary fields: attachment research in psychology, Colonial New England social history, and Renaissance New Historicism in literary studies. By tracing, over a period of two decades, how members of each field have discussed a problem in their professional discourse, MacDonald explores whether they have progressed toward a greater resolution of their problems. In her examination of attachment research, she traces the field s progress from its theoretical origins through its discovery of a method to a point of greater conceptual elaboration and agreement. Similarly, in Colonial New England social history, MacDonald examines debates over the values of narrative and analysis and, in Renaissance New Historicism, discusses particularist tendencies and ways in which New Historicist articles are organized by anecdotes and narratives. MacDonald goes on to discuss sentence-level patterns, boldly proposing a method for examining how disciplinary differences in knowledge making are created and reflected at the sentence level. Throughout her work, MacDonald stresses her conviction that academics need to do a better job of explaining their text-making axioms, clarifying their expectations of students at all levels, and monitoring their own professional practices. MacDonald s proposals for both textual and sentence-level analysis will help academic professionals better understand how they might improve communication within their professional communities and with their students.

I often hear assertions, says Wendy Bishop, writing classes have no content, especially when compared to literature classes or other classes in other disciplines where famous texts by famous authors are commonly under discussion. In this unique compilation of essays, Bishop brings together the voices of teachers and students to affirm that the content of writing classrooms is the work that these individuals do together. It is this focus on reading and writing about writing that has made Subject Is Writing such a popular text. Like earlier editions, the third edition serves as both a classroom reader and a rhetoric for first-year college writing. End-of-chapter questions invite students to respond to the essayists with essays of their own. Turning to the appendix of Hint Sheets, teachers and students will find a selection of handouts filled with practical advice that will help them navigate through the daily life of their classrooms. The third edition has been enhanced with three new essays by teachers and the work of four new student authors. They discuss choosing topics, developing voice in writing, and understanding classroom writing assignments; they offer insights into drafting practices and encourage readers to investigate their writing lives in similar ways. The essays in Subject Is Writing are not esoteric, academic treatises, but relevant and earnest communications that speak to all writers as peers, colleagues, and interested adult makers of meaning.

Preface Acknowledgments Introduction PART I The Structure of Sentences Chapter 1 An Introduction to Words and Phrases Chapter Preview Form Classes Nouns The Noun Phrase Verbs The Verb Phrase NP + VP = S Adjectives and Adverbs Prepositional Phrases Grammatical Choices Key Terms Chapter 2 Sentence Patterns Chapter Preview Rhetorical Effects The Be Patterns The Linking Verb Pattern The Intransitive Pattern The Basic Transitive Verb Pattern Transitive Patterns with Two Complements Sentence Pattern Summary The Optional Adverbial Questions and Commands Punctuation and the Sentence Patterns Basic Patterns in Prose The Short Paragraph Key Terms Rhetorical Reminders Punctuation Reminder Chapter 3 Our Versatile Verbs Chapter Preview The Expanded Verb Using the Expanded Verb Special Uses of the Present Tense Other Auxiliaries The Passive Voice Using the Passive Voice The Obscure Agent Well-Chose Verbs: Showing, Not Telling Key Terms Rhetorical Reminders Chapter 4 Coordination and Subordination Chapter Preview Coordination Within the Sentence Parallel Structure Coordination of the Series Climax Coordination with Correlative Conjunctions Subject-Verb Agreement Compound Sentences Conjunctive Adverbs and Transitional Phrases Compound Sentences with Semicolons Compound Sentences with Colons Punctuation Pitfalls The Compound Sentence: Punctuation Review Subordination: The Dependent Clauses Revising Compound Structures Key Terms Rhetorical Reminders Punctuation Reminders Part II Controlling the Message Chapter 5 Cohesion Chapter Preview Reader Expectation Repetition The Known-New Contract The Role of Pronouns Personal Pronouns Demonstrative Pronouns The Role of the Passive Voice Other Sentence Inversions Parallelism Repetition versus Redundancy Key Terms Rhetorical Reminders Chapter 6 Sentence Rhythm Chapter Preview Intonation: The Peaks and Valleys End Focus Controlling Rhythm The It-Cleft The What-Cleft The There Transformation Rhythm and the Comma Power Words Correlative Conjunctions Adverbials of Emphasis The Common Only Key Terms Rhetorical Reminders Punctuation Reminder Chapter 7 The Writer's Voice Chapter Preview Tone Diction Verbs and Formality Nominalized Verbs and Abstract Subjects Contractions Metaphor Metadiscourse The Overuse of Metadiscourse Point of View Key Terms Rhetorical Reminders Punctuation Reminders Part III Making Choices: Form and Function Chapter 8 Choosing Adverbials Chapter Preview The Movable Adverbials Adverbs Prepositional Phrases Proliferating Prepositional Phrases Noun Phrases Verb Phrases Dependent Clauses Punctuation of Adverbial Clauses Movability of Adverbial Clauses The Because-Clause Myth Elliptical Adverbial Clauses Key Terms Rhetorical Reminders Punctuation Reminders Chapter 9 Choosing Adjectivals Chapter Preview The Noun Phrase Preheadword Modifiers Determiners Adjectives and Nouns Modifier Noun Proliferation The Movable Adjective Phrase Postheadword Modifiers Prepositional Phrases Adjective Phrases Participial Phrases The Prenoun Participle The Movable Participle The Dangling Participle Relative Clauses The Relatives The Broad-Reference Clause Punctuation of Phrases and Clauses A Punctuation Rule Revisited Key Terms Rhetorical Reminders Punctuation Reminders Chapter 10 Choosing Nominals Chapter Preview Appositives The Colon with Appositives Avoiding Punctuation Errors The Sentence Appositive Nominal Verb Phrases Gerunds The Dangling Gerund The Subject of the Gerund Infinitives Nominal Clauses Nominals as Delayed Subjects Key Terms Rhetorical Reminders Punctuation Reminder Chapter 11 Other Stylistic Choices Chapter Preview Absolute Phrases The Coordinate Series Repetition Word-Order Variation Ellipsis Antithesis The Deliberate Fragment Key Terms Rhetorical Reminders Punctuation Reminders PART IV Your Way With Words Chapter 12 Words and Word Classes Lexical Rules Parts of Speech The Form Classes Nouns Plural-Only Forms Collective Nouns Proper Nouns Verbs Adjectives Adverbs Derivational Affixes The Structure Classes Determiners Auxiliaries Qualifiers Prepositions Particles Conjunctions Pronouns Personal Pronouns The Missing Pronoun Case Errors The Unwanted Apostrophe The Ambiguous Antecedent Reflexive Pronouns Intensive Pronouns Reciprocal Pronouns Demonstrative Pronouns Indefinite Pronouns The Everyone/Their Issue Key Terms Rhetorical Reminders Punctuation Reminders PART V Punctuation Chapter 13 Punctuation: Its Purposes, Its Hierarchy, and Its Rhetorical Effects The Purposes of Punctuation Marks Syntax Prosody Semantics The Hierarchy of Punctuation The Rhetorical Effects of Punctuation Key Terms Glossary of Punctuation Glossary of Terms Bibliography Answers to the Exercises Index

Twenty-three stimulating papers, including essays by Peter Elbow, Donald Murray, and William Strong, selected from the more than sixty presented at the Second Miami University Conference on Sentence Combining and the Teaching of Writing.Sentence combining has not only survived the paradigm shift in the teaching of writing but continues to stimulate provocative, creative thinking about the writing process itself. No longer an end in itself, but a tool, sentence combining has become a method of teaching about ways of thinking, of perceiving, and of organizing reality.

Preview this article: Sentence Combining: Maintaining Realistic Expectations, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/34/1/collegecompositionandcommunication15296-1.gif

Preview this article: Scientism and Sentence Combining, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/34/1/collegecompositionandcommunication15297-1.gif

Preview this article: Twelve Steps to Using Generative Sentences and Sentence Combining in the Composition Classroom, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/32/3/collegecompositionandcommunication15899-1.gif

Although there has not yet been established a definitive relationship between syntactic manipulation (sentence combining) and reading improvement, researchers have for a long time been raising questions about the possible interrelationships of these two language-processing activities. In this paper, I suggest a conceptual basis for asserting a relationship at the sentence level between sentence combining and reading. Before exploring this relationship explicitly, it may be helpful to review some of the concepts in the psycholinguistic model of reading on which this assertion can be based. Current research in the reading process has led to the conclusion that the world knowledge and personal knowledge that the reader brings to the printed page make an important contribution to that person's ability to extract meaning from the printed page. That prior knowledge can come from experience or it may include familiarity with the three elements of the reading process identified in current psycholinguistic research: recognizing graphic-phonic (letter-sound) similarities, syntactic processing, and semantic processing. Examining these latter two elements of the reading process in particular helps to explain the contribution of sentence combining activities to improvement in reading comprehension. In an earlier article,' I pointed out that there appears to be considerable evidence that complex syntactic structures are more difficult for readers to process than simpler ones. Inexperienced readers have difficulty holding syntactic patterns and meanings in their memories long enough to be able to link them up correctly within the sentences that they are working with. This difficulty is explained by a principle from psychology and from the psycholinguistic model of reading. That principle is the concept of the chunk. chunk has best been explicated by George Miller in his seminal article, The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information.2 Miller explains that short-term memory can hold from five to seven items of information at any one time. key to understanding the processing of information is understanding what it is that constitutes an item in short-term memory. Each item may be a single

Preview this article: A Quantitative Approach to Thomas Hardy's Prose Style, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/21/2/collegecompositionandcommunication19211-1.gif

advantages and limitations of informal and unsophisticated word-counts as a tool in the of prose. My subject is the prose style of a novelist, Thomas Hardy. But I am less concerned with Hardy's style as such than with drawing some general conclusions from the discussion, to suggest that word-counts are useful in two ways. First, they do what they are supposed to do: they make evidence precise and specific, and thus provide verifiable links between text and theory. And second, they help the critic to do what they in themselves cannot do: that is, in addition to verifying what we already know, word-counts serve by their limitations as ways of discovery, as ways of finding out things we did hot know before. My experience, then, underscores Josephine Miles's view that analysis works to support and invite intuition.... It does not create, invent, imagine, lead to values; but given values, it clarifies and discerns, helping us to understand the relation between what

Preview this article: An Annotated Bibliography of Selected Writings on English Prose Style, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/16/5/collegecompositionandcommunication21110-1.gif

Preview this article: The Plain Style, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/13/4/collegecompositionandcommunication21300-1.gif

Preview this article: Hugh Blair as an Analyzer of English Prose Style, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/9/2/collegecompositioncommunication22287-1.gif