Preview this article: CCCC Secretary's Report, 2010–2011, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/63/2/collegecompositionandcommunication18396-1.gif

Paul Butler's Out of Style: Reanimating Stylistic Studies in Composition and Rhetoric enters into several contentious conversations taking place in and around composition studies today. Ostensibly,...

Preview this article: A Memorial to Louise Michelle Rosenblatt, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/67/6/collegeenglish4089-1.gif

This article describes the initiatives of one community college district and its individual colleges to engage faculty in the scholarship of teaching and learning.

Edward Schiappa. The Beginnings of Rhetorical Theory in Classical Greece. New Haven & London: Yale University Press, 1999. x + 230 pages. Maureen Daly Goggin. Authoring A Discipline: Scholarly Journals and the Post‐World War II Emergence of Rhetoric and Composition. Manwan, NJ: Lawrence Erlbaum, 2000. vii‐xxviii + 262 pages. $59.95 cloth. Ann E. Berthoff. The Mysterious Barricades, Language and Its Limits. Toronto: University of Toronto Press, 1999. 191 pages. Nancy Lee Chalfa Ruyter. The Cultivation of Body and Mind in Nineteenth‐Century American Delsartism. Westport, CT: Greenwood Press, 1999. 152 pages + 17 photographs and illustrations. $55.00 hardcover. Brenda Jo Brueggemann. Lend Me Your Ear: Rhetorical Constructions of Deafness. Washington, DC: Gallaudet University Press, 1999. 336 pages. $49.95 cloth. Laura Gray‐Rosendale. Rethinking Basic Writing: Exploring Identity, Politics, and Community in Interaction. Mahwah, NJ: Lawrence Erlbaum Associates, 2000. vii‐xiv + 191 pages. $39.95 cloth. $19.95 paper.

Robert Scholes. The Rise and Fall of English: Reconstructing English as a Discipline. New Haven and London: Yale University Press, 1998. Pp. Xiv + 203. Sharon Crowley. Composition in the University: Historical and Polemical Essays. Pittsburgh: Pittsburgh University Press, 1998. Xi + 306 pages. W. Ross Winterowd. The English Department: A Personal and Institutional History. Carbondale: Southern Illinois University Press, 1998. Xii + 261. Molly Meijer Wertheimer, ed. Listening to Their Voices: The Rhetorical Activities of Historical Women. Columbia: University of South Carolina Press, 1997. 408 pages. $47.50 cloth; $24.95 paper. Mary Lynch Kennedy, ed. Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies. Westport, Connecticut: Greenwood Press, 1998. 405 pages. John Schilb. Between the Lines: Relating Composition Theory and Literary Theory. Portsmouth: Boynton/Cook, 1996. Xv + 247. Hephzibah Roskelly and Kate Ronald. Reason to Believe: Romanticism, Pragmatism, and The Teaching of Writing. Albany, NY: State U of New York P, 1998. xiv + 187 pages. Thomas Newkirk. The Performance of Self in Student Writing. Portsmouth, NH: Boynton/Cook Heinemann, 1997. xiii + 107 pages. Kay Halasek. A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies. Southern Illinois University Press, 1999. 223 pages.

Preview this article: Some Characteristics of Memorable Expository Writing: Effects of Revisions by Writers with Different Backgrounds, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/22/3/researchintheteachingofenglish15543-1.gif

This study examines the relationship between two measures of individual differences in social cognition and the quality of eleventh grade students' persuasive writing. Subjects completed Crockett's Role Category Questionnaire, and wrote a persuasive letter in response to the problem, “Smoking and the School Nurse.” Letters were submitted to judges for impressionistic and attributional ratings. A content-analytic measure was applied to these 40 papers to yield a measure of the number and quality of persuasive strategies employed. Finally, the same papers were submitted to a second panel, who rated them for overall persuasiveness and appropriateness of tone. Results indicated a significant relationship between interpersonal cognitive complexity and abstractness and quality of writing, persuasiveness, appropriateness of tone, and level of persuasive strategy employed.