Reflecting the rich complexity of contemporary college composition pedagogy, this unique collection presents twelve original essays on several of the most important approaches to the teaching of writing. Each essay is written by an experienced teacher/scholar and describes one of the major pedagogies employed today: process, expressive, rhetorical, collaborative, feminist, critical, cultural studies, community service, and basic writing. Writing centers, writing across the curriculum, and technology and the teaching of writing are also discussed. The essays are composed of personal statements on pedagogical applications and bibliographical guides that aid students and new teachers in further study and research. Contributors include Christopher Burnham, William A. Covino, Ann George, Diana George, Eric H. Hobson, Rebecca Moore Howard, Susan C. Jarratt, Laura Julier, Susan McLeod, Charles Moran, Deborah Mutnick, Lad Tobin, and John Trimbur. An invaluable tool for graduate students and new teachers, A Guide to Composition Pedagogies provides an exceptional introduction to composition studies and the extensive range of pedagogical approaches used today.

Preview this article: Review: Working-Class Academics, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/58/6/collegeenglish9033-1.gif

Preview this article: Comment & Response, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/56/5/collegeenglish9221-1.gif

Preview this article: A Place for Literature in Freshman Composition, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/55/3/collegeenglish9314-1.gif

The renewed interest in rhetorical studies during past twenty years has caused many scholars to look back to beginnings of education in English as such programs were developed during latter half of nineteenth century. Most would probably agree with William Riley Parker that it was teaching of freshman composition that quickly entrenched English departments in college and university structure (347), and that freshman program continues to account for size and power of most English departments. But in spite of this, until recently graduate education in English has been focused almost exclusively on literary study. Even as progressive a thinker as Richard Ohmann was at one point moved to write, Literature is our subject matter, and, this being so, an inquiry into state of profession must ask how we stand vis-a'-vis literature (Structure of an Academic Field 359). Although Ohmann subsequently repudiated his statement (English in America 20), such an outlook is revealing of climate existing in most English departments for greater part of twentieth century. By seventies, however, scattered voices began to protest pattern and purpose of graduate training in English. John Gerber argued that traditional literary ignored realities of profession, and that graduate education should be devoted to the acquisition of skills, not merely subject matter (315). He specifically encouraged both M.A. and Ph.D. candidate . . . to make writing, theories of writing, and theories of teaching writing an area of specialization (316). Gerber doubted that such a reform in curriculum would come to pass, and, in fact, traditional literary study has changed little since his article appeared in 1977. But reform has taken place, not by revamping entire curriculum, but by opening up new programs in rhetoric-what is still usually termed option (as opposed to mainstream of literary studies). By 1980 William Covino, Nan Johnson, and Michael Feehan were able to identify twenty graduate programs in English offering a concentration in rhetoric (although some of these programs were

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

Preview this article: For Sale, Lease, or Rent: A Curriculum for an Undergraduate Program in Rhetoric, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/26/1/collegecompositionandcommunication17140-1.gif