Virginia Anderson

10 articles
  1. Supply-Side Dreams: Composition, Technology, and the Circular Logic of Class
    doi:10.1016/j.compcom.2010.03.002
  2. Interchanges: Response to Sean Zwagerman’s “The Scarlet P: Plagiarism, Panopticism, and the Rhetoric of Academic Integrity”
    Abstract

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    doi:10.58680/ccc20097202
  3. "The Perfect Enemy": Clinton, the Contradictions of Capitalism, and Slaying the Sin Within
    Abstract

    Bill Clinton can be seen as a perfect embodiment of the contradictory tensions in capitalist ideology between production and consumption that were described by the sociologist Daniel Bell in 1976. Kenneth Burke's scapegoat paradigm explains why Clinton, as representative of this central flaw in capitalism, was marked for vehement attack and ultimate casting out. Examining the House Managers' choice of Clinton as scapegoat illuminates the danger inherent in any attempt to construct an ideologically consistent Order such as "the rule of law" and thereby seize the high moral ground.

    doi:10.1207/s15327981rr2104_4
  4. Comment &amp; Response: A Comment on “Property Rights: Exclusion as Moral Action in ‘The Battle of Texas’”
    Abstract

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    doi:10.58680/ce20011214
  5. Virginia Anderson Responds
    doi:10.2307/379001
  6. Property Rights: Exclusion as Moral Action in “The Battle of Texas”
    Abstract

    Focuses on the paradoxical role played by exclusion in any attempt to create an inclusive space. Explores the nature of inclusion/exclusion dynamic in English Studies in general and more specifically in classrooms that use critical theory to address the need for social change. Concludes that the principle of exclusion is entangled with efforts at inclusion and discusses implications accordingly.

    doi:10.58680/ce20001177
  7. Property Rights: Exclusion as Moral Action in "The Battle of Texas"
    doi:10.2307/378865
  8. Instrumentalism and Dreaming
    doi:10.2307/358937
  9. Confrontational Teaching and Rhetorical Practice
    Abstract

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    doi:10.58680/ccc19973142
  10. Thinking and Writing in College
    doi:10.2307/358233