SSTW Readings for Next Time

Selected Print Resources on Writing to Learn

Adams, P. (Ed.) (1973). Language in Thinking. Harmondsworth: Penguin Press.

Applebee, A.N. (1985). Writing and Reasoning. Review of Educational Research, 54(4), 577-596.

Britton, J., Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975). The Development of Writing Abilities (11-18). London: Macmillan Education.

Bruner, J. (1975). Language as an Instrument of Thought. In A. Davies (Ed.), Problems in language and learning. London: Heinemann.

Emig, J. ( 1977). Writing as a Mode of Learning. College Composition and Communication, 28, 122-28.

Forsman, S. (1985). Writing to Learn Means Learning to Think. In A. R. Gere (Ed.), Roots in the sawdust: Writing to learn across the disciplines (pp. 162-174). Urbana, IL: National Council of Teachers of English.

Fulwiler, T. & Young, A. (1982). Introduction. In T. Fulwiler and A. Young (Eds.), Language connections: Writing and reading across the curriculum (pp. ix-xiii). Urbana, IL: National Council of Teachers of English.

Herrington, A. (1981). Writing to Learn: Writing Across the Disciplines. College English, 43, 379-87.

Kiefer, K. (1990). An Alternative to Curricular Reform: Writing in the Natural Science/Engineering Curriculum. In Proceedings of the Core Across the Curriculum Conference (Keystone, Colorado, October 6-8, 1990). The American Association for the Advancement of Core Curriculum.

Knoblauch, C., & Brannon, L. (1983). Writing as Learning through the Curriculum. College English, 45, 465-74.

McLeod, S.H. (1989). Writing across the curriculum: The second stage, and beyond. College Composition and Communication 40,(3), 337-343.

Odell, L. (1980). The Process of Writing and the Process of Learning. College Composition and Communication, 36, 42-50.

Palmquist, M., Rodrigues, D., Kiefer, K., and Zimmerman, D. 1995. Enhancing the audience for writing across the curriculum: Housing WAC in a network-supported writing center. Computers and Composition 12, 335-353.

Parker, R. P. (1985). The Language across the Curriculum Movement: A Brief Overview and Bibliography. College Composition and Communication, 36, 173-177.

Parker, R. P., & Goodkin, V. (1987). The Consequences of Writing: Enhancing Learning in the Disciplines. Upper Montclair, NJ: Boynton/Cook.

Russell, D.R. (1990). Writing Across the Curriculum in Historical Perspective: Toward a Social Interpretation. College English, 52, 52-73.

Walvoord, B.E. 1992. Getting started. In Writing across the curriculum: A guide to developing programs, edited by S.H. McLeod and M. Soven. Newbury Park, CA: Sage.

Wilkes, J. (1978). Science Writing: Who? What? How? English Journal, 67, 56-60.

Young, A., and Fulwiler, T. 1986. Writing across the disciplines: Research into practice. Upper Montclair, NJ: Boynton/Cook.

Duke

WID Program

Screencast-Omatic

ScreencastOmatic

Pew Study on Teens and Writing

Writing, Technology, and Teens

Nearly Universal Authorship

A Writing Revolution

WID @ RIC

From my meeting with Joe:

To Jim and to Ron…

The criteria for a WID course?

New course?
Existing course?

WID coordinators? What is there job like?

Peer Institutions:

Bridgewater

FCTL SSTW as certifying agency…

rhetoric of change

Rhetoric of Change

How do people make arguments that affect change? Are there cases in which human beings have actually been able to persuade other human beings that we need to change? Arab spring. Cigarettes. CFC’s or holes in ozone layer. Other examples? What arguments are effective? Or do arguments not matter?

For teaching about food...

The Food Movement: Its Power and Possibilities

Timeline: Milestones of the Food Movement

In the forty years since the publication of Frances Moore Lappé’s Diet for a Small Planet, a movement dedicated to the reform of the food system has taken root in America. Lappé’s groundbreaking book connected the dots between something as ordinary and all-American as a hamburger and the environmental crisis, as well as world hunger. Along with Wendell Berry and Barry Commoner, Lappé taught us how to think ecologically about the implications of our everyday food choices. You can now find that way of thinking, so radical at the time, just about everywhere—from the pages of Timemagazine to the menu at any number of local restaurants.

Thinking about how to teach upper level/grad courses on composition...

Should I have started with the process movement? Part of me is feeling like that story needs to be told... Who helps me?

Yagelski's book review: he proposes we read Murray, Elbow and Freire.

Lad Tobin's introduction to Taking STock: The Writing Process in the 90s

ENGL 378 or other Upper Level Studies in Composition

Framing Questions:

• What is writing?
• What does writing do?
• Who is a writer?
• What is an audience?
• Why does one write?

Hayden James

ENGL 378 Writing Stories

RHEA JONES:




MORGAN PATRICIO:




ALISON PANICHAS:


DANIELLE IZZI: KATHY LAURENT: KELSEY DUBEAU: HAYDEN JAMES:

Projects, ideas, etc.

Mark Bittman's Food blog on the NYTimes.

The True Cost of Tomatoes (Bittman)

Here's the passage that caught my eye:

Most of us eat or buy industrially produced tomatoes, and it doesn’t seem too much to ask that the people who pick them for us be treated a little more fairly. Speak to your supermarket manager or write to the head of the chain you patronize (the easiest way to do this is to visit this page on the CIW site). Supermarkets, I expect, are as susceptible to public pressure as fast-food chains.

There are few places in the country where migrant and immigrant farmworkers are treated well; in Immokalee, at least, they’re being treated better. Bit by bit.

This is a case study...the course could be organized around case studies with digital literacy projects in response to the studies....

Contribution from David Barton (ecologies of literacy)

This morning, I'm reading the chapter "Public Definitions of Literacy" in David Barton's book, Literacy: An Introduction to the Ecology of Written Language. As I'm reading, I'm thinking that this would be an excellent chapter to ask students to read early on in a WAW course to get them thinking about the question: What is literacy or what is writing? The chapter unpacks common misconceptions about literacy--or what Barton sees as misconceptions. Specifically, it focuses on the skills and cultural literacy views--but there is a lot more in it that is of use.

Because students have internalized these "public definitions of literacy" and because they guide their thinking about literacy, asking them to read this chapter and interrogate these assumptions could be enormously useful in framing the start of a WAW course.

To Study Writing (what does it mean to study writing?)

Of course, to study writing can—and should—mean many things: to study the ways that texts are produced, by single writers, dyads, or groups; to study the functions of literacy in personal development and in social and institutional contexts; to study how writing is mediated and distributed; to study the practices of literacy in situ; and to study how written texts work within or against cultural discourses, among others. (Haas, et. al, "Young People’s Everyday Literacies: The Language Features of Instant Messaging" p 379)

Backchannel

First, the article:

Speaking Up in Class, Silently, Using Social Media

Now the options:

Today's Meet

Google Moderator

Summer Planning

Readings

Presentation 1: Writing Before College (Graham)
Presentation 2: A Summary of Four Longitudinal Studies on Writing Development During
Presentation 3: Error in College Writing (Lunsford/Lunsford)
College Years (Sommers/Saltz, Haswell, Curtis/Herrington, Stanford Study of Writing)
Presentation 4: What We Know About Plagiarism (Defining and Avoiding Plagiarism: The WPA Statement on Best Practices)
Presentation 5:

In Hesse’s section “On Academic Writing and Discourse Communities: A Primer” Hesse tells the story of the increasing specialization of the academy and the implications of this process for discourse. He argues that, whereas, once, the academy could be defined as a single discourse community with shared conventions for communication, since the latter part of the 19th century, colleges and universities have been comprised of multiple discourse communities, each of which have developed their own epistemologies and genres and conventions for communication.

Hesse identifies and challenges a number of commonly held assumptions:

Colleges and universities form a single coherent discourse community with conventions of communication that span all communities within the larger community.

Generalized writing courses, taught by those outside of specialized academic discourse communities, can prepare students to communicate effectively in such communities.

Truth or knowledge are discovered outside of or apart from rhetoric (writing is a matter of conveying content or that which has already been discovered)

What interests/suprises you about Hesse’s discussion of academic discourse communities and their conventions for communication and/or the way in which students learn to communicate in academic discourse communities? What questions does this passage raise for you? How can you connect it with your experience as a teacher, student, or scholar?

Bb: Primary Posts and Secondary posts
Blog


Morning Afternoon HW:
Day 1 Getting to know Each Other/Presentation 1: Writng Before College Reading: Hesse (1-6) & Bb Discussion Board Post Read “Making Writing Assignments, Especially Formal Ones” (15-17); Bb: Describe/brainstorm an assignment you have already taught and would like to revisit or one you would like to teach.
Day 2 Presentation 2: Longitudinal Studies on Writing Development During the College Years;

Plagiarism

Herrington, Anne, and Charles Moran. “What Happens When Machines Read Our Students' Writing?” College English 63.4 (March 2001): 480-499.

Criticisms of Plagiarism Detection Software

• detection services foster mistrust and poison teacher-student relations
• except in clear-cut cases of substantive and verbatim copying without quotation, the results of detection are often marred with inaccuracies and wrong conclusions.
• some plagiarism detection software companies contain student papers which were submitted without the permission of their authors. (312)

from Wilfried Decoo and Jozef Colpaert, "Detection Systems for Text-Based Plagiarism: Developments, Principles, Challenges, and the Aftermath" (Writing and Pedagogy, 2.2, 2010)

Reasons Why Students Purposely Plagiarize

• lack of clarity regarding the rules
• a sense that plagiarism is a common practice that others get away with
• a decision that particular assignments are not sufficiently meaningful to warrant the time it would take to complete them properly (323)

from Miriam Eisenstein Ebsworth, "Plagiarism, the Internet and Student Learning by Wendy Sutherland-Smith" (review) (Writing and Pedagogy, 2.2, 2010)

Audacity Editing

Tutorial on Amplification

More audacity tutorials.

Issues of Identity and Writing in ENGL 378

Ivanic proposes that we make our study of writing and identity an explicit part of our teaching and she proposes a method for doing so under the heading of "raising learners' critical awareness of the nature of writer identity, so as to give them maximum control over this important aspect of writing" (339).

The full passage is here:

I mentioned critical language awareness (CLA) in chapter 5 as a research methodology; here I am recommending it as a pedagogy. CLA focuses on the critical discussion of discourses, discourse practices, and the way in which they position language users. In relation to writing it means recognizing that writing in a particular way means appearing to be a certain type of person, as discussed in Part Two of this book; that is, it involves raising awareness of the discoursal self and gaining control over it. CLA also involves action as a result of awareness. it is based on a view of language in which discourses do not mechanistically determine what people say and write, but are open to contestation and change. Learners are encouraged to make choices as they write which will align them with social values, beliefs and practices to which they are committed, if necessary opposing the privileged conventions for the genre and thereby contributing to discoursal, and thus social, change.

Learner writers need to be aware that writing is an extremely complex social act, and it is not their weakness which causes them to get stuck with it. Not just people who are construed as 'learners', but everyone has to face the difficult task of deciding how to present themselves in writing: which discourse types and associated identities to accept, and which to reject. Students ned to develop a critical awareness of their own life-histories, and the sorts of social constraints which may be responsible for any difficulties they have with acquiring particular discourse types. If someone is able to blame the inequities of society for the fact that a certain discourse doesn't' come easily to them, and recognize the political implications of this inequity, they are likely to stop taking the blame on their own shoulders for the difficulties they face. This might be a lot more enabling than thinking that they must just try harder. (339)

There is more. Basically, start reading on p. 335. The section is "Putting writer identity on the agenda in the teaching and learning of academic writing" (338-343)

Linguistic abilities and challenging assignments

students have been shown to regress in writing performance at the level of sentence grammar when first attempting more complex cognitive and rhetorical tasks (Has well, 1991; Kitzhaber, 1963), making a neat, linear progression of linguis tic skills unlikely. Rather, writers' growth in linguistic abilities is likely to resemble a spiraling process that allows for regression and plateaus in learning as well^as forward progress (Haswell, 1991). (Beaufort, WRW, p. 139)

Importance of Genre and Discourse Community Knowledge

All faculties can benefit from being grounded in the research on transfer of learning and in genre and discourse community theories, the two most important organizing frameworks for understanding writing in social contexts. (Beaufort, College Writing and Beyond, p. 150)

Resources on Disciplinary Writing

Resources on Disciplinary Writing

http://wac.colostate.edu/bib/index.cfm?categoryid=8

Overviews:

Bazerman, C. (1981). "What Written Knowledge Does: Three Examples of Academic Discourse." Philosophy of the Social Sciences 11: 361-87.

Bazerman, C. & J. Paradis (eds.) 1991. Textual Dynamics of the Professions: Historical and contemporary studies of writing in professional communities. Madison: University of Wisconsin Press.

Joliffe, D. (ed.) 1988. Writing in Academic Disciplines ( = Advances in Writing Research 2). Norwood, NJ: Ablex.

Myers, G. (1990). Writing Biology: Texts in the Social Construction of Scientific Knowledge. Madison: University of Wisconsin Press.

Myers, G. 1985. The Social Construction of Two Biologists' Proposals". Written Communication 2: 219-245.

MacDonald S.P. (1994). Professional Academic Writing in the Humanities and Social Sciences. Carbondale and Edwardsville: SIUP Press.

Faigley and Hansen, K. 1985. Learning to Write in the Social Sciences." CCC 36:140-49.

Vande Kopple, W. 1992. "Noun Phrases and the Style of Scientific Discourse." In S.P. Witte, N. Nakadate and R.D. Cherry (eds.), A Rhetoric of Doing: Essays on written discourse in the honor of James Kinneavy. Carbondale, IL: SIUP Press.

Analysing Genre: Language Use in Professional Settings

In his Analysing Genre: Language Use in Professional Settings (1993), Bhatia discusses at some length his continuing research into legal communities that use English and other languages (pp. 101-143). He identifies the various genres of the legal profession: their purposes, contexts, and the form and content that appear to be conventional. He also contrasts these genres as they are realized in texts from various cultures. (Johns, Ann. "Discourse Communities and Communities of Practice," p. 503 in WAW).

Reading Lists

The candidacy exam at OSU does not have any required texts to be covered, though many of the ones listed so far naturally make their way on.

Here is our masters exam reading list, for the Rhet/Comp section at least:

***
Students must choose a minimum of fifteen (15) texts -- or groups of texts -- from the area/s they have chosen to be examined on from this category.

1. Rhetoric
2. Composition
3. Literacy Studies
4. Digital Media Studies

I. History and Theory of Rhetoric
Three required texts.

1) Aristotle. On Rhetoric: A Theory of Civic Discourse. Trans. George A. Kennedy. New York: Oxford University Press, 1991.

2) Burke, Kenneth. A Rhetoric of Motives. Berkeley: University of California Press, 1969.

3) Plato. Gorgias and Phaedrus. in The Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg. 2nd Edition. New York: Bedford/St. Martin's, 2001.
Historical

Choose 12 texts from the following, at least 3 from the same historical cluster.

*Asterisked authors or items are also available in The Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg. 2nd Edition. New York: Bedford/St. Martin's, 2001.

A. Classical

4) Cicero. De Inventione, Book I. Trans. H. M. Hubbell. Cambridge, MA: Harvard UP, 1960.

5) [Cicero.] Rhetorica Ad Herennium. Book I or * Book IV. Trans. H. Caplan. Cambridge: Harvard UP, 1989. 1-56, 227-411.

6) *Gorgias. "Encomium of Helen." In George Kennedy (ed.) On Rhetoric: A Theory of Civic Discourse. by Aristotle. New York: Oxford UP, 1991. 283-288. And: * Isocrates. "Against the Sophists," and "Antidosis." In Isocrates: With an English Translation by George Norlin. Cambridge, MA: Harvard UP, 1980.

7) Hermogenes. [De Statibus.] On Issues: strategies of argument in later Greek rhetoric. Trans. Malcolm Heath. New York: Oxford UP, 1995.

8) *Quintilian. Institutes of Oratory. Selections from Rhetorical Tradition. 364-428.
B. Medieval
9) [Anon.of Bologna]. "The Principles of Letter-Writing." Trans. James Murphy. Three Medieval Rhetorical Arts. Ed. James J. Murphy. Berkeley: U of California P, 1971.

10) Augustine. [De Doctrina Christiana.] On Christian Teaching. Trans. R. P. H. Green. Cambridge: Oxford UP, 1997.

11) Boethius. De Topicis Differentiis. Trans. Eleonore Stump. Ithaca: Cornell UP, 1978.

12) Geoffrey of Vinsauf. Poetria Nova. Trans. James Murphy. Three Medieval Rhetorical Arts. Ed. James J. Murphy. Berkeley: U of California P, 1971.

13) de Pizan, Christine. The Treasure of the City of Ladies. Trans. Sarah Lawson. New York: Penguin, 1985.

14) Robert of Basevorn. "The Form of Preaching." Trans. James Murphy. Three Medieval Rhetorical Arts. Ed. James J. Murphy. Berkeley: U Cal P, 1971.
C. Renaissance
15) Bacon, Francis. The Advancement of Learning. in Selected philosophical works. Ed. Rose-Mary Sargent. Indianapolis, IN: Hackett, 1999. 1-49.

16) Castiglione, Baldassarre. Book of the Courtier. Trans. George Bull. Baltimore, MD: Penguin, 1967.
17) Erasmus. Selections from Copia: Foundations of the Abundant Style and Ecclesiastes in The Rhetorical Tradition. 581-650.

18) Fell, Margaret. Women's Speaking Justified , Proved, and Allowed by the Scriptures. The Rhetorical Tradition. 753-760.; and

* de Scudéry, Madelaine. Of Conversation; Of Speaking Too Much, or Too Little. The Rhetorical Tradition. 767-779.; and

* Sor Juana Inés de la Cruz. The Poet's Answer to the Most Illustrious Sister Filtotea de la Cruz. The Rhetorical Tradition. 784-788.

19) Ramus, Petrus. Arguments in Rhetoric Against Quintilian. Trans. Carole Newlands. DeKalb, IL: Northern Illinois UP, 1986.

20) Wilson, Thomas. The Art of Rhetoric. Ed. Peter E. Medine. University Park, Pa.: Pennsylvania State University Press, 1994.
D. Eighteenth Century
21) Astell, Mary. A serious proposal to the ladies. Parts I & II. Ed. Patricia Springborg. Brookfield, VT: Pickering & Chatto, 1997.

22) Blair, Hugh. Lectures on Rhetoric and Belles Lettres. Selections from The Rhetoric of Blair, Campbell, and Whately. Ed. James Golden and Edward P. J. Corbett. Carbondale: Southern Illinois UP, 1990.

23) Campbell, George. The Philosophy of Rhetoric. Selections from The Rhetoric of Blair, Campbell, and Whately. Ed. James Golden and Edward P. J. Corbett. Carbondale: Southern Illinois UP, 1990.

24) Sheridan, Thomas. A Course of Lectures on Elocution. Delmar, NY: Scolars Facsimiles & Reprints, 1991.

25) Vico, Giambattista. On the Study Methods of Our Time. Trans. Elio Gianturco. Indianapolis: Bobbs-Merrill, 1965.
E. Nineteenth Century
26)*Bain, Alexander. "From English Composition and Rhetoric," 1145 and Adams, Sherman Hill. "The Principles of Rhetoric" 1149. The Rhetorical Tradition.

27) Grimké, Sarah. Letters on the Equality of the Sexes. in Women's Political and Social Thought: an Anthology. Ed. Hilda L. Smith and Berenice A. Carroll. Bloomington, IN: Indiana University Press, 2000.

28) de Quincey, Thomas. Essays on Style, Rhetoric, and Language. Ed. By Fred Scott. Boston: Allyn, 1893.

29) Wells, Ida B. Southern Horrors and Other Writings: The Anti-Lynching Campaign of Ida B. Wells. Ed. Jacqueline Jones Royster. Boston: Bedford, 1997.

30) Whately, Richard. Elements of Rhetoric. Selections from The Rhetoric of Blair, Campbell, and Whately. Ed. James Golden and Edward P. J. Corbett. Carbondale: Southern Illinois UP, 1990.
F. Modern and Postmodern
31) *Anzaldúa, Gloria. "From Borderlands/La Frontera" The Rhetorical Tradition. 1582-1604.

32) *Bakhtin, Mikhail. From "Marxism and the Philosophy of Language" & "The Problem of Speech Genres" The Rhetorical Tradition. 1206-1245.

33) Booth, Wayne. Modern Dogma and the Rhetoric of Assent. Notre Dame: U Notre Dame P, 1974.

34) *Foucault, Michel from "The Archaeology of Knowledge" and "The Order of Discourse." The Rhetorical Tradition. 1432-1470.

35) *Gates, Jr., Henry Louis. "The Signifying Monkey and the Language of Signifying," The Rhetorical Tradition. 1543-1581.

36) *Weaver, Richard. Ethics of Rhetoric. Chicago: H. Regnery Co., 1970. The Rhetorical Tradition. 1348-1371.

37) *Woolf, Virginia. From "Professions for Women," "Women and Fiction," "Dorothy Richardson," and "A Room of One's Own." The Rhetorical Tradition. 1246-1269.

Focus Areas: For students with a focus in Rhetoric. Choose one of the following areas and read the texts indicated, adding additional readings as necesary to reach a toal of five. Students may design their own cluster in consultation with their advisor and a professor in rhetoric.

1. Environmental Rhetoric

Herndl, Carl George, and Stuart C Brown. Green Culture: Environmental Rhetoric in Contemporary America. Madison, WI: University of Wisconsin Press, 1996. (selections by Ulman, Katz & Miller, Bergman)

Killingsworth, M. Jimmie, and Jacqueline S. Palmer. Ecospeak: Rhetoric and Environmental Politics in America. Carbondale, IL: Southern Illinois UP, 1992.

Waddell, Craig, ed. Landmark Essays on Rhetoric and the Environment. Landmark Essay Series 12. Mahwah, NJ: Lawrence Erlbaum, 1997. (selections by Oravec, Waddel, Lange, Peterson & Horton)

2. Rhetoric, Performance, and the Body

Butler, Judith. Bodies that Matter: On the Discursive Limits of "Sex." New York: Routledge, 1993. (Chapter 1, "Bodies that Matter")

Butler, Judith. Excitable Speech: A Politics of the Performative. New York: Routledge, 1997.

Hesford, Wendy. "Reading Rape Stories: Material Rhetoric and the Trauma of Representation." Haunting Violations: Feminist Criticism and the Crisis of the Real. Eds. Wendy Hesford and Wendy Kozol. University of Illinois Press, 2001. 13-46.

Johnson, Mark. The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason. Chicago: University of Chicago Press, 1987. (Introduction and Chapter 5).

Selzer, Jack, and Sharon Crowley, eds. Rhetorical Bodies. Madison, WI: University of Wisconsin, 1999. (selections by Blair, Haas, Condit, Faigley, Wells)

3. Post-Colonialism and the Rhetoric of Empire

Bhabha, Homi. "DissemiNation: Time, Narrative, and the Margins of the Modern Nation." The Location of Culture. NY & London: Routledge, 1994. 139-171.

Chow, Rey. Writing Diaspora: Tactics of Intervention in Contemporary Cultural Studies. Bloomington, IN: Indiana University Press, 1993. (Introduction and Chapter 1)

Olson, Gary and Lynn Worsham, eds. Race, Rhetoric, and the Postcolonial. NY: Suny Press, 1998. (selections by Olson & Worsham, Lunsford, Dobrin, and Drew)

Spivak, Gayatri Chakravorty. "The Politics of Translation." Destablizing Theory: Contemporary Feminist Debates. Ed. Michelle Barrett and Anne Phillips. Stanford, CA: Stanford Univ. Press, 1992, 177-200 and Raka Shome. "Postcolonial Interventions in the Rhetorical Canon: An 'Other' View" in Contemporary Rhetorical Theory. Ed. Lucaites, Conit, and Caudill. 591-608.

Spurr, David. The Rhetoric of Empire: Colonial Discourse in Journalism, Travel Writing, and Imperial Administration. Durham, NC: Duke University Press, 1993.
4. Rhetoric and Disablility Studies
Auslander, Philip, and Carrie Sandahl, eds. Bodies in Commotion: Disability and Performance. Ann Arbor: University of Michigan Press, 2002.

Brueggemann, Brenda; Sharon Snyder, and Rosemarie Garland-Thomson, eds. Disability Studies: Enabling the Humanities. New York: MLA, expected June 2002. (editors' introduction, and articles by Thomson, McRuer, Nelson, Mitchell, and "An Enabling Pedagogy" by Brueggemann.)

Corker, Marian, and Sally French, eds. Disability discourse. Buckingham ; Philadelphia, Pa.: Open University Press, 1999. (Brueggemann and Fredal, "Studying Disability Rhetorically", pp. 129-136)

Leweicki-Wilson, Cynthia, and James C. Wilson, Eds. Embodied Rhetorics: Disability in Language and Culture. Carbondale: Southern Illinois University Press, 2001. (Editors' introduction; Prendergast, Brueggemann)
5. Electric/Digital Rhetorics
Gray-Rosendale, Laura & Sibylle Gruber, Eds. Alternative Rhetorics : Challenges to the Rhetorical Tradition, NY: Suny Press, 2001. (selections by Enos & Borrownman, Gruber, Lambiase, Killoran)

Howard, Tharon W. A Rhetoric of Electronic Communities. Greenwich, CT: Ablex, 1997.

Landow, George P. Hypertext 2.0. Baltimore, MD: John Hopkins University Press, 1997.

Welch, Kathleen. Electric Rhetoric: Classical Rhetoric, Oralism, and a New Literacy. Cambridge, MA: MIT Press, 1999.
6. Feminist Rhetorics
Glenn, Cheryl. Rhetoric Retold : Regendering the Tradition from Antiquity through the Renaissance. Carbondale, IL: Southern Illinois University Press, 1997.

Johnson, Nan. Gender and Rhetorical Space in American Life: 1866-1910. Carbondale, IL: Southern Illinois University Press, 2002.

Lunsford, Andrea, Ed. Reclaiming Rhetorica: Women in the Rhetorical Tradition. Pittsburgh: University of Pittsburg Press, 1995.

Ritchie, Joy S., and Kate Ronald, eds. Available Means: An Anthology of Women's Rhetoric(s). Pittsburgh: Pittsburgh University Press, 2001. (selections of primary texts)

Faculty consultants: Professors Brueggeman, Fredal, Halasek, Hesford, Johnson, Royster, Ulman

Composition

Item 1: Current Readings in Composition

In consultation with advisor or composition faculty, select five related articles (e.g., basic writing, computers and composition, disability and composition, professional and technical communication, writing center theory and practice,) from leading journals in the field published within the last five years. These five articles constitute one item.

Items 2-4: Disciplinary Overviews

Choose three

Berlin, James. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985. Carbondale, IL: Southern Illinois University Press, 1987.

Bullock, Richard, and John Trimbur, eds. The Politics of Writing Instruction: Postsecondary. Portsmouth, NH: Boynton/Cook, 1991.

Crowley, Sharon. Composition in the University: Historical and Polemical Essays. Pittsburgh: University of Pittsburgh Press, 1998.

Harris, Joseph. A Teaching Subject: Composition Since 1966. NJ: Prentice Hall, 1997.

Horner, Bruce. Terms of Work for Composition: A Materialist Critique. New York: SUNY Press, 2000.

Miller, Susan. Textual Carnivals: the Politics of Composition. Carbondale, IL: Southern Illinois University Press, 1991.

North, Stephen. The Making of Knowledge in Composition: A Portrait of an Emerging Field. Upper Montclair, NJ: Boynton/Cook Publishers, 1987.

Johnson-Eilola, Johndan, and Stuart A. Selber. Central Works in Technical Communication. New York: Oxford UP, 2004.
Items 5-15: Composition History, Pedagogy, and Theory
Choose eleven.

Bazerman, Charles, and Paul Prior. What Writing Does and How It Does It. Mahwah, NJ: Lawrence Erlbaum, 2003. (Select four chapters).

Brereton, John. The Origins of Composition Studies in the American College, 1875-1925: A Documentary History. Pittsburgh: U of Pittsburgh Press, 1996. (Selections).

Denzin, Norman K., and Yvonna Lincoln. Sage Handbook of Qualitative Research. Thousand Oaks, CA: Sage, 2005. (Selections).

Ede, Lisa. On Writing Research: The Braddock Essays, 1975-1998. Boston: Bedford-St. Martins, 1999. (Selections).

_____. Situating Composition Studies. Carbondale: SIUP, 2004.

Emig, Janet. The Composing Processes of Twelfth Graders. Urbana, IL: NCTE, 1971.

Faigley, Lester. Fragments of Rationality: Postmodernity and the Subject of Composition. Pittsburgh: University of Pittsburgh Press, 1992.

Faigley, Lester, Roger Cherry, Jolliffe David, and Skinner Anna, eds. Assessing Writer’s knowledge and Process of Composing. Norwood, NJ: Ablex Pub. Corp., 1985. (Chapters 1-5, 13).

Flower, Linda. The Construction of Negotiated Meaning. Carbondale, IL: Southern Illinois University Press, 1994.

Gilyard, Keith. Let's Flip the Script. Detroit: Wayne State University Press, 1996.

Gilyard, Keith, ed. Race, Rhetoric, and Composition. Portsmouth, NH: Boynton/Cook, 1999.

Greenbaum, Andrea, ed. Insurrections: Approaches to Resistance in Composition Studies. Albany, NY: SUNY, 2001.

Halasek, Kay. A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies. Carbondale, IL: Southern Illinois University Press, 1999. (Chapters 2-6).

Hawisher, Gail E. and Cynthia L. Selfe, eds. Passions, Pedagogies, and 21st Century Technologies. Urbana, IL: NCTE, 1999. (selections by Baron, Faigley, Hawisher & Sullivan, Wysocki & Johnson-Eilola).

Hawk, Byron. A Counter-History of Composition. Pittsburgh: U of Pittsburgh Press, 2007.

Heath, Shirley Brice. Ways With Words: Language, Life, and Work in Communities and Classrooms. Cambridge: Cambridge University Press, 1983. (Prologue, Chapters 5 and 6, Epilogue).

Hesford, Wendy. Framing Identities: Autobiography and the Politics of Pedagogy. Minneapolis: University of Minnesota Press, 1999. (Chapter 3 "Writing Identities").

Horner, Bruce, and Min-Zhan Lu. Representing the Other: Basic Writers and the Teaching of Basic Writing. Urbana, IL: NCTE, 1999.

Jarratt, Susan, and Lynn Worsham, eds. Feminism and Composition Studies. New York: Modern Language Association of America, 1998. (Selections by Jarratt, Logan, Reynolds, Schell).

Kirsch, Gesa, and Patricia A. Sullivan. Methods and Methodology in Composition Research. Carbondale: SIUP 1992.

Lindemann, Erika, and Tate Gary, eds. An Introduction to Composition Studies. New York: Oxford University Press, 1991. (Selections by Ede, Lunsford, Moran, and Slevin).

Lewiecki-Wilson, Cynthia, and Brenda Jo Brueggemann. Disability and the Teaching of Writing. Boston: Bedford-St. Martin’s, 2007.

Malinowitz, Harriet. Textual Orientations: Lesbian and Gay Students and the Making of Discourse Communities. Portsmouth, NH: Boynton Cook, 1995.

Miller, Susan. The Norton Book of Composition Studies. New York: Norton, 2009.

_____. Textual Carnivals: the Politics of Composition. Carbondale, IL: Southern Illinois University Press, 1991. (Chapters 1-3).

Moss, Beverly, ed. Literacy Across Communities. Cresskill, NJ: Hampton Press, 1994.

O’Hare, Frank. Sentence-Combining: Improving Student Writing Without Formal Grammar Instruction. Urbana: National Council of Teachers of English, 1973. (Chapter 5) and Enos, Theresa, ed. A Sourcebook for basic writing teachers. New York: Random House, 1987. (Selections by Sommers and Perl).

Prior, Paul. Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy. Mahwah, NJ: Lawrence Erlbaum, 1998.

Rose, Mike. Lives on the Boundary. New York: Penguin, 1990.

Sanchez, Raul. The Function of Theory in Composition Studies. Albany: SUNY PRESS, 2005.

Schilb, John. Between the Lines: Relating Composition Theory & Literary Theory. Portsmouth, NH: Boynton Cook, 1996.

Severino, Carol; Juan C. Guerra, and Johnnella E. Butler, eds. Writing in Multicultural Settings. New York: MLA, 1997. (selections by Lisle and Mano; Campbell; De and Gregory; Jamieson; Guerra; Mangelsdorf).

Shaughnessy, Mina. Errors and Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford University Press, 1977.

Sidler, Michelle, Elizabeth Smith Overman, and Richard Morris. Computers in the Composition Classroom: A Critical Sourcebook. Boston: Bedford-St. Martins, 2007.

Smit, David. The End of Composition Studies. Carbondale: SIUP, 2004.

Sternglass, Marilyn. Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level. Mahwah, NJ: Lawrence Erlbaum Associates, 1997.

Villanueva, Victor, ed. Cross-Talk in Composition Theory. Urbana, IL: National Council of Teachers of English, 2003. (Selections).

Weisser, Christian. Moving Beyond Academic Discourse. Carbondale: SIUP, 2002.

Focus Areas:

Students selecting Composition as a major area for the MA exam must name a focus area. Successful focus areas from past exams include basic writing, computers and composition, disability and composition, professional and technical communication, and writing center theory and practice. Other focus areas can be defined in consultation with the advisor.

To establish a focus area for the exam, select five additional items from the categories below. (All three categories are required, but there are options within each category.) Titles from the lists above can be used as items in the focus area if they have not already been selected (i.e., no overlap between items on the general lists and items in the focus area is allowed).

Focus Area Item 1: Research Methodologies (Choose one from A-D):

A. Bazerman, Charles, and Paul Prior. What Writing Does and How It Does It. Mahwah, NJ: Lawrence Erlbaum, 2003. (Select four chapters).

B. Denzin, Norman K., and Yvonna Lincoln. Sage Handbook of Qualitative Research. Thousand Oaks, CA: Sage, 2005. (Select four chapters).

C. Kirsch, Gesa, and Patricia A. Sullivan. Methods and Methodology in Composition Research. Carbondale: SIUP 1992. (Select four chapters).

D. Mortensen, Peter, and Gesa E. Kirsch, eds. Ethics and Representation In Qualitative Studies of Literacy. Urbana, IL: National Council of Teachers of English, 1996. (Select four chapters).

Focus Area Items 2-4: Additional Readings in the Focus Area

In consultation with an advisor or composition faculty member, select three additional items in the focus area. These items might come from the reading list above, or they might come from outside the list. These three selections constitute items 2-4.

Focus Area Item 5: Current Readings in the Focus Area

In consultation with an advisor or composition faculty member, select five related articles from leading journals published within the last five years. These five articles constitute one item.

Literacy Studies
Arnove, Robert F., and Harvey J. Graff, eds. National Literacy Campaigns in Historical and Comparative Perspective. New York: Plenum, 1987.
If selecting Barton, choose only one title from the following three items:
Barton, David. Literacy: An Introduction to the Ecology of Written Language. Oxford: Blackwell, 1993.

Barton, David and Mary Hamilton. Local Literacies: Reading and Writing in One Community.

Barton, David, Mary Hamilton, and Roz Ivanic, eds. Situated Literacies: Reading and Writing in Context. London: Routledge, 2000.

Bloch, R. Howard and Carla Hesse, eds. Future Libraries. Berkeley: U of California P, 1993.

Boone, Elizabeth Hill and Walter D. Mignolo, eds. Writing Without Words: Alternative Literacies in Mesoamerica and the Andes. Durham, NC: Duke UP, 1996.

Brandt, Deborah. Literacy in American Lives. Cambridge: Cambridge UP, 2001.

Cornelius, Janet. When I Can Read My Title Clear: Literacy, Slavery, and Religion in the Antebellum South. Columbus, SC: U of South Carolina P, 1991.

Darnton, Robert, "What Is the History of Books?" The Kiss of Lamourette: Reflections in Cultural History. New York: Norton 1990.

---. "First Steps Toward a History of Reading," The Kiss of Lamourette: Reflections in Cultural History. New York: Norton 1990.

Davidson, Cathy N. Reading in America. Baltimore: Johns Hopkins UP, 1989.

diSessa, Andrea A.. Changing Minds: Computers, Learning, and Literacy. Cambridge, MA: MIT, 2000.

Dyson, Anne Haas. The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures. New York: Teachers College Press, 2003.

Eisenstein, Elizabeth. The Printing Press as an Agent of Change. 2 vols. Cambridge: Cambridge UP, 1979.

---. The Printing Revolution in Early Modern Europe. Cambridge, UK: Cambridge UP, 1983.
Read with
Febvre, Lucien and Henri-Jean Martin, The Coming of the Book: The Impact of Printing 1450-1800. London: New Left Books, 1976.

Fernandez, Ramona. Imagining Literacy. Austin: U of Texas P, 2001.

Finders, Margaret. Just Girls: Hidden Literacies and Life in Junior High. Urbana, IL: NCTE, 1997.

Sternglass, Marilyn. Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level. Mahwah, NJ: Lawrence Erlbaum Associates, 1997.
If selecting Finnegan, choose only one title from the following two items:
Finnegan, Ruth. Oral Poetry. Cambridge: Cambridge UP, 1977.

---. Literacy and Orality: Studies in the Technology of Communication. Oxford: Basil Blackell, 1988.

Freire, Paulo. The Politics of Education: Culture, Power and Liberation. South Hadley, Mass.: Bergin and Garvey, 1985.

Freire, Paulo. Literacy: Reading the Word and the World. South Hadley, MA: Bergin & Garvey Publishers, 1987.

Gee, James Paul. Social Linguistics and Literacies: Ideology in Discourse. 2nd ed. London: Taylor & Francis, 1996.

Gere, Anne Ruggles. Intimate Practices: Literacy and Cultural Work in U.S. Women's Clubs, 1880-1920. Urbana: U of Illinois P, 1997.

Goody, Jack. The Domestication of the Savage Word. Cambridge: Cambridge UP, 1997.

Goody, Jack, ed. Literacy in Traditional Societies Cambridge: Cambridge UP, 1975.

Grafton, Anthony T. "The Importance of Being Printed," Journal of Interdisciplinary History 11 (1980): 265-286.
If selecting Graff, choose only one title from the following three items:
Graff, Harvey J. The Literacy Myth: Cultural Integration and Social Structure in the Nineteenth Century City. New Brunswick, NJ: Transaction, 1987.

---. The Labyrinths of Literacy. Pittsburgh: U of Pittsburgh P, 1995.

---. The Legacies of Literacy: Continuities and Contradictions in Western Society and Culture. Bloomington: Indiana UP, 1987.

Heath, Shirley Brice. Ways With Words: Language, Life and Work in Communities and Classroom. Cambridge: Cambridge UP, 1983.

Houston, R A. Literacy in Early Modern Europe. London: Longman, 2002.

Hull, Glynda and K. Schultz, eds. School's Out! Bridging Out-of-School Literacies with Classroom Practice. New York: Teachers College Press, 2002.

Kaestle, Carl, et al. Literacy in the United States: Readers and Reading Since 1880. New Haven: Yale UP, 1991.

McHenry, Elizabeth. Forgotten Readers: Recovering the Lost History of African American Literary Societies. Durham: Duke UP, 2002.

McKenzie, Donald. Bibliography and the Sociology of Texts. Cambridge: Cambridge UP, 1999.

Nunberg, Geoffrey, ed. The Future of the Book. Berkeley: U of California P, 1996.

Ong, Walter. Orality and Literacy. London: Methuen, 1982.

Radway, Janice. Reading the Romance: Women, PatriarchY, and Popular Culture. Chapel Hill: U of North Carolina P, 1991.

Rose, Mike. Possible Lives: The Promise of Public Education in America. Boston: Houghton Mifflin, 1995.

---. The Mind at Work: The Intelligence of American Workers. New York: Viking, 2004.

Royster, Jacqueline Jones. Traces of a Stream: Literacy and Social Change Among African American Women. Pittsburgh: U of Pittsburgh P, 2000.

Selfe, Cynthia L. and Gail E. Hawisher. Literate Lives in the Information Age: Stories from the United States. Mahwah, NJ: Lawrence Erlbaum, 2004.

Street, Brian V. Social Literacies: Critical Approaches to Literacy in Development, Ethnography, and Education. London: Longman, 1995.M

Vincent, David. The Rise of Mass Literacy: Reading and Writing in Modern Europe. Oxford: Polity, 2000.

Williams, Heather Andrea. Self-Taught: African American Education in Slavery and Freedom. Chapel Hill: U of North Carolina P, 2005.

Young, Morris. Minor Re/Visions: Asian-American Literacy Narratives as a Rhetoric of Citizenship. Carbondale: Southern Illinois UP, 2004. Faculty consultants: Professors Brueggemann, Cherry, Halasek, Hesford, Moss, Royster

Digital Media Studies
Required Texts
Bolter, J. David. Writing Space: Computers, Hypertext, and the Remediation of Print. 2nd ed. Mahwah, NJ: Lawrence Erlbaum Associates, 2000.

Kolko, Beth E., Lisa Nakamura, and Gilbert B. Rodman, eds. Race in Cyberspace. New York: Routledge, 2000.

Manovich, Lev. The Language of New Media. MIT, 2001.

McLuhan, Marshall. Understanding Media: The Extensions of Man. 1st MIT Press ed. Cambridge, MA: MIT Press, 1994.

Selfe, Cynthia L. Technology and Literacy in the Twenty-First Century: The Importance of Paying Attention. Studies in Writing & Rhetoric. Carbondale: Southern Illinois UP, 1999.

Wysocki, Anne Frances. "A Bookling Monument." Kairos. 2002. 10 October 2007. .
Choose any 9 additional texts from the following list
Aarseth, Espen J. Cybertext: Perspectives on Ergodic Literature. Baltimore, MD: Johns Hopkins UP, 1997.

Banks, Adam J. Race, Rhetoric, and Technology: Searching for Higher Ground. NCTE-LEA Research Series in Literacy and Composition. Mahwah, NJ: Lawrence Erlbaum; NCTE, 2006.

Birkerts, Sven. The Gutenberg Elegies: The Fate of Reading in an Electronic Age. Boston, MA: Faber and Faber, 1994.

Bolter, J. David, and Diane Gromala. Windows and Mirrors: Interaction Design, Digital Art, and the Myth of Transparency. Leonardo. Cambridge, MA: MIT Press, 2003.

Bolter, J. David, and Richard Grusin. Remediation: Understanding New Media. Cambridge, MA: MIT Press, 1999.

Boyle, James. 7 Ways to Ruin a Technological Revolution. 2006. 10 October 2007. .

Brandt, Deborah. "Accumulating Literacy: Writing and Learning to Write in the Twentieth Century." College English 57 (1995): 649-68.

Brown, John Seely, and Paul Duguid. The Social Life of Information. Boston: Harvard Business School Press, 2002.

Cope, Bill, Mary Kalantzis, and New London Group. Multiliteracies: Literacy Learning and the Design of Social Futures. Literacies. London; New York: Routledge, 2000.

Deibert, Ronald J. Parchment, Printing, and Hypermedia: Communication in World Order Transformation. New Directions in World Politics. New York: Columbia UP, 1997.

DeWitt, Scott Lloyd. Writing Inventions: Identities, Technologies, Pedagogies. Albany: State U of New York P, 2001.

Feenburg, Andrew. Transforming Technology: A Critical Theory Revisited. New York, NY: Oxford UP, 2002.

Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan, 2003.

George, Diana. "From Analysis to Design: Visual Communication in the Teaching of Writing." CCC 54.1 (2002): 11-39.

Gitelman, Lisa, and Geoffrey B Pingree, eds. New Media, 1740-1915. Cambridge, MA: MIT Press, 2003.

Gurak, Laura J., Smiljana Antonijevic, Laurie Johnson, Clancy Ratliff, and Jessica Reyman. Into the Blogosphere: Rhetoric, Community, and Culture of Weblogs. June 2004. 21 October 2007 .

Haas, Christina. Writing Technology: Studies on the Materiality of Literacy. Hillsdale, NJ: Lawrence Erlbaum, 1995.

Handa, Carolyn. Visual Rhetoric in a Digital World. New York, NY: Bedford/St. Martin's, 2004.

Hawisher, Gail, and Cynthia L. Selfe. Passions, Pedagogies, and 21st-Century Technologies. Urbana, IL: NCTE, 1999.

Hayles, N. Katherine. Writing Machines. Mediawork: Mediaworks Pamphlets. Cambridge, MA: MIT Press, 2002.

Heidegger, Martin. "The Question Concerning Technology." The Question Concerning Technology, and Other Essays. Trans. William Lovittt. New York: Harper & Row, 1977. 3-35.

Kress, Gunther R. Literacy in the New Media Age. Literacies. London: Routledge, 2003.

Kress, Gunther R., and Theo Van Leeuwen. Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold; New York, Oxford UP, 2001.

Lawrence Lessig. <>. 2005. Audio recording of conference talk (Conference on College Composition and Communication, San Francisco). 10 October 2007. .

McGann, Jerome J. Radiant Textuality: Literature after the World Wide Web. New York: Palgrave, 2001.

Selber, Stuart A. Multiliteracies for a Digital Age. Studies in Writing & Rhetoric. Carbondale: Southern Illinois UP, 2004.

Selfe, Cynthia L., and Gail E. Hawisher. Literate Lives in the Information Age: Narratives of Literacy from the United States. Mahwah, NJ: Lawrence Erlbaum, 2004.

Selfe, Richard. Sustainable Computer Environments: Cultures of Support in English Studies and Language Arts. New Dimensions in Computers and Composition. Cresskill, NJ: Hampton Press, 2005.

Sidler, Michelle, Elizabeth O. Smith, and Richard Morris. Computers in the Composition Classroom: A Critical Sourcebook. Boston: Bedford/St. Martins, 2008.

Turkle, Sherry. Life on the Screen: Identity in the Age of the Internet. New York: Simon & Schuster, 1995.

Wardrip-Fruin, Noah, and Pat Harrigan. First Person: New Media as Story, Performance, and Game. Cambridge, MA.: MIT Press, 2004.

Warschauer, Mark. Electronic Literacies: Language, Culture, and Power in Online Education. New York: Lawrence Erlbaum, 1998.

Welch, Kathleen E. Electric Rhetoric: Classical Rhetoric, Oralism, and a New Literacy. Digital Communication. Cambridge, MA: MIT Press, 1999.

Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Logan: Utah State UP, 2004.

Study the selections for the following authors as they are included in Bizzell and Herzberg’s The Rhetorical Tradition (2nd ed.), Ritchie and Ronald’s Available Means, and Donawerth’s Rhetorical Theory by Women before 1900.

Gorgias, Encomium of Helen
Anonymous, Dissoi Logoi
Aspasia
Isocrates
Plato
Aristotle
Cicero
Quintilian
Augustine, On Christian Doctrine, Book IV
Julian of Norwich
Christine de Pizan
Ramus
Queen Elizabeth I
Margaret Fell
Sor Juana Ines de la Cruz
Mary Astell
Campbell
Blair
Whately
Maria W. Stewart
Frederick Douglass
Sojourner Truth
Frances Willard,
Woman in the Pulpit
Gertrude Buck
Mary Augusta
Bakhtin
Kenneth Burke
Chaim Perelman and Lucie Olbrechts-Tyteca
Foucault
Gloria Anzaldua

Section 1, Part B

Jay David Bolter. Writing Space: The Computer, Hypertext, and the History of Writing. 2nd Ed. Hillsdale, New Jersey: Lawrence Erlbaum, 2001.

James Britton, et al. The Development of Writing Ability (11-18). Chapters 1 (1-18), 2 (19- 49), and 4 (59-73), and 5 (74-87).

Francis Christensen. “A Generative Rhetoric of the Sentence.” CCC 12 (1963): 155-61. (In Miller, Norton Book of Composition Studies)

Robert J. Connors. “The Erasure of the Sentence.” CCC 52.1 (Sep 2000): 96-128.

Faigley, Lester. Fragments of Rationality: Postmodernity and the Subject of Composition.
Pittsburgh: U of Pittsburgh P, 1992.

Paulo Freire. Pedagogy of the Oppressed.

James Kinneavy. A Theory of Discourse, chs 1 and 2 (1-72) and ch 6 (393-449).

James Moffett. Teaching the Universe of Discourse. Ch 2 "Kinds and Orders of Discourse" (14-59) and Ch 6 "Learning to Write by Writing" (188-210).

Stephen North. The Making of Knowledge in Composition. [ Walter J. Ong. Orality and Literacy, London: Routledge, 2002, pp.204, ISBN 0415281294

Mike Rose, Lives on the Boundary. Penguin, 2005.

Shaughnessy, Mina P. Errors and Expectations: A Guide for the Teacher of Basic Writing.
New York: Oxford UP, 1977.

Young, Becker, and Pike. Rhetoric: Discovery and Change. Excerpts from Ch 2, "The “Writer
as Interpreter of Experience" (25-30), Ch 3, "Toward Understanding and Sharing Experience" (53-60), and Ch 6, "Preparation" (119-36).

2. Some Approaches For Viewing and Studying the Field

Charles Bazerman and Paul Prior, eds. What Writing Does and How It Does It: An Introduction to Analyzing Texts and Textual Practices. Mahwah: Erlbaum, 2004.

Richard Beach. "Experimental and Descriptive Research Methods." Kirsch and Sullivan [below], 217-43.

Robert Brooke and Amy Goodburn. “The Ethics of Research and the CCCC Ethical Guidelines: An Electronic Interview with Ellen Cushman and Peter Mortensen.” Writing on the Edge. 13.2 (Spring 2003): 7-20. http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1018&context=e...

Council of Writing Program Administrators. Evaluating the Intellectual Work of Writing Administration. 1998. http://www.wpacouncil.org/positions/intellectualwork.html. Reprinted in The Longman Sourcebook for Writing Administrators, 366-378.

Douglas Downs and Elizabeth Wardle. “Teaching About Writing, Righting Misconceptions: (Re)Envisioning ‘First Year Composition’ as ‘Introduction to Writing Studies.’” CCC 58 (2007): 552-84.

Linda Flower, "Cognition, Context, and Theory Building." CCC 40 (Oct. 1989), particularly 282-95 [part 1 "Toward Interactive Theory"]. (In Villanueva, Cross-Talk)

Richard Fulkerson, “Composition at the Turn of the Twenty-First Century.” CCC 56.4 (June 2004): 654-87.

Richard Gebhardt. “Evolving Approaches to Scholarship, Promotion, and Tenure in Composition Studies” Ch 1 (1-18) in Academic Advancement in Composition Studies.

Gesa Kirsch, Faye Maor, Lance Massey, Lee Nickoson-Massey, Mary Sheridan-Rabideau, eds. Feminism and Composition: A Critical Sourcebook. NCTE and Bedford/St. Martin’s: 2003.

Gesa Kirsch and Patricia A. Sullivan, eds. Methods and Methodology in Composition Research. Carbondale: Southern Illinois UP, 1992.

Karen Kopelson. “Sp(l)itting Images; or, Back to the Future of (Rhetoric and?) Composition.” CCC 59 (2008): 750-80.

Janice Lauer. "Rhetoric and Composition Studies: A Multimodal Discipline." Enos and Brown, Defining the New Rhetorics, 44-54.

Janice Lauer and William Asher. Composition Research: Empirical Designs. New York: Oxford UP, 1988.

Andrea Lunsford, "The Nature of Composition Studies," An Introduction to Composition Studies, ed. Erica Lindemann and Gary Tate, 1-1

Heidi A. McKee and Danielle DeVoss, eds. Digital Writing Research: Technologies, Methodologies, and Ethical Issues. Cresskill: Hampton, 2007.

Susan Miller. Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois UP, 1991.

Peter Mortensen and Gesa Kirsch. Ethics and Representation in Qualitative Studies of Literacy. NCTE. 1996.

Stuart Selber. Multiliteracies for a digital age. Carbondale: Southern Illinois UP, 2004.

3. Audience/Context

David Bartholomae. “Inventing the University,” When a Writer Can’t Write, ed. Mike Rose. (In Miller, Norton Book of Composition Studies)

Lloyd F. Bitzer. “The Rhetorical Situation,” Philosophy and Rhetoric (Winter 1968): 1-14. (In Covino and Jolliffe, Rhetoric)

Scott Consigny. “Rhetoric and Its Situations.” Philosophy & Rhetoric, 7 (1974): 175.

Lisa Ede and Andrea Lunsford. "Audience Addressed/Audience Invoked." CCC 35 (May
1984). (In Villanueva, Cross-Talk;

Ede, On Writing Research; Corbett Sourcebook)

Peter Elbow. "Closing My Eyes as I Speak: An Argument for Ignoring Audience" CE 49 (Jan
1987): 50–69. (In 4th ed. Corbett’s Writing Teacher’s Sourcebook

Michel Foucault. "What is An Author?" (See Major Works)

James Kinneavy. Kairos: A Neglected Concept in Classical Rhetoric.” Rhetoric and Praxis,
ed. Jean Dietz Moss, 79-105.

Roxanne Mountford. "On Gender and Rhetorical Space." RSQ 31.1 (2001): 41–71.

Walter J. Ong. S.J. "The Writer's Audience Is Always a Fiction." PMLA 90 (Jan 1975): 9–21.

Richard E Vatz. “The Myth of the Rhetorical Situation.” Philosophy & Rhetoric 6.3 (1973):
154. (In Covino and Jolliffe, Rhetoric)

4. History Of Rhetoric/Composition

Charles Bazerman and David Russell, eds. Landmark Essays on Writing Across the Curriculum. Lawrence Erlbaum, 1994. Early chapters providing historical context

James Berlin. Rhetoric & Reality. Southern Illinois UP, 1987.

Patricia Bizzell. “Feminist Methods of Research in the History of Rhetoric: What Difference
Do They Make?” RSQ 30 (2000): 5-17; rpt. Feminism and Composition: A Critical
Sourcebook, ed. Gesa Kirsch et al. John Brereton, ed.

The Origins of Composition Studies in the American College, 1875-1925.
U of Pittsburgh P, 1995. Jean Ferguson Carr, Stephen L. Carr, and Lucille Schultz, eds.

Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States.
Carbondale: Southern Illinois University Press, 2005.

Cheryl Glenn. Rhetoric Retold. Southern Illinois P, 1997.

Gail Hawisher, et al. Computers and the Teaching of Writing in American Higher Education:
1979-1994. Ablex Publishing Corporation, Norwood, NJ 1996.

Thomas Miller. The Formation of College English. U of Pittsburgh P, 1997.

James J. Murphy. ed. A Short History of Writing Instruction: From Ancient Greece to Modern
America. 2nd ed. Mahwah, NJ: Erlbaum and Hermagoras Press, 2001.

Jacqueline Jones Royster and Jean C. Williams. "History in the Spaces Left: African
American Presence and Narratives of Composition Studies." CCC 50.4 (June 1999): 563–84.

5. Composing Processes

Patricia Bizzell. “Cognition, Convention and Certainty: What We Need to Know about Writing.” PRE/TEXT 3.3 (1982):213-43. (In Villanueva, Cross-Talk)

Breuch, Lee-Ann M. Kastman. “Post Process ‘Pedagogy’: A Philosophical Exercise. JAC 22.1 (2002). (In Villanueva, Cross-Talk)

James Britton. “The Processes of Writing” (see the Major Works list).

Janet Emig. “Writing as a Mode of Learning” (In Villanueva, Cross-Talk)

David Russell. “The Myth of Transcience,” Writing in the Academic Disciplines: 1870-1990.
(This chapter is in both the 2002 and 1991 editions)

Lester Faigley. "Competing Theories of Process: A Critique and a Proposal." CE 48 (Oct. 1986), 427-40.

Linda Flower. "Writer Based Prose: A Cognitive Basis for Problems in Writing." CE 41.1 (1979): 19-37.

Linda Flower, and John R. Hayes. "A Cognitive Process Theory of Writing." (In Villanueva, Cross-Talk)

Karen LeFevre. Invention As a Social Act. Southern Illinois UP, 1997.

D. Gordon Rohman. "Pre-Writing: The Stage of Discovery in the Writing Process." College
Composition and Communication 16 (May 1965): 106-112.

Nancy Sommers. “Revision Strategies of Student Writers and Experienced Adult Writers.” (In
Villanueva, Cross-Talk)

6. Assessment
Bob Broad. What We Really Value: Beyond Rubrics in Teaching and Assessing Writing. Logan, Utah State University Press, 2003.

Norbert Elliot. On a Scale: A Social History of Writing Assessment in America. Studies in Composition and Rhetoric 3. New York: Peter Lang, 2005.

Susanmarie Harrington, et al., eds. The Outcomes Book: Debate and Consensus After the WPA Outcomes Statement. Utah State University Press, 2005.

Brian Huot. (RE)Articulating Writing Assessment for Teaching and Learning. Utah State University Press, 2002.

Brian Huot and Peggy O’Neill, eds. Assessing Writing: A Critical Sourcebook. NCTE/Bedford’s St. Martin’s, 2009.

NCTE-WPA White Paper on Writing Assessment in Colleges and Universities. July 7, 2008. .

Diane Penrod, Composition in Convergence: The Impact of New Media on Writing Assessment. Erlbaum, 2005.

Nancy Sommers, “Responding to Student Writing.” College Composition and Communication 33.2 (May 1982): 148-56. (In St. Martin’s Guide to Teaching Writing)

Edward White, Assigning, Responding and Assessing: A Writing Teacher’s Guide. 4th ed.
Bedford St. Martin’s Press. 2008.

Carl Whithaus., Teaching and Evaluating Writing in the Age of Computers and High-Stakes
Testing. Erlbaum, 2005.

Kathleen Blake Yancey, “Looking Back as We Look Forward: Historicizing Writing
Assessment.” CCC 50.3 (1999). Also, Reflection in the Writing Classroom. Utah State University Press, 1998.

7. Technology

Jay David Bolter and Richard Grusin, Remediation: Understanding New Media. MIT, 2000.

James Inman, Computers and Writing: The Cyborg Era. Mahwah, NJ: Erlbaum, 2004.

Cynthia Selfe. Multimodal Composition. Cresskill, NJ: Hampton, 2007.

Michelle Sidler, et al. Computers in the Composition Classroom: A Critical Sourcebook.
Bedford, 2007.

Pamela Takayoshi and Brian Huot, eds., Teaching Writing with Computers: An Introduction.
Houghton Mifflin, 2002.

Anne Wysocki, et al., Writing New Media: Theory and Applications for Expanding the
Teaching of Composition. Utah State University Press, 2004.

8. Composition Studies and Engagement

Ellen Cushman, “The Rhetorician as an Agent of Social Change.” College Composition and Communication 47.1 (Feb 1996): 7-28. (In Ede, On Writing Research)

Thomas Deans, Writing Partnerships: Service Learning in Composition (NCTE, 2000) Linda Flower, Community Literacy and the Rhetoric of Public Engagement. Southern Illinois
UP, 2008.

Jeffrey Grabill, Writing Community Change: Designing Technologies for Citizen Action.
Hampton Press, 2007.

Christian Weisser, Moving Beyond Academic Discourse: Composition Studies and the
Public Sphere. Carbondale: Southern Illinois UP, 2002.

Nancy Welch, Living Room: Teaching Public Writing in a Privatized World.
Boynton/Cook, 2008.

» reply
Houston Reading List
Submitted by comstone (not verified) on March 13, 2011 - 9:02am.
Core List:
Rhetoric

* Plato, Gorgias
* Aristotle, Rhetoric
* Cicero, de Inventione
* Machiavelli, The Prince
* Kenneth Burke, Rhetoric of Motives

Recommended:

* Thomas Conley, Rhetoric in the European Tradition—Conley’s text provides a short, readable overview of the history of rhetoric.

Composition Studies

* James Kinneavy, A Theory of Discourse
* James Berlin, Rhetoric and Reality
* Lev Vygotsky, Thought and Language
* Robert Connors, Composition Rhetoric
* Victor Villanueva, ed. Cross-Talk in Composition Theory: A Reader (2nd ed.)

In addition to these core texts in composition studies, a student should choose one text from one of the following important areas in the contemporary scholarship in composition studies:

Theory/practice

* Thomas Newkirk, The Performance of Self in Student Writing (1997)
* Gary Olson (ed.), Rhetoric and Composition as Intellectual Work (2002)
* Anis Bawarshi, Genre and the Invention of the Writer (2003)
* David Bartholomae, Writing on the Margins (2005)

History

* Sharon Crowley. Composition in the University (1998)
* Anne Ruggles Gere, Intimate Practices: Literacy and Cultural Work in US Women’s Clubs 1880-1920 (1997)
* Thomas Masters, Practicing Writing: The Postwar Discourse of Freshmen English 2004)
* James Murphy, Short History of Writing Instruction (2001)
* Thomas Miller, Formation of College English (1997)
* Stephen North, Making of Knowledge in Composition (1987)

Culture

* Deborah Brandt, Literacy in American Lives (2001)
* William DeGenaro, Who Says? Working Class Rhetoric, Class Consciousness and Community (2007)

Feminism:

* Andrea Lunsford, ed., Reclaiming Rhetorica (1995)
* Cheryl Glenn, Rhetoric Retold (1997)
* Kirsch et al, Feminism and Composition: A Critical Sourcebook (2003)
* Susan Jarratt and Lynn Worsham, Feminism and Composition Studies (1998)

Creative Writing:

* Bishop, Released into Language: Options for Teaching Creative Writing (1990)
* Anna Leahy, ed. Power and Identity in the Creative Writing Classroom: The Authority Project (2005)

Technology:

* Gail Hawisher and Cynthia Selfe, eds., Passions, Pedagogies, and 21st Century Technologies (1999)

Pedagogy:

* Mina Shaughnessy, Errors and Expectations (1977)
* Kay Halasek, Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies (1999)

Plus 20 student-selected texts

Summer Seminar Schedule

Morning:

10-10:30am: Writing time...one-pager on the reading (perhaps posted to Bb). What struck you, what moved you, what surprised you, what bothered you, what intrigued you?

10:30-11am: Small Groups, share

11-12am: Large Group, share

12-1pm: Lunch

Afternoon:

1-1:30: Reading

1:

Syllabus

Day 1: CWB, Ch. 1

Day 2: CWB, Ch. 2

Day 3: CWB, Ch. 3/4

Day 4: CWB, Ch. 5

Day 5: CWB, Ch. 6/Epilogue

Lindemann on teaching writing

Start the week off with a PPT of my own (or Steve Graham's)--big picture about writing

Bazerman, C. (1981). "What Written Knowledge Does: Three Examples of Academic Discourse." Philosophy of the Social Sciences 11: 361-87.

Swales/Johns (WAW)

Lunsford/Lunsford (error)

Sommers/Saltz

Rose on blockers

Moore Howard on Plagiarism

Perhaps a time for faculty to sort of hunt, read--articles, journals, books, chapters on writing in their own discipline--helping them become resourceful about how to teach writing in their discipline and what makes their discipline unique.

WAW and Lytle

So, I'm re-reading Lytle's article "Living Literacy: Rethinking Development in Adulthood" and seeing connections between WAW and my teaching and her conceptual framework of four dimensions of literacy development over time.

Paper 1: Beliefs about Writing, Language, Literacy

She begins with discussing Beliefs on the rationale that "adults' beliefs may function as the core or critical dimension in their movement toward enhanced literacy. As beliefs are articulated and sometimes re-structured through interactions with teachers, texts, and other learners, the other dimensions of development--adults' practices, processes, goals, and plans--begin to reflect, and in turn, to inform these changes. Although these developmental processes appear to be reciprocal and recursive, there is some evidence that beliefs may be a primary source or anchor for other dimensions of growth. Adult learners bring to literacy programs beliefs about language and learning that inform and sometimes constrain their own development (387)

...the critical role of beliefs in shaping a learner's literacy processes and practices. (388)

Paper 2: Then a catalogue of current practices...

Paper 3: Autoethnography ("One approach to investigating the repertoire of an individual learner or a group of learners involves analyzing the types of moves and strategies used in engagement with particular reading and writing tasks" [393]).

The processes dimension of literacy development highlights readers' and writer's behaviors immediately before, during, and after reading and writing, and how these behaviors reflect adults' beliefs. (394)

The processes dimension of literacy development highlights readers' and writer's behaviors immediately before, during, and after reading and writing, and how these behaviors reflect adults' beliefs. (394)

Paper 4: Plans

Where does this fit? Seems to me that it might be a short piece at the beginning and a piece again at the end?

When adults who enter programs are given the opportunity at the outset to explore a range of possibilities, they typically go beyond general interest in "becoming better readers" to name particular reading and writing tasks they hope to accomplish, often for specific purposes and audiences. (395)

Audacity Overview

Audacity overview on transom.

Resources

The Social Documentary (Radio, Television, Film 345)

The Fair

Barnouw, Erik. (1993). "Documentary: A History of the Non-Fiction Film, 2nd ed." New York: Oxford University Press.

Ellis, Jack C. (1989). "The Documentary Idea: A Critical History of English-language Documentary Film and Video." Englewood Cliffs, NJ: Prentice Hall.

Nichols, Bill. (1991). "Representing Reality." Indianapolis, IN: Indiana University Press.

M. Renov (Ed.), Theorizing Documentary. New York: Routledge.

Barry Keith Grant and Jeannette Sloniowski (Eds.)., "Documenting the Documentary: Close Readings of Documentary Film and Video." Detroit, MI: Wayne State University Press.

Readings:

Nichols, "How Do Documentaries Differ from Other Types of Film"
Nichols, "What Types of Documentary Are There"
Eitzen, "When Is a Documentary?: Documentary as a Mode of Reception"
Monaco, "The Language of Film: Signs and Syntax"

Bump Halbritter's resources

Bump's CV

Bump's useful links

Student Feedback Possibilities (audio)

cloudapp

dropbox

projectors: http://www.microvision.com/showwx/

Jennifer Bay's Materials

Find em here.

Changing Education Paradigms

Audio Essays (Delagrange)

Ahartaudioessay

Bondaudiofinal

Elkins City News

JPSFINAL

KiserRenaissance

Stottlemire

Teaching W/Genre

Possible Assignment:

Have students identify a genre they know well and have experience with. First have them analyze it and then have them teach it.

To analyze it, I might even have them draw on Pare/Smart:

• Regularities in Textual Features
• Regularities in Social Roles
• Regularities in Composing Process
• Regularities in Reading Practices

Other questions or organization...

• What is the name of the genre
• What is the social situation to which the genre responds?
• What are the various parts of the genre, the structure? Why?
• Please write a short introduction to this genre and address the following...