Strong, William. "Language as Teacher." CCC 38.1 (1987): 21-31.

Abstract:

Strong investigates the psycholinguistic connection between reading and writing and claims that when writers compose, they write and revise their texts as they alternate between being two different kinds of readers. First, there is the reader-at-work, the writer's image of someone else who is primarily concerned with content and comprehension. Second, there is the reader-at-play, the writer's own "best self" who desires innovation and creativity. Strong compares his reader schema to Bartholomae's rhetorics of selection and combination. Both rhetorics serve their own purpose, one to divide and categorize information and the other to synthesize, and writers use both during the composing process.

Kemp, Fred. "The User-Friendly Fallacy." CCC 38.1 (1987): 32-39.

Abstract:

Kemp argues for the development and use of open-response computer programs in writing instruction, arguing that the close-response programs in use at the time relegated the computer to remedial and fact-checking uses. He claims that the full potential of the computer in composition instruction can be realized when people challenge the "user-friendly fallacy," the belief that computers should be able to interact with students' ideas as a human does, replicating human cognition. Instead, Kemp argues that open-response programs, like Hugh Burnes' TOPOI computer program, which assists students with invention by asking prompts and questions derived from uses Aristotle's 28 enthymeme topics, are the most valuable type of program because they do not limit students' response and guide them into making connections between their ideas.

Wolcott, Willa. "Writing Instruction and Assessment: The Need for Interplay between Process and Product." CCC 38.1 (1987): 40-46.

Abstract:

Wolcott explains that there is a disconnect between the process model of writing instruction, which emphasizes invention and revision, and current standardized writing assessment tests, which only evaluate the product. Because students will face these kinds of tests both at the university and later in their careers, she argues that composition teachers must teach students how to tackle these types of writing situations. The tests shouldn't dictate our composition classes, but we should show students how to adapt the process model of composing to timed, graded writing tasks.

Roth, Robert G. "The Evolving Audience: Alternatives to Audience Accommodation." CCC 38.1 (1987): 47-55.

Abstract:

In a study of three student writers' composing processes, Roth investigates whether students determine their audience before they write or if they revise and invent their audience during the composing process. He finds that all three students use strategies to keep their audiences flexible and variable. Some of the strategies, which instructors could teach to their students, include considering opposing viewpoints, articulating arguments without being apologetic, and projecting the self as the audience. Teachers, Roth argues, should realize that audience definition is a creative process and not insist that their students define, analyze, and accommodate a particular audience at the beginning of a writing task because that can unnecessarily restrict the student writer.

Beach, Richard. "Differences in Autobiographical Narratives of English Teachers, College Freshmen, and Seventh Graders." CCC 38.1 (1987): 56-69.

Abstract:

Beach uses social cognitive development theories to understand the differences between the construction of the past and present selves in the autobiographical writing of adolescents and adults. He conducts a study of the autobiographical writing of seventh graders, college freshman, and English teachers. Based on the results of his study, Beach argues that teachers, when assessing autobiographical writing, need to recognize the wide gulf between their own and their students' developmental perspectives and create prewriting exercises that help their students write more point-driven pieces that have a clearer distinction between past and present perspectives.

Hashimoto, I. "Voice as Juice: Some Reservations about Evangelic Composition." CCC 38.1 (1987): 70-80.

Abstract:

Hasimoto equates composition's obsession with the concept of voice in writing with Christian evangelism. Using the descriptions of the writer's voice by compositionists like Elbow and Murray, Hasimoto shows how the discipline favors writing that has "voice" - energy, emotion, power, individuality, and feeling - and demonizes "academic" writing. He argues that writing with a "voice" is not appropriate for all students and in all situations. Also, he points out that advocates for writing with a "voice" use anti-intellectual appeals that undermine the importance of teaching college composition.

Irmscher, William F. "Finding a Comfortable Identity." CCC 38.1 (1987): 81-87.

Abstract:

Irmscher argues that the reason composition as a field is undermined in the academy is because composition does not have research methods that accommodate the particular needs of research-teachers who are investigating the complex writing process. The empirical research methods used in the 1970s and early 1980s "complicated the familiar and obfuscated the obvious" by microanalyzing the composing process. Composition should borrow the insights of other disciplines, but it needs to create its own humanistic, dramatistic model of inquiry that takes into account the specific needs and values of the field. In his conclusion, Irmscher lists the criteria he believes should be at the forefront of scholarly inquiry in composition.

Lackey, Kris. "Amongst the Awful Subtexts: Scholes, The Daily Planet, and Freshman Composition." CCC 38.1 (1987): 88-93.

Hoat, Nancy. "Conquering the Myth: Expository Writing and Computer Programming." CCC 38.1 (1987): 93-95.

Campbell, Judy, and Eileen Ewing. "Stepping through a Mirror: The Historical Narrative Assignment." CCC 38.1 (1987): 95-97.

Hahn, Stephen. "Counter-Statement: Using Written Dialogue to Develop Critical Thinking and Writing." CCC 38.1 (1987): 97-100.

Harris, Joseph. Rev. of Perspectives on Research and Scholarship in Composition by Ben W. McClelland and Timothy R. Donovan. CCC 38.1 (1987): 101-102.

Halpern, Jeanne W. Rev. of The Variables of Composition: Process and Product in a Business Setting by Glenn J. Broadhead and Richard C. Freed. CCC 38.1 (1987): 102-103.

Crosby, Harry H. Rev. of Frames of Mind: A Course in Composition by Judith Fishman Summerfield and Geoffrey Summerfield. CCC 38.1 (1987): 104.

Royster, Jacqueline Jones. Rev. of Writing Worth Reading: A Practical Guide by Nancy Huddleston Packer and John Timpane. CCC 38.1 (1987): 105.

Krupa, Gene H. Rev. of The Committed Writer: Mastering Nonfiction Genres by Harry H. Crosby and Duncan A. Carter. CCC 38.1 (1987): 105-107.

Harris, Jeanette. Rev. of The Writer's Craft: A Process Reader by Sheena Gillespie, Robert Singleton, and Robert Becker. CCC 38.1 (1987): 107-108.