Miller, Richard E. "Composing English Studies: Towards a Social History of the Discipline." CCC 45.2 (1994): 164-179.

Abstract:

Miller first reviews how histories of English Studies demarcate a hierarchical division of labor where intellectual work is deemed the province of literary studies not composition. He suggests an alternative history, one which deem the student work rather than literary text would serve as the principal object of study in the composition field, one he deems the "single most institutional function" of English departments, one rife with positive political possibilities of discussion, and one that would "provide a common ground" upon which the relationship between composition and literary studies might be reworked.

Glenn, Cheryl. "Sex, Lies, and Manuscript: Refiguring Aspasia in the History of Rhetoric." CCC 45.2 (1994): 180-199.

Abstract:

Glenn reconstructs the life and rhetoric of Aspasia of Miletus, a woman rhetor of the firth century BCE as part of a larger project in challenging dominant contemporary rhetorical history and theory that neglects women. Against lists and indices of primary works in rhetorical history do not mention women, many have assumed women have not been involved in rhetorical history. A remapping of such unquestioned scholarship is necessary for a more gender representative "understanding of rhetorics of the past [that] underwrites our capacity for further theorizing."

Smith, Jeff. "Against 'Illegeracy': Toward a New Pedagogy of Civic Understanding." CCC 45.2 (1994): 200-219.

Abstract:

Smith proposes a solution to what he deems the lack of comprehensive and operative clout of the concept of illiteracy. Illiteracy fails to adequately describe a larger cultural failure in education and mass media. He proposes the word illegeracy as a multivalent solution. Illegeracy, he argues is more inclusive than the word illiteracy to describe "a missing skill, an unhappy state and a social (in)action that follows in consequence." Furthermore he claims illegeracy applies to a wider berth of citizens, not just to students. Three problems that contribute to illegeracy are an inability to read, a failure to see choices, and an abdicating of political power.

Haswell, Richard and Susan Wyche-Smith. "Adventuring into Writing Assessment." CCC 45.2 (1994): 220-236.

Abstract:

The authors discuss what they deem a "success story" of how they and writing faculty reclaimed their land grant university's assessment program. They offer the narrative of their work in contrast to what they perceive as a stereotyped story of teachers victimized by administrative interests. They claim the "moral is that writing teachers should be leery of assessment tools made by others" but "should, and can, make their own."

Berthoff, Ann E., Beth Daniell, JoAnn Campbell, C. Jan Swearingen, and James Moffett. "Interchanges: Spiritual Sites of Composing." CCC 45.2 (1994): 237-263.

Reynolds, Nedra, et al. "Review: Fragments in Response: An Electronic Discussion of Lester Faigley's Fragments of Rationality." CCC 45.2 (1994): 264-273.