Herzberg, Bruce. "Community Service and Critical Teaching." CCC 45.3 (1994): 307-319.

Abstract:

Herzberg argues that questions about social structures, ideology and social justice need to be intentionally addressed in community service learning classes. He critiques first how students often regard social problems as chiefly personal and thus dismiss systemic explanations for problems such as homelessness. Such community service learning results in charity not social change. Herzberg reviews his curriculum at the business school where he works and concludes with a summation of his goal: students as better citizens who practice rhetorical and practical social transformation.

Stygall, Gail. "Resisting Privilege: Basic Writing and Foucault's Author Function." CCC 45.3 (1994): 320-341.

Abstract:

Stygall begins by chronicling various definitions of basic writing by different scholars and yet cedes its obvious use as a signifier of many valuations of students. Then by examining the correspondence between graduate students and undergraduate students from three universities, Stygall argues that the institutional practice of basic writing is constructed and prescribed by a type of Foucault's author function and that teaching practices such as one teacher for each classroom, large numbers of students per class, and the separation of students by age and grade level keep the author function dominant.

Ewald, Helen Rothschild and David L. Wallace. "Exploring Agency in Classroom Discourse or, Should David Have Told His Story?" CCC 45.3 (1994): 342-368.

Abstract:

The authors state a tension exists in the composition field between those who advocate student-centered pedagogy those who advocate the importance of knowledge transfer from teacher to student. They examine an excerpt from classroom discourse and the interpretations of the teacher and four students of the discourse. Claiming that both teacher and students are constructed agents in the classroom, the authors state that both construct meaning even as they are constructed by classroom discourse and its power dynamics.

Kirscht, Judy, Rhonda Levine and John Reiff. "Evolving Paradigms: WAC and the Rhetoric of Inquiry." CCC 45.3 (1994): 369-380.

Abstract:

The authors explore the theoretical and pedagogical implications of what they claim as a major conflict in the field of writing, particularly WAC, between a belief in teaching voice versus a believe in teaching discourse conventions in specific fields. The authors contend that the conflict is based on a false dichotomy and that the practice of a “rhetoric of inquiry" would synthesize differences.

Kirsch, Gesa, et al. "Interchanges." CCC 45.3 (1994): 381-388.

McLeod, Alisea C. Williams. "Review Essay: 'Race,' Writing, and the Politics of Public Disclosure." Rev. of Eating on the Street by David Schaafsma; Bootstraps: From an American Academic of Color by Victor Villanueva; Living Dangerously: Multiculturalism and the Politics of Difference by Henry Giroux. CCC 45.3 (1994): 389-400.