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Hjortshoj, Keith. "The Marginality of the Left-Hand Castes (A Parable for Writing Teachers)." CCC 46.4 (1995): 491-505.


Hjortshoj chronicles how writing programs have been consigned marginal status among university departments. Hjortshoj claims language should be central in a liberal arts curriculum The English Department should not necessarily house writing. In an extended metaphor, he compares possibilities for writing amidst university departments to a left-handed caste in India. The left-handed caste developed an alternative economy of status. Like the caste, an interdisciplinary writing program could create a collective center for various programs to converse about language acquisition and interactive learning.

Zamel, Vivian. "Strangers in Academia: The Experiences of Faculty and ESL Students across the Curriculum." CCC 46.4 (1995): 506-521.


Zamel examines two divergent faculty responses to ESL as representative examples. He states his goal as wanting teachers to consider institutional contexts and assumptions about student writing. Many university teachers identify knowledge and language as separate entities. Such teachers believe that for students to acquire language, their deficit skills must be emphasized. Grammar must be taught as a necessary precursor to language acquisition. A solution to this problematic belief system is extensive dialogue across the university. Such discussion about problematic conceptions of language acquisition can help students and teachers reposition themselves and create healthy contact zones of contestation.

David, Denise, Barbara Gordon and Rita Pollard. "Seeking Common Ground: Guiding Assumptions for Writing Courses." CCC 46.4 (1995): 522-532.


The authors contend the response to Maxine Hairston's article, "Diversity, Ideology and Teaching Writing," marks a critical debate about the purpose of the writing course. They claim the debate needs clear assumptions to demarcate what constitutes a writing course. They claim the assumptions should be: 1) the development of writing ability and metacognitive awareness as the primary objective of the writing course, 2) student's writing as the privileged text in a writing course, and 3) writing as the subject of a writing course.

Dawkins, John. "Teaching Punctuation as a Rhetorical Tool." CCC 46.4 (1995): 533-548.


Claiming that handbooks problematically teach punctuation as grammatically wrong or right, Dawkins outlines how writers can be taught to use a hierarchy of punctuation marks: ones that mark degrees of separation between independent clauses and thereby fashion and enhance meaning.

Purves, Alan C., et al. "Interchanges." CCC 46.4 (1995): 549-556.

Purvis, Teresa M. "Review Essay: The Two-Year Community College: Into the 21st Century." Rev. of The Invisible Faculty: Improving the Status of Part-Timers in Higher Education by Judith M. Gappa and David W. Leslie; Democracy's Open Door: The Community College in America's Future by Marlene Griffith and Ann Connor; Two-Year College English: Essays for a New Century by Mark Reynolds. CCC 46.4 (1995): 557-565.

Fox, Tom. "Review Essay: Proceeding with Caution: Composition in the 90s." Rev. of Writing Theory and Critical Theory by John Clifford and John Schilb; Pedagogy in the Age of Politics: Writing and Reading (In) the Academy by Patricia A. Sullivan and Donna J. Qualley. CCC 46.4 (1995): 566-578.