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Wells, Susan. "Rogue Cops and Health Care: What Do We Want from Public Writing?" CCC 47.3 (1996): 325-341.


Attempts at public writing in the college composition classroom suffer from radical decontextualization, claims Wells. Fro example, a student letter to the editor on gun control inscribes a "position in a vacuum" since the public sphere does not value a student's position on such an issue in such a forum. Citing Habermas' notion of a public sphere and Weg and Kluge's complication of that sphere as contradictory and needing reconstruction, Wells argues that students must forge a rhetoric that links discourse and action, optimally by addressing national issues from the perspective of how their academic disciplines engage those issues.

Fishman, Stephen M. and Lucille Parkinson McCarthy. "Teaching for Student Change: A Deweyan Alternative to Radical Pedagogy." CCC 47.3 (1996): 342-366.


The authors defend a Deweyan model of student-teacher interaction against radical pedagogy that upsets through "dispute and diversity" rather than establish "politeness and common ground." They claim Deweyan pedagogy emphasizes cooperation and still encourages students to take up divergent ideas. School learning emulates problem-solution learning that takes place in natural settings. The teacher replaces lectures with student activities and educates students indirectly by presenting them with dilemmas "they find interesting and relevant to their own lives" but not politically predetermined. To illustrate, the authors share details of interactions in Fishman's Intro to Philosophy Class.

McAndrew, Donald A. "Ecofeminism and the Teaching of Literacy." CCC 47.3 (1996): 367-382.


McAndrew suggests that ecology invites the connection between the practices and aims of feminists and writing teachers because both necessitate a critique society that suggests a restructuring of it in harmony with the natural environment. From the knowledge of class, gender and race oppression emerges a "love for nature", a "praxis of hope" that can inform feminists, writing teachers and students toward a care for one's ecocommunity: a cooperative fight against all forms of social oppression, and a "creative enhancement of nature." McAndrew defines six major claims of ecofeminism and concludes with reflections about how ecofeminism could affect thinking about literacy and writing pedagogy.

Lunsford, Andrea A. and Susan West. "Intellectual Property and Composition Studies." CCC 47.3 (1996): 383-411.


Lunsford and West alert writing teachers to changes in intellectual property rights, especially as related to the Internet that could radically affect the work of writing teachers and students do together. Lunsford and West argue that an embrace of notions of individual authorship has led many writing teachers and theorists into an unwitting complicity with views of intellectual ownership that could limit the free exchange of texts and ideas, both online and off. Compositionists should have a "compelling interest in how laws governing ownership of language should be adjusted" in light of new technologies and postmodern challenges to ideas about authorship.

Bell, John, Kenneth Bruffee, Keith Hjortshoj, Michael Hassett and John Dawkins. "Interchanges." CCC 47.3 (1996): 412-423.

Spellmeyer, Kurt. "Review Essay: Out of the Fashion Industry: From Cultural Studies to the Anthropology of Knowledge." Rev. of Left Margins: Cultural Studies and Composition Pedagogy by Karen Fitts and Alan W. France; The Emperor's New Clothes: Literature, Literacy, and the Ideology of Style by Kathryn T. Flannery; The Culture of Reading and the Teaching of English by Kathleen McCormick; Possible Lives: The Promise of Public Education in America by Mike Rose; Fencing with Words: A History of Writing Instruction at Amherst College during the Era of Theodore Baird, 1938-1966 by Robin Varnum. CCC 47.3 (1996): 424-436.