Sirc, Geoffrey. "Never Mind the Tagmemics, Where's the Sex Pistols?" CCC 48.1 (1997): 9-29.

Abstract:

Sirc uses composition's relationship with pop culture music to expose the swing in composition's vision from libratory and avante garde in the 1960s-early 1970s to "Righting Writing" as academic and taxonomical in the late 1970s-early 1980s. He links the former with composition's embrace of activist pop music of that era, and the later with its complete silence on Punk Rock in that era. He suggests that composition's retreat into traditional (academic) values was exactly what Punk Rock pushed against, making the inclusion of Punk in the field's purview impossible, exposing the hypocrisy of the field's continued profession of a liberatory stance.

Faigley, Lester. "Literacy after the Revolution." CCC 48.1 (1997): 30-43.

Abstract:

This essay version of Faigley's 1996 CCCC Chair's address traces strengthening influences on the field of rhetoric and composition, particularly the Civil Rights movement, which is an influence he believes has been undone by the digital revolution and the "revolution of the rich." He suggests that although the "tides of history are running against [us]" now, coming together with the shared goal of literacy for equality will hold the field on track as the need for what it teaches increases.

Bizzell, Patricia. "The 4th of July and the 22nd of December: The Function of Cultural Archives in Persuasion, as Shown by Frederick Douglass and William Apess." CCC 48.1 (1997): 44-60.

Abstract:

Bizzell makes the case that teachers value writing that shows sophisticated content knowledge grounded in broad cultural knowledge, yet the explicit teaching of content and cultural knowledge is rare. Resisting Hirsch's move toward a monocultural focus, she argues for incorporating attention to diverse American cultural archives into composition pedagogy. She uses Frederick Douglass' and William Apess' work to illustrate the use of cultural archives to develop rich and compelling cultural allusions.

Lynch, Dennis A., Diana George, and Marilyn M. Cooper. "Moments of Argument: Agonistic Inquiry and Confrontational Cooperation." CCC 48.1 (1997): 61-85.

Abstract:

Steering away from simple notions of argumentation as either competition or cooperation/consensus, Lynch et al strive toward an understanding of and way of teaching argument that prepares students for serious deliberations rather than for debates with only two diametrically opposed options. They imagine a multifaceted process that includes both confrontational and cooperative perspectives: agonistic inquiry where people struggle together over interpretations, definitions, and articulations.

Schreiner, Steven. "A Portrait of the Student as a Young Writer: Re-Evaluating Emig and the Process Movement." CCC 48.1 (1997): 86-104.

Abstract:

Schreiner revisits key implications of Janet Emig's use of literary authorship in her composing process scholarship: students are inherently artists, good writing is literary writing, and composing is solitary. He acknowledges her work as intended to be libratory, even though he critiques it for modeling composing requiring privileged levels of preparedness and instruction in English. He also acknowledges that studying the processes of individual writers continues as the "first school of thought" on composition research.

Alkidas, Laurie and Ellen Cushman. "Interchanges: Another Approach to Our Role as Rhetoricians." CCC 48.1 (1997): 105-110.

Pradl, Gordon M. "Teaching and Learning as Part of Whose Conversation?" Rev. of Curriculum as Conversation: Transforming Traditions of Teaching and Learning by Arthur N. Applebee; Changing Our Minds: Negotiating English and Literacy by Miles Myers. CCC 48.1 (1997): 111-126.