Eldred, Janet Carey. "The Technology of Voice." CCC 48.3 (1997): 334-347.

Abstract:

In this essayistic narrative, Eldred draws on Bakhtin's "Author and Hero in Aesthetic Activity" to describe her mother's declining health from A.L.S. She weaves her mother's various spoken and written "voices" into the narrative, moving from Eldred's youth through her mother's eventual death. She suggests, as does Bakhtin, that ethically and aesthetically meaningful personal narrative requires an "other," whether that other is actually another person or one's own ability to genuinely see oneself as other.

Tweedie, Sanford. "Self-Serving Sentences: Of Visions and Those Who Inhabit Them." CCC 48.3 (1997): 348-359.

Abstract:

Interposing quotes from institutional vision statements with scenes from a team-taught reading and writing course for under-prepared first-year students at Rowan College, Tweedie records his attempt to use race, class, and gender to frame the issues his students take up in class. In this essay, he couples this with his belief that education has to simultaneously promote conformity to and resistance of societal conventions, and explores the contradictions of this dissonance in his teaching experience.

Bloom, Lynn Z. "Why I (Used to) Hate to Give Grades." CCC 48.3 (1997): 360-371.

Abstract:

Bloom's essay is part of a work-in-progress, Coming to Life: Reading, Writing, Teaching Autobiography. Documenting institutional rational for the grading process and the inhibitions that process places on good teaching, she attempts to answer the question, "How can we grade writing in which the writers have laid their life on the line?" by offering student self-evaluation as a way to open dialogue between teacher and student and ease the tensions inherent in the grade-giving process.

Sullivan, Francis J., et al. "Student Needs and Strong Composition: The Dialectics of Writing Program Reform." CCC 48.3 (1997): 372-391.

Abstract:

Sullivan et al. raise the problem writing programs face trying to liberate student writing and value home languages, while serving as surveillance for the institutions in which they are embedded. They analyze the politics underlying their own institution's (Temple University) recent comprehensive reform of its writing programs, focusing specifically on first-year courses. They argue for the reclamation of "requirement," "service," and "need" in order to use these terms tactically for reform and to rethink composition's objectives.

Miller, Scott L., et al. "Present Perfect and Future Imperfect: Results of a National Survey of Graduate Students in Rhetoric and Composition Programs." CCC 48.3 (1997): 392-409.

Abstract:

Miller et al. examine the disjunction between graduate student satisfaction with their program of study and their lack of knowledge about and preparation for their professional futures. They argue that professional development should be at the center of composition and rhetoric graduate programs, complete with accountability to graduate students in terms for funding, personal mentoring, and realistic conversations about post-graduate faculty appointments.

Belanoff, Pat, Gordon M. Pradl and Steven Schreiner. "Interchanges: Process Theory and Representations of the Writer." CCC 48.3 (1997): 410-417.

Clark, Gregory. "Refining the Social and Returning to Responsibility: Recent Contextual Studies of Writing." Rev. of Revisioning Writer's Talk: Gender and Culture in Acts of Composing by Mary Ann Cain; Collaboration and Conflict: A Contextual Exploration of Group Writing and Positive Emphasis by Geoffrey A. Cross; The Wired Neighborhood by Stephen Doheny-Farina; Nonacademic Writing: Social Theory and Technology by Ann Hill Duin and Craig J. Hansen; Writing With: New Directions in Collaborative Teaching, Learning, and Research by Sally Barr Reagan, Thomas Fox, and David Bleich. CCC 48.3 (1997): 418-430.