Return to the front page.
Return to the overview for this issue of CCC.
Access a full text PDF of this article. (Note: PDFs are available through NCTE, or JSTOR for issues prior to Volume 48. Site subscription may be required.)
Bookmark this entry using delicious, CiteULike, [others??]
Print this entry.
[need to do a plaintext style sheet for entries]Then below here, we'll add the lower navbar stuff from the original version, inc. site search, tag search, categories, issue bar, etc.)
Marback, Richard. "Ebonics: Theorizing in Public Our Attitudes toward Literacy." CCC. 53.1 (2001): 11-32.
I argue that our responses to the Oakland ebonics resolution miss what made the resolution so significant while also making debate about it so intractable. I propose that compositionists who acknowledge attitudes that made the resolution so significant can productively engage the larger public regarding literacy education in a racially divided democracy.
Beason, Larry. "Ethos and Error: How Business People React to Errors." CCC. 53.1 (2001): 33-64.
Errors seem to bother nonacademic readers as well as teachers. But what does it mean to be "bothered" by errors? Questions such as this help transform the study of error from mere textual issues to larger rhetorical matters of constructing meaning. Although this study of fourteen business people indicates a range of reactions to errors, the findings also reveal patterns of qualitative agreement: certain ways in which these readers constructed a negative ethos of the writer.
Burton, Vicki Tolar. "John Wesley and the Liberty to Speak: The Rhetorical and Literacy Practices of Early Methodism." CCC. 53.1 (2001): 65-91.
In early Methodism John Wesley created an extracurricular site of literacy and rhetoric that empowered women and the working classes to read, write, and speak in public. Wesley's "method" of literacy in community not only transformed religious life in Britain but also redefined the intersections of education, class, and gender.
Eubanks, Philip. "Understanding Metaphors for Writing: In Defense of the Conduit Metaphor." CCC. 53.1 (2001): 92-118.
The Conduit Metaphor has been roundly condemned by language scholars, including scholars in rhetoric and composition, but it is time to reevaluate its import and value. Rather than simply asserting a mistaken view of linguistic communication, the Conduit Metaphor combines with the metaphor Language Is Power to form a prudentially applied ethical measure of discourses, genres, and texts.
Davis, D. Diane. "Finitude's Clamor: Or, Notes toward a Communitarian Literacy." CCC. 53.1 (2001): 119-145.
To the extent that rhetoric and writing studies bases its theories and pedagogies on the self-present composing subject: the figure of the writer who exists apart from the writing context, from the "world," from others: it is anti-communitarian. Communication can take place only among beings who are given over to the "outside," exposed, open to the other's effraction. This essay therefore calls for the elaboration of a "communitarian" literacy that understands reading and writing as functions of this originary sociality, as expositions not of who one is (identity) but of the fact that "we" are (community).
Sledd, James; Susan Naomi Bernstein, Ann E. Green, and Cecilia Ready; Joseph Harris; Michael Murphy. "Interchanges: Responses to 'New Faculty for a New University' and to 'Meet the New Boss, Same as the Old Boss.'" CCC. 53.1 (2001): 146-163.
Nicotra, Jodie. Rev. of Spurious Coin: A History of Science, Management, and Technical Writing by Bernadette Longo. CCC. 53.1 (2001): 164-167.
Herndl, Carl G. Rev. of Writing Workplace Cultures: An Archaeology of Professional Writing by Jim Henry. CCC. 53.1 (2001): 167-170.
Prendergast, Catherine. Rev. of Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy by James T. Patterson. CCC. 53.1 (2001): 170-173.