Mann, Nancy. "Point Counterpoint: Teaching Punctuation As Information Management." CCC. 54.3 (2003): 359-393.

Abstract:

Punctuation is often learned without teaching and more often not learned despite much teaching. Jointly, these facts suggest that real punctuation decision rules are very different from and probably much simpler than the rules we teach. This article argues that the punctuation system does have features that generally make systems learnable, such as binary contrasts, limitation of parallel categories to seven or fewer options, and repeated application of the same criterion to different kinds of entities. The simplicity that allows some readers to learn this system unconsciously also makes it possible to figure out consciously the system's underlying information-management rationales, which in turn motivate both conscious learning and use.

Powell, Katrina M. and Pamela Takayoshi. "Accepting Roles Created for Us: The Ethics of Reciprocity." CCC. 54.3 (2003): 394-422.

Abstract:

Grounded in theories of feminist research practices and in two empirical studies we conducted separately, our argument is that seeing reciprocity as a context-based process of definition and re-definition of the relationship between participants and researcher helps us understand how research projects can benefit participants in ways that they desire.

Sohn, Katherine Kelleher. "Whistlin' and Crowin' Women of Appalachia: Literacy Practices since College." CCC. 54.3 (2003): 423-452.

Abstract:

This article represents stories of eight former composition students, Appalachian working class women, who move from silence in the academy to voice in their communities to a more self-confident identity without destroying the community from which they came. The author argues that compositionists need to consider the two-edged nature of literacy; how literacy serves first generation, nontraditional learners; the intergenerational effects of literacy; the importance of expressivist writing as a transition into academic literacy; and the importance of region and class in multicultural conversations.

Rice, Jeff. "The 1963 Hip-Hop Machine: Hip-Hop Pedagogy As Composition." CCC. 54.3 (2003): 453-471.

Abstract:

This essay proposes an alternative invention strategy for research-based argumentative writing. By investigating the coincidental usage of the term "whatever" in hip-hop, theory, and composition studies, the essay proposes a whatever-pedagogy identified as "hip-hop pedagogy," a writing practice that models itself after digital sampling's rhetorical strategy of juxtaposition.

Young, Art. "Writing Across and Against the Curriculum." CCC. 54.3 (2003): 472-485.

Abstract:

After reviewing my career as a teacher of composition and literature and as a writing program administrator of writing across the curriculum, I discuss the potential of poetry across the curriculum as an important tool for writing "against" the curriculum of academic discourse. When they write poetry, students often express meaningful thoughts and emotions not readily available to them in disciplinary languages and contexts.

McKee, Heidi. "Interchanges: Changing the Process of Institutional Review Board Compliance." CCC. 54.3 (2003): 488-493.

Barron, Nancy G. Rev. of The Best for Our Children: Critical Perspectives on Literacy for Latino Students. María de la Luz Reyes and John J. Halcón, eds. CCC. 54.3 (2003): 494-498.

Olson, Gary A. Rev. of The Writing Program Administrator As Theorist: Making Knowledge Work. Shirley Rose and Irwin Weiser, eds. CCC. 54.3 (2003): 499-502.

Latterell, Catherine G. Rev. of A Guide to Composition Pedagogies. Gary Tate, Amy Rupiper, and Kurt Schick, eds. CCC. 54.3 (2003): 502-505.