Gold, David. "'Nothing Educates Us Like a Shock': The Integrated Rhetoric of Melvin B. Tolson." CCC. 55.2 (2003): 226-253.

Abstract:

This essay examines the pedagogical practices of the poet, civil rights activist, and teacher Melvin B. Tolson who taught at Wiley College from 1923 to 1947. Tolson's complex classroom style, which mixed elements of classical, African American, and current-traditional rhetoric, produced a pedagogy that was at once conservative, progressive, and radical, inspiring his students to academic achievement and social action. Tolson demonstrates that it is possible to instruct students in the norms of the academy without sacrificing their home voices or identities.

Crick, Nathan. "Composition As Experience: John Dewey on Creative Expression and the Origins of 'Mind.'" CCC. 55.2 (2003): 254-275.

Abstract:

Although the Bartholomae/Elbow debate is often framed as a modern conflict between the advocates of "academic" and "personal" writing, it is more appropriately viewed as the most recent manifestation of the historical clash between expressivism and constructivism. However, both sides of this conflict, which split over whether to see writing as a product of the mind or of an external discourse, rest upon a dualist assumption that the primary task of language is to provide linguistic representations of a transcendental ego. This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey's views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pedagogy.

Green, Ann E. "Difficult Stories: Service-Learning, Race, Class, and Whiteness." CCC. 55.2 (2003): 276-301.

Abstract:

By addressing race and class through the stories we tell about service-learning in the classroom and in our scholarship, I argue that we can more effectively negotiate the divide between the university and the community and work toward social change.

Ross, Christine. "Education Reform and the Limits of Discourse: Rereading Collaborative Revision of a Composition Program's Textbook." CCC. 55.2 (2003): 302-329.

Abstract:

This article links failed reform to failed education through a case study of an annual collaborative revision of a program textbook in the Composition Program at the University of California at Irvine. Review of successive editions of the program's Student Guide to Writing at UCI reveals a progressive retreat from the program's pedagogical commitments and the reappearance of product-oriented instruction.

Logan, Shirley Wilson. "Changing Missions, Shifting Positions, and Breaking Silences." CCC. 55.2 (2003): 330-342.

Bloome, David, Diana George, Nancy Welch, and Charles Bazerman. "Interchanges: CCCC 2003: Reflections on Rhetoric and War." CCC. 55.2 (2003): 343-355.

Daniell, Beth. Rev. of Literacy in American Lives by Deborah Brandt. CCC. 55.2 (2003): 356-359.

Gillam, Alice M. Rev. of Imagining Rhetoric: Composing Women of the Early United States by Janet Carey Eldred and Peter Mortensen. CCC. 55.2 (2003): 359-363.

Kirsch, Gesa E. Rev. of I Writing: The Politics and Practice of Teaching First-Person Writing by Karen Surman Paley. CCC. 55.2 (2003): 363-366.

Helmers, Marguerite. Rev. of Writing Together/Writing Apart: Collaboration in Western American Literature by Linda K. Karell. CCC. 55.2 (2003): 366-369.

Schneider, Barbara. Rev. of Emancipatory Movements in Composition: The Rhetoric of Possibility by Andrea Greenbaum. CCC. 55.2 (2003): 369-371.