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Danielewicz, Jane. "Personal Genres, Public Voices." CCC 59.3 (2008): 420-450.


Writing in personal genres, like autobiography, leads writers to public voices. Public voice is a discursive quality of a text that conveys the writer's authority and position relative to others. To show how voice and authority depend on genre, I analyze the autobiographies of two writers who take opposing positions on the same topic. By producing texts in genres with recognizable social functions, student writers gain agency.

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


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.

Fontaine, Sheryl I. "Teaching with the Beginner's Mind: Notes from My Karate Journal." CCC. 54.2 (2002): 208-221.


The author reflects on what she has learned about university teaching from her experience being a novice student of karate. She asserts the value for even seasoned teachers to maintain a beginner's mind that is "free of the habits of the expert, ready to accept, to doubt, and to open to all the possibilities." From this new position, the author's awareness of what she does in the classroom has shifted, as her respect for students has grown and her understanding of their feelings has deepened.

Troyka, Lynn Quitman. "Journal of an Exemplar." CCC. 53.3 (2002): 533-541.


Using a journal format, I recall vignettes with a personal slant from the history of CCCC, NCTE, TYCA, and Open Admissions at CUNY. They serve as setting for my brief public remarks, included here, made in response to being given the CCCC Exemplar Award at the 2001 CCCC Convention in Denver, Colorado.

Bishop, Wendy. "Against the Odds in Composition and Rhetoric." CCC. 53.2 (2001): 322-335.


This chair's address to the 52nd Annual Convention of the Conference on College Composition and Communication, March 2001, draws on the poetry of Gerard Manley Hopkins to explore and celebrate a life in composition. Acknowledging institutional fatigue, I outline possibilities for individual renewal, particularly through the process of mentoring new members. Ending with a convention poem, I invite readers to compose their own.

Leonhardy, Galen. "The Way of Sweat." CCC 52.4 (2001): 612-619.


This essay presents a narrative description of experiences shared by the author, his father, and a Nez Perce man named Larry Greene. Those experiences are explored in relation to institutionalized education in order to provide insight into not only subjugated ways of knowing but also alternative places of learning.

Davis, Robert and Mark Shadle. "'Building a Mystery': Alternative Research Writing and the Academic Act of Seeking." CCC 51.3 (2000): 417-446.


Alternative forms of research writing that displace those of modernism are unfolded, ending with "multi-writing," which incorporates multiple genres, disciplines, cultures, and media to syncretically gather post/modern forms. Such alternatives represent a shift in academic values toward a more exploratory inquiry that honors mystery.

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


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.

Leonard, Elisabeth Anne. "Assignment #9. A Text Which Engages the Socially Constructed Identity of Its Writer." CCC 48.2 (1997): 215-230.


Leonard's narrative traces her development as a composition instructor coming from an M.F.A and Ph.D. in creative writing and English literature. Emphasizing the work of Elbow and Bartholomae, among other expressivist compositionists, she explores the balance between teaching critical and creative reading and writing.

Hilbert, Betsy S. "It Was a Dark and Nasty Night It Was a Dark and You Would Not Believe How Dark It Was a Hard Beginning." CCC 43.1 (1992): 75-80.