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Fall 2001, 29.2

 

Articles

Richard M. Coe "Rhetoric 2001" in 2001
Laura Gray-Rosendale, Linda Adler-Kassner, Kathleen Baca, Susanmarie Harrington, Alan Meyers, Tom Reynolds, Karen Uehling Basic Writing's Past, Present, and Future: A Discussion of Problems and Possibilities
Christyne A. Berzsenyi Comments to Comments: Teachers and Students in Written Dialogue About Critical Revision

 

Review Essays

Richard Fulkerson Of Pre- and Post-Process: Reviews and Ruminations
Douglas Hesse Composition as Pedagogy or Scholarship, Students as Writers or Workers

 

Book Reviews

Karen Kopelson Mutuality in the Rhetoric and Composition Classroom, by David L. Wallace and Helen Rothschild Ewald
Martha Kruse The Teacher's Grammar Book, by James D. Williams
Jon Boe The Young Composers: Composition's Beginnings in Nineteenth-Century Schools, by Lucille M. Schultz
Brad E. Lucas Composing Research: A Contextualist Research Paradigm for Rhetoric and Composition, by Cindy Johanek
Renee Schlueter Cinema-(to)-Graphy: Film and Writing in Contemporary Composition Courses, edited by Ellen Bishop

 

Exchanges

Laurel J. Black

Abstracts for Composition Studies 29.2

Coe, Richard M. "Rhetoric 2001" in 2001. Composition Studies (29.2): 11-35.

Gray-Rosendale, et al.  "Basic Writing's Past, Present, and Future: A Discussion of Problems and Possibilities." Composition Studies (29.2): 37-70.

Berzsenyi, Christyne A.  "Comments to Comments: Teachers and Students in Written Dialogue About Critical Revision." Composition Studies (29.2): 71-92.

The essay describes a pedagogical practice designed to increase students' involvement with their own writing by transforming the standard, unidirectional written communication of an instructor's evaluation of students' writing into a written dialogue about the process of students' revision.  In doing so, teacher and student become collaborators, working to achieve goals set out by student writers within the constraints of particular assignment contexts. This revision activity strives to develop students' sense of audience, purpose, generic issues, language appropriateness, and persuasive power as they dialogue with instructors about their discursive choices and effects.

Fulkerson, Richard.  " Of Pre- and Post-Process: Reviews and Ruminations." Composition Studies (29.2): 93-119.

Hesse, Douglas.  "Composition as Pedagogy or Scholarship, Students as Writers or Workers." Composition Studies (29.2): 121-132.