|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|
|Richard Fulkerson||Of Pre- and Post-Process: Reviews and Ruminations|
|Douglas Hesse||Composition as Pedagogy or Scholarship, Students as Writers or Workers|
|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|
Laurel J. Black
Abstracts for Composition Studies 29.2
Coe, Richard M. "Rhetoric 2001" in 2001. Composition Studies (29.2): 11-35.
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.