Fishman, Jenn, et al. "Performing Writing, Performing Literacy." CCC 57.2 (2005): 224-252.

Abstract:

This essay reports on the first two years of the Stanford Study of Writing, a five-year longitudinal study aimed at describing as accurately as possible all the kinds of writing students perform during their college years. Based on an early finding about the importance students attach to their out-of-class or self-sponsored writing and subsequent interviews with study participants, we argue that student writing is increasingly linked to theories and practices of performance. To illustrate the complex relationships between early college writing and performance, we explore the work of two study participants who are also coauthors of this essay.

Companion Videos

Beth McGregor (2.8 MB)	Mark Otuteye (1) (2.4 MB)	Mark Otuteye (2) (2.6 MB)
(Clicking on each of the images above launches the respective video. You will need to run Windows Media Player to be able to display them.)

Brent, Doug. "Reinventing WAC (Again): The First-Year Seminar and Academic Literacy." CCC 57.2 (2005): 253-276.

Abstract:

Academically oriented first-year seminars can be good venues for teaching many of the concepts important to WAC programs, including extended engagement with a research topic and situated writing. A qualitative study of a first-year seminar program at the University of Calgary highlights faculty members' and students' responses.

Shipka, Jody. "A Multimodal Task-Based Framework for Composing." CCC 57.2 (2005): 277-306.

Abstract:

This essay presents a task-based multimodal framework for composing grounded in theories of multiple media and goal formation. By examining the way two students negotiated the complex communicative tasks presented them in class, the essay underscores the benefits associated with asking students to attend to the various motives, activities, tools, and environments that occasion, support, and complicate the production of academic as well as everyday texts.

Moskovitz, Cary and David Kellogg. "Primary Science Communication in the First-Year Writing Course." CCC 57.2 (2005): 307-334.

Abstract:

Despite the widespread acceptance of many kinds of nonliterary texts for first-year writing courses, primary scientific communication (PSC) remains largely absent. Objections to including PSC, especially that it is not rhetorically appropriate or sufficiently rich, do not hold. We argue for including PSC and give some practical suggestions for developing courses and designing assignments using PSC.

Hesse, Douglas D. "Who Owns Writing?" CCC 57.2 (2005): 335-357.

Abstract:

Not available.

Video

Clicking on either of the images below will trigger the video of Douglas Hesse's 2005 CCCC Chair's Address. You will need a video player capable of viewing QuickTime movies in order to view it. Also, because of the length of the talk, the file size is correspondingly substantial (approx. 32 MB).

Laurence, David and Kathleen Blake Yancey. "Interchanges: Is the English Department Disappearing?" CCC 57.2 (2005): 358-363.

This interchange between Laurence and Yancey centers on a claim that Yancey makes in her 2004 CCCC Chair's Address. CCC Online is pleased to be able to provide here a PDF copy (approx. 4.7 MB) of that Address ("Made Not Only in Words: Composition in a New Key").

Gilyard, Keith. "Review Essay: Language, Identity, and Citizenship." Rev. of Black Identity: Rhetoric, Ideology and Nineteenth-Century Black Nationalism by Dexter B. Gordon; Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education by Catherine Prendergast; Latino/a Discourses: On Language, Identity and Literacy Education, Michelle Hall Kells, Valerie Balester, and Victor Villanueva, eds. CCC 57.2 (2005): 364-371.