Rhetoric and Composition Commons^™

The Inadvertent Alliance Of Anthony Comstock And Margaret Sanger: Abortion, Freedom, And Class In Modern America, Karen Weingarten

Publications and Research

This article investigates how moral-reformer Anthony Comstock, who helped outlaw the practice of birth control and to have abortion criminalized, and Margaret Sanger, founder of Planned Parenthood and birth-control activist, advanced their causes through the discourse of freedom and self-control. While Comstock’s and Sanger’s works are often seen in opposition, this article questions that positioning by pointing out how they both lobbied against accessible abortion using similar tactics. Finally, this article demonstrates how Comstock and Sanger, through different means, worked to present abortion as a depraved practice that would lead to the demise of American society. Presenting Comstock and Sanger …

‘Botched Performances’: Rising To The Challenge Of Teaching Our Underprepared Students, Cheryl Hogue Smith

Publications and Research

This article explores how struggling writers/readers are thinking at higher levels of thought than more prepared students.

The Academic Librarian As Writer, Janet Butler Munch

Publications and Research

Writing can help the academic librarian meet the performance criteria of faculty rank or status. More significantly, it actively engages the librarian in research, scholarship and publication. This article explains how the academic work environment can support the librarian writer. Suggestions are also made for getting started in writing productively.

Diving In Deeper: Bringing Basic Writers’ Thinking To The Surface, Cheryl Hogue Smith

Publications and Research

This article explores how when basic writing students are encouraged to value their thinking as they revise their prose, they are likely to become more constructive critical thinkers and less fearful performers of academic tasks.

El Concepto De Audiencia Y La Colaboración Entre Iguales En La Revisión De Textos Escritos, David Sánchez-Jiménez

Publications and Research

No abstract provided.

Inviting Trouble: The Subversive Potential Of The Outsider Within Standpoint, Jane Hindman

Publications and Research

Jane E. Hindman’s “Inviting Trouble” makes the case for the collection of disparate approaches to critical disruption by reinforcing critical reflection as a generative practice that challenges subordinating silence. Hindman asserts “inviting troublesome questions enhances a healthy system” (100). She argues that anger, as a part of the trouble provoked by critical introspection, has a useful function in the struggle against the silencing of colonial influence.

Manhattan Beach Cleaners: A Teacher’S Misreading, Cheryl Hogue Smith

Publications and Research

This article explores the value of understanding student misreadings.

Writing An Important Body Of Scholarship: A Proposal For An Embodied Rhetoric Of Professional Practice, Jane Hindman

Publications and Research

Identifies a set of professional discursive practices of rhetoric teachers that reveal gendered power relations. Proposes an "embodied rhetoric" characterized and authorized in part by specific sorts of personal author- and context-saturated gestures. Concludes that an embodied rhetoric regenders academic discourse, assures agency and power to feminist theory and praxis, and facilitates efforts to effect change in teachers and students' lives.

Special Focus: Personal Writing, Jane E. Hindman

Publications and Research

This introduction to a special section of College English treats the nature, role, and problematics of personal academic discourse and professional work. It address the place of personal writing in professional contexts and aims to clarify the myriad denotations of "the personal" in academic discourse and to suggest viable criteria for evaluating the effectiveness of personal writing's contributions to knowledge-making in English studies.

Inventing Academic Discourse: Teaching (And Learning) Marginal Poise And Fugitive Truth, Jane Hindman

Publications and Research

This article further develops earlier versions of transformative pedagogy (e.g., Bartholomae and Petrosky's, Bizzell's, Lu's, Horner's), demonstrating how the self-reflexive tactics required in an analysis of professional practice make visible the ways that compositionists authorize academic discourse. David Bartholomae describes this as the teachers' unconscious need to "see ourselves in what [students] do." The pedagogical method proposed explains how features like "objectivity," "clarity," and [constraining] "voice" in academic discourse are misrecognized in our own rhetoric AND in our evaluations of our students. Because we demand these stylistic and institutionalized conventions of academic discourse from our students, we should-the paper argues-include …

Retórica De La Predicación E Ideología Dominica En La Quinta Parte De El Conde Lucanor, Fernando Degiovanni

Publications and Research

Resumen

Frente a la hipótesis ampliamente aceptada de que la quinta parte de El Conde Lucanor no tiene relación temática y formal directa con el resto del libro de Don Juan Manuel, este trabaj o postula que la última sección no sólo representa una prolongación del asunto de la "ética estamental" presente en los "enxiemplos" y proverbios, sino que, desde el punto de vista retórico, es la porción destinada por el autor para operar como complemento discursivo de las restantes. En este sentido, luego de estudiar sus características estructurales - en especial, los procedimientos de la amplificatio -, y atribuir …

Authorizing Anger: A Personal Encounter With Plato's Gorgias, Jane Hindman

Publications and Research

No abstract provided.

Revision Strategies Of Deaf Student Writers, Sue Livingston

Publications and Research

Deaf high school students at different schools shared second drafts of their own narratives via an electronic bulletin board after conferencing with their respective teachers. This article characterizes the kinds of questions teachers asked during the conferences and the kinds of revisions the students made between first and second drafts. Results indicate that teachers most often ask questions that require student to provide more information; yet these questions do not affect revision as much as questions which require students to rephrase specific language. Students typically either added or substituted words or phrases that showed both similarities to and differences from …

Deaf Students Responding To The Writing Of Their Peers, Sue Livingston

Publications and Research

No abstract provided.