Category: CCRC

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Ccrc-2015-03-06

 

From CUNY Academic Commons

Meeting Notes from Friday, 2015-03-06

A small group of us met at John Jay today to relaunch CCRC. I invite those who were there to contribute your informal thoughts about the meeting to this wiki page. What did you learn? What was useful to you?
We had an open ended discussion about what is going on with the teaching of writing at our campuses. Topics covered included:
1. How are individual campuses using the 4th hour of composition. More on this later as there was a lot said and a lot that needs to be said.

2. Scholarship expectations for new hires are unclear. It was pointed out that the role of your chair is key to successful tenure application. Good stories were told about active chairs at two campuses who have already made their candidates create tenure files and contribute to them regularly.

3. We discussed accelerated learning programs (ALP) and their effectiveness. Not all ALPs are being done the same way at CUNY.

4. We discussed prescribed curriculum vs. open ended curriculum.

5. There is a separation and boundary between composition, ESL and Basic Writing that does not need to be there.

6. Future of CCRC: We decided that one thing that needs to happen with the CCRC is that each campus should have a representative on the CCRC so the workload can be spread out more evenly.

7. Future of CCRC: Attending member today are intereste din the following work:

A) updating the CUNY Composition Fact Book (last done in 2006; see files on the academic commons site)

B) Having a forum for faculty to present scholarly work

C) Develop cross-campus research projects

D) Share teaching materials and program ideas

E) Socialization and informal conversation
Directory_of_Academic_Commons_Group_Wikis Composition E) Socialization and informal conversation

 

Back to CCRC main page

Comp-Rhet CFP Calendar

From CUNY Academic Commons

Contents

Introduction

Our goal is to compile a list of conferences and journals that we might want to submit to, sorted chronologically. For each such journal or conference, we’ll post links to the originating site’s CFP, as well as compile our own notes – e.g. “gives great feedback on the writing” or “really fast turn-around time.”

Please contribute to expand our list or the information we’ve compiled! There’s even a convenient template you can use: just copy the wikicode from that page onto your new one.

Please also remember that matriculated GC students are eligible to receive funding ($300 per year for presenting at conferences; $200 for attending conferences) for their travels/fees.  Click here for more information about how to apply for this funding.

Calendar of Deadlines

January

February

March

April

May

June

July

August

September

October

November

December

[Journals]

Manuscript Submission Deadline: November 15, 2010

Multimodal Composing: Council on Basic Writing

Opportunities and Challenges

in Basic Writing Contexts

BWe Guest Editor:

  Barbara Gleason, City College-CUNY
   Assistant Editors:
  Wynne Ferdinand & Lynn Reid 

Extended Deadline for Submissions: November 15, 2010

Technical Guidelines for Submissions appended.

                                   2011 BWe Special Issue: Call for Submissions 

For the upcoming issue of BWe, we seek essays on multimodal writing in college and pre-college composition and rhetoric classes. As Cynthia Selfe argues in the June 2009 issue of College Composition and Communication, our profession’s continuing tendency to focus primarily on print literacy limits our understanding of rhetoric, discourages students from “identify[ing] their own communication needs” and needlessly limits individuals who have developed expressive identities in a digital age (“The Movement of Air, The Breath of Meaning: Aurality and Multimodal Composing” in CCC, June 2009, 618). By widening the possibilities for composing in their classrooms, instructors may establish more compelling and inclusive learning environments for students of diverse races and cultures, language backgrounds, ages, and communication interests. Teachers also may create classes that can better serve the needs of students learning differences, e.g., in the areas of vision, hearing, or attention.

Along with the potential advantages of incorporating multiple modes of composing into their curricula, instructors may well experience challenges that can obstruct curricular change or dampen enthusiasm of both instructors and students. Integrating new technologies into classes sometimes creates unwanted hurdles. Access to technology and digital literacies can sometimes encumber students. Instructors may experience new technologies as more burdensome than beneficial, especially when faculty are not rewarded for integrating new communication technologies into their curricula. In addition, educational institutions are increasingly demanding that digital texts and multimodal composing options be integrated into their curricula–sometimes before they have acquired the funds or the staff to support these efforts. We already know that we are experiencing a major transformation in communications that is permeating both our daily lives and our institutional realities. Most of us are struggling to develop our own expertise in multimodal composing while simultaneously teaching others to compose in digital environments.

We encourage prospective authors to consider both opportunities and challenges associated with teaching/learning multimodal composing. We hope to receive submissions that focus on one (or more than one) of these roles/ perspectives: writer, student, teacher, tutor, program administrator. We also welcome reviews of books & web sites that enhance instructors’ knowledge of teaching with new technologies OR that facilitate adult learners’ expertise in multimodal composing. Finally, since basic writing instruction is moving into new venues (e.g., as test-preparation courses in for-profit companies or in adult education programs), we welcome submissions that explore uses of multimodal composing in a variety of institutional environments.

Technical Guidelines for Submissions:

1. All submissions must be sent electronically to bwespecialissue@gmail.com

2. Use MLA style.

3. Acceptable submission formats include: MS Word or other word processing formats, web texts, and texts that include embedded multimedia elements. Images may be in .jpg, .gif, or .png format. Videos must be submitted as files, not as links to external sites.

4. Links to external sites may appear as in-text references or in a works cited list only. Web-based examples used to illustrate key ideas or arguments should be included in the text as embedded images, screen captures, video files, etc. Multimedia content hosted at an external site should be submitted as a file that can be hosted on the BWe server.

5. Submissions should be original work. Submissions containing work published or created by other authors must include their consent and/or follow fair use guidelines.

7. Submissions should be accessible in current versions of different browsers (e.g., Safari, Firefox, Internet Explorer, Google Chrome).

8. To ensure accessibility, a script or summary must accompany all multimedia submissions and/or video and audio content embedded in a manuscript.

Manuscript Submission Deadline: November 15, 2010

Email inquiries to Barbara Gleason at bgleason@ccny.cuny.edu.

Submit manuscripts to bwespecialissue@gmail.com

June 1, 2010: [Extended Deadline]

Computer and video games continue to inundate the entertainment market, and culture along with it. Traditional text games, adventure games, first-person shooters, the immersive worlds of role-playing games (massively multiplayer or otherwise), simulations, “casual” games such as solitaire, and even web advertisements posing as games have formed a landscape rich with opportunities to examine composition-rhetoric’s history, theory, pedagogy, and practice, where scholars can use, examine, and imagine the impact of games and gaming on writing.

Writing and rhetoric permeate games and game communities, and as a recent Pew study found, the civic engagement of gamers is greater than that of non-gamers, with higher instances of players considering moral and ethical issues as well as social responsibility — and in many cases, communicating with others about these issues. Engaged writing is also connected to the way gamers learn the complicated strategies, tactics, and rhetorics within game worlds, while games are increasingly used as tools to teach writing.

Rhetoric/Composition/Play will be an edited collection designed for scholars new to computer/video games as well as those who are more expertly versed. The book will consist of academic essays that assess, theorize, and contextualize computer/video games vis-a-vis composition-rhetoric. We invite 900-1200-word proposals for this proposed collection.

Specifically, we invite proposals that investigate the following (although the lists are not exhaustive):

1) Rhetorical theory and computer/video games (Theory: Rhetorical/Critical/Ideological/Cultural)

• How do various rhetorical theories intersect with game and play theories?

• How does playing games foster rhetorical readings of gaming spaces for the gamer?

• How does playing games necessitate certain rhetorical strategies and practices within game worlds and/or communities?

• What kinds of rhetorical agents and/or agency does playing games construct?

• How do other theoretical and critical approaches intersect with game and play theories?

• How do rhetorical, critical, ideological, and cultural approaches help us better understand the impact of games in literacy practices?

• What roles do games play as objects of production/ consumption?

• What are other assessments and critiques of the intersections between rhetorical and critical theory and computer/video games?

2) Composition and computer/video games (Practice: Writing/Learning/Playing)

• How and to what extent are processes of gaming, playing, and writing similar or divergent?

• How do game design and writing as design overlap?

• What are other assessments and critiques of the connections between writing and computer/video games?

3) Writing pedagogy and computer/video games (Praxis: Pedagogy/Composition/Gaming)

• How can electronic games help us reconceptualize classroom spaces?

• How can gaming worlds become pedagogical spaces?

• How can electronic games inform traditional writing practice?

• How can electronic games inform a critical, cultural pedagogy that facilitates students’ critical reading and rewriting of game spaces?

• What are other examinations of pedagogies that use electronic games to teach rhetorical and/or writing concepts and practices?

• What are some critiques, examinations, historicizations of current pedagogical trajectories of using off-the-shelf games, serious games, games-for-learning, and simulation in the writing classroom?

• What are the pedagogical differences between teaching with a game designed specifically for pedagogical purposes and teaching with a game designed originally for entertainment?

Send 900-1200-word proposals with brief author bio (with university affiliation) via email to Matthew S. S. Johnson (email: matjohn at siue dot edu) AND Richard & Rebekah Colby (email: rshultzc at du dot edu). Due to increased interest, we have decided to extend the deadline for submitting proposals to this edited collection. Deadline for proposals is 1 June 2010. Final manuscript length will be approximately 15-35 pages (standard, double-spaced). Queries welcome.

August 13, 2010: “Learning Technologies”
Here are the submission guidelines

Academic Exchange Quarterly—a respected, peer-reviewed, print journal—invites original, unpublished manuscripts of 2000 to 3000 words for its Winter 2011 issue.

Learning technologies—technologies used to enhance learning, teaching, and assessment—are rapidly gaining popularity in higher education. However, the debate concerning the effectiveness of these technologies over more conventional means of teaching remains ongoing. The focus of this topic is to explore evidence-based research on any area relating to learning technologies, but we are especially interested in the following: pedagogical techniques that rely on learning technologies; the use of learning technologies in assessment of outcomes at any level (individual student to entire campuses); and comparisons of technologically-enhanced learning outcomes and conventional outcomes. In any case, we are seeking empirical, evidence-based research studies more than theoretical pieces.

Submissions are welcome from researchers, teaching and learning scholars, learning technology users, as well as others who are actively involved in higher education learning, including graduate students, faculty members, academic staff members, administrators, and researchers in non-academic settings. Submission instructions are available at http://www.tinyurl.com/AEQ-Tech. Identify your submission with the keyword: TECHNOLOGY-1. Please format your paper carefully according to the online instructions. Submission deadline is August 13, 2010.

Please feel free to get in touch with me with any questions:

Karen Rosenberg, Ph.D.
Writing Center Director
University of Washington Bothell
425.352.3536

[Archive: Deadlines Have Already Passed]

March 31, 2010: International Writing Centers Association (conference) – writingcenters.org/

Andrea plans to submit here; Call for Papers  |  More info from us

February 22, 2010: “Local Knowledge:” 5th Annual UConn Conference on the Teaching of Writing

The University of Connecticut’s Freshman English Program is calling for presentation/panel/roundtable proposals from instructors of writing (in all disciplines and programs) for the Fifth Annual Conference on the Teaching of Writing. While the theme for this year’s conference invites reflection on local knowledge and the role of archives in composition instruction, we encourage presenters to interpret “local knowledge” and “archives” broadly. We also invite proposals on other related topics.The University of Connecticut’s Freshman English Program is calling for presentation/panel/roundtable proposals from instructors of writing (in all disciplines and programs) for the Fifth Annual Conference on the Teaching of Writing. While the theme for this year’s conference invites reflection on local knowledge and the role of archives in composition instruction, we encourage presenters to interpret “local knowledge” and “archives” broadly. We also invite proposals on other related topics. See link for list of topics. http://call-for-papers.sas.upenn.edu/node/35793

Ccrc-fact-book

From CUNY Academic Commons

CUNY Comp/Rhet Fact Book

Intro

This is a page for compiling information about composition/writing classes and resources at the various CUNY Campuses. Ultimately you will be able to search by individual feature (e.g. find all schools with a two-semester sequence, or all schools with an undergrad-staffed writing center). For now, please follow the links below to information about each college campus.

And if you have information to contribute, please do!

List of Colleges

Four-Year Colleges

1. Bernard M. Baruch College
2. Brooklyn College
3. The City College
4. College of Staten Island
5. Hunter College
6. John Jay College of Criminal Justice
7. Lehman College
8. Medgar Evers College
9. New York City College of Technology
10. Queens College
11. York College

Community Colleges

12. Borough of Manhattan Community College
13. Bronx Community College
14. Hostos Community College
15. Kingsborough Community College
16. LaGuardia Community College
17. Queensborough Community College

Honors College and Graduate & Professional Schools

18. Macaulay Honors College
19. The Graduate Center
20. The CUNY School of Law
21. The CUNY Graduate School of Journalism
22. The CUNY School of Public Health
23. The CUNY School of Professional Studies

Ccrc-2010-02-04

From CUNY Academic Commons

Notes from CCRC meeting, Friday, February 5, 2010

Sondra Perl: Digital Storytelling

How does the project change, and how does the product change, when we think digitally?

  • Digital storytelling helps to highlight the ways in which voice counts, because you can hear the writer’s actual, spoken, voice.
  • In fact, the multiple modes (visual, musical, along with text and speech) allow for more control / require more choices. Students care a lot about the music!
  • A piece meant to be 3 minutes long is more like poetry (albeit prose-poetry) than most essays: every word counts, and therefore revision matters more, too.
  • One thing to consider is copyright for images and sound: something to discuss in the classroom.
  • The rhetoric of zoom and pan and transition (using iMovie or similar software) both constrains and enables what is possible visually; this may allow for further reflection on the rhetorical moves of prose that similarly constrain and enable how readers move through a piece. Transition becomes very visible when it becomes visual.
    • But note well: this does not happen automatically.
  • Assessment possibilities
    • As an exercise, have multiple (all?) students digitize the same text. How do different visual or musical choices change the “flavor” of the text?
    • One possibility for assessment is to encourage students to develop the criteria by which the projects will be assessed – perhaps even via youtube comments.

Note that the examples we saw took students ~3.5 – 4 weeks, including peer review and revision for the textual parts, but not for the videos – though that is possible, too.

Links

Berkeley Center for Digital Storytelling: http://www.storycenter.org/

“Where I’m From,” a poem by George Ella Lyon

Kairos: A Journal of Rhetoric, Technology, and Pedagogy http://kairos.technorhetoric.net/

The Jump: The Journal for Undergraduate Multimedia Projects http://jump.cwrl.utexas.edu/

Speaker Series Proposal

CUNY Composition and Rhetoric Community (CCRC)—Speaker Series Proposal

The CUNY Composition and Rhetoric Community (CCRC) would like to raise the funds to bring four speakers, one each semester, over the next four semesters, starting in Fall 2010. Each of these speakers will be luminaries in the field of composition and rhetoric. We intend to invite speakers who can provide both intellectual stimulation and practical advice, thus contributing to our ongoing CUNY-wide discussion about pedagogy and composition theory.

The CUNY Composition and Rhetoric Community is a group of over 100 composition instructors (full-time faculty, graduate students, and part-time faculty) from all CUNY campuses. We have been meeting multiple times a semester since Spring 2008. The group was formed as a way for teachers and scholars of composition and rhetoric to share ideas. While the teaching of writing happens every single day on every CUNY campus, the CCRC marks the first time that there has been an institutional way for instructors to share resources and ideas. In our meetings, we have talked about issues of writing program administration on our individual campuses and within CUNY as a whole. We have also gathered research on CUNY’s long history of writing instruction and assessment, and we have discussed contemporary research in the field of composition and rhetoric. Additionally, members of our group have presented on their current research and courses. A speaker series would help enhance the conversations and work already happening within the CCRC and provide the opportunity to contribute to a dialogue with national scholars.

A visit from a speaker would include a formal talk with a CUNY respondent. We foresee these events as being generative of crucial discussion, one that allows the CUNY composition community to learn from prominent researchers in the field and bring that knowledge back to our campuses, as well as provide an opportunity for composition graduate students from the Graduate Center to hear about the most cutting edge research. We also imagine a speaker visit including one or more informal events, such as a roundtable discussion about relevant issue for writing teachers/administrators.

Last year, Writing Across the Curriculum sponsored an extremely well-attended event at the Graduate Center at which Richard Miller from Rutgers University discussed the digital humanities. We envision a similar kind of event for our own series.

Our intention is to run this speaker series for two years; after the first year, we will assess its successes and benefits to the wider CUNY community. Our hope is that the speaker series will continue beyond the two years and become a regular bi-annual event.

Honorarium: $750-$1000
Publicity: $100
Food: $250
Travel: $500
Lodging: $250

We project that each event will cost approximately $2000. We feel that this is a small cost, particularly considering how many campuses could benefit from these speakers.

Possible speakers include: Deborah Brandt, Victor Villanueva, Bruce Horner, Min-Zhan Lu, John Trimbur, and Nedra Reynolds (see biographies below).

Deborah Brandt is Professor of English at the University of Wisconsin-Madison, and one of the leading voices in literacy studies in the United States today. Her books include Literacy in American Lives, which won the 2003 University of Louisville Grawemeyer Award in Education, and Literacy as Involvement, which won the 1993 NCTE David H. Russell Award for Distinguished Research and Scholarship in English.

Victor Villanueva is Regents Professor at Washington State University, where he has been the recipient of numerous awards, including the Edward R. Meyer Distinguished Professorship in Liberal Arts. He was declared the 2009 Exemplar for the Conference on College Composition and Communications and the 2008 recipient of the National Council of Teachers of English Advancement of People of Color Leadership Award. Dr. Villanueva is the winner the 1995 NCTE David H. Russell Award for Distinguished Research and Scholarship in English and the Conference on English Education’s Richard A. Meade Award for Distinguished Research in English Education. Both awards were for Bootstraps: From an American Academic of Color. He is the editor of NCTE’s Cross-Talk in Comp Theory: A Reader (currently in its second edition), and is the co-editor of Latino/a Discourses (2004), Language Diversity in the Classroom (2003), and Included in English Studies (2002).
Bruce Horner teaches at the University of Louisville, where he holds an appointment as Endowed Chair in Rhetoric and Composition. Much of his teaching and scholarship explores the uses of the ordinary work that is accomplished, or can be, in first-year composition courses, particularly with so-called “basic writers,” students who tend to be dismissed as “not college material.” His books include Terms of Work for Composition and Representing the “Other”: Basic Writers and the Teaching of Basic Writing (co-authored with Min-Zhan Lu).
Min-Zhan Lu is Professor of English at the University of Louisville. Her books include Writing Conventions, Shanghai Quarter: The Crossings of Four Women of China, and Representing the “Other”: Basic Writers and the Teaching of Basic Writing (co-authored with Bruce Horner). She is the recipient of the Mina P. Shaughnessy award, and the author of many highly influential articles, including “An Essay on the Work of Composition: Composing English against the Order of Fast Capitalism.”
John Trimbur is a specialist in composition and writing studies, with interests in cultural studies of literacy and the politics of language in the United States and South Africa. He has published widely on writing theory and has won a number of awards, including the Richard Braddock Award for Outstanding Article (2003) for “English Only and U.S. College Composition,” the James L. Kinneavy Award (2001) for “Agency and the Death of the Author: A Partial Defense of Modernism,” and the College Composition and Communication Outstanding Book Award (1993) for The Politics of Writing Instruction: Postsecondary. He has also published three textbooks The Call to Write (4th ed. 2008), Reading Culture (6th ed. 2007), and A Short Guide to Writing About Chemistry (2nd ed. 2000) and edited the collection Popular Literacy: Studies in Cultural Practices and Poetics (2001).
Nedra P. Reynolds is Professor of Writing and Rhetoric at the University of Rhode Island. She is the author of Geographies of Writing: Inhabiting Places and Encountering Difference and The Bedford Bibliography for Teachers of Writing, as well as numerous articles.

Ccrc-2010-02-05

From CUNY Academic Commons

Notes from CCRC meeting, Friday, February 5, 2010

Sondra Perl: Digital Storytelling

How does the project change, and how does the product change, when we think digitally?

  • Digital storytelling helps to highlight the ways in which voice counts, because you can hear the writer’s actual, spoken, voice.
  • In fact, the multiple modes (visual, musical, along with text and speech) allow for more control / require more choices. Students care a lot about the music!
  • A piece meant to be 3 minutes long is more like poetry (albeit prose-poetry) than most essays: every word counts, and therefore revision matters more, too.
  • One thing to consider is copyright for images and sound: something to discuss in the classroom.
  • The rhetoric of zoom and pan and transition (using iMovie or similar software) both constrains and enables what is possible visually; this may allow for further reflection on the rhetorical moves of prose that similarly constrain and enable how readers move through a piece. Transition becomes very visible when it becomes visual.
    • But note well: this does not happen automatically.
  • Assessment possibilities
    • As an exercise, have multiple (all?) students digitize the same text. How do different visual or musical choices change the “flavor” of the text?
    • One possibility for assessment is to encourage students to develop the criteria by which the projects will be assessed – perhaps even via youtube comments.

Note that the examples we saw took students ~3.5 – 4 weeks, including peer review and revision for the textual parts, but not for the videos – though that is possible, too.

Links

Berkeley Center for Digital Storytelling: http://www.storycenter.org/

“Where I’m From,” a poem by George Ella Lyon

Kairos: A Journal of Rhetoric, Technology, and Pedagogy http://kairos.technorhetoric.net/

The Jump: The Journal for Undergraduate Multimedia Projects http://jump.cwrl.utexas.edu/

Speaker Series Proposal

CUNY Composition and Rhetoric Community (CCRC)—Speaker Series Proposal

The CUNY Composition and Rhetoric Community (CCRC) would like to raise the funds to bring four speakers, one each semester, over the next four semesters, starting in Fall 2010. Each of these speakers will be luminaries in the field of composition and rhetoric. We intend to invite speakers who can provide both intellectual stimulation and practical advice, thus contributing to our ongoing CUNY-wide discussion about pedagogy and composition theory.

The CUNY Composition and Rhetoric Community is a group of over 100 composition instructors (full-time faculty, graduate students, and part-time faculty) from all CUNY campuses. We have been meeting multiple times a semester since Spring 2008. The group was formed as a way for teachers and scholars of composition and rhetoric to share ideas. While the teaching of writing happens every single day on every CUNY campus, the CCRC marks the first time that there has been an institutional way for instructors to share resources and ideas. In our meetings, we have talked about issues of writing program administration on our individual campuses and within CUNY as a whole. We have also gathered research on CUNY’s long history of writing instruction and assessment, and we have discussed contemporary research in the field of composition and rhetoric. Additionally, members of our group have presented on their current research and courses. A speaker series would help enhance the conversations and work already happening within the CCRC and provide the opportunity to contribute to a dialogue with national scholars.

A visit from a speaker would include a formal talk with a CUNY respondent. We foresee these events as being generative of crucial discussion, one that allows the CUNY composition community to learn from prominent researchers in the field and bring that knowledge back to our campuses, as well as provide an opportunity for composition graduate students from the Graduate Center to hear about the most cutting edge research. We also imagine a speaker visit including one or more informal events, such as a roundtable discussion about relevant issue for writing teachers/administrators.

Last year, Writing Across the Curriculum sponsored an extremely well-attended event at the Graduate Center at which Richard Miller from Rutgers University discussed the digital humanities. We envision a similar kind of event for our own series.

Our intention is to run this speaker series for two years; after the first year, we will assess its successes and benefits to the wider CUNY community. Our hope is that the speaker series will continue beyond the two years and become a regular bi-annual event.

Honorarium: $750-$1000
Publicity: $100
Food: $250
Travel: $500
Lodging: $250

We project that each event will cost approximately $2000. We feel that this is a small cost, particularly considering how many campuses could benefit from these speakers.

Possible speakers include: Deborah Brandt, Victor Villanueva, Bruce Horner, Min-Zhan Lu, John Trimbur, and Nedra Reynolds (see biographies below).

Deborah Brandt is Professor of English at the University of Wisconsin-Madison, and one of the leading voices in literacy studies in the United States today. Her books include Literacy in American Lives, which won the 2003 University of Louisville Grawemeyer Award in Education, and Literacy as Involvement, which won the 1993 NCTE David H. Russell Award for Distinguished Research and Scholarship in English.

Victor Villanueva is Regents Professor at Washington State University, where he has been the recipient of numerous awards, including the Edward R. Meyer Distinguished Professorship in Liberal Arts. He was declared the 2009 Exemplar for the Conference on College Composition and Communications and the 2008 recipient of the National Council of Teachers of English Advancement of People of Color Leadership Award. Dr. Villanueva is the winner the 1995 NCTE David H. Russell Award for Distinguished Research and Scholarship in English and the Conference on English Education’s Richard A. Meade Award for Distinguished Research in English Education. Both awards were for Bootstraps: From an American Academic of Color. He is the editor of NCTE’s Cross-Talk in Comp Theory: A Reader (currently in its second edition), and is the co-editor of Latino/a Discourses (2004), Language Diversity in the Classroom (2003), and Included in English Studies (2002).
Bruce Horner teaches at the University of Louisville, where he holds an appointment as Endowed Chair in Rhetoric and Composition. Much of his teaching and scholarship explores the uses of the ordinary work that is accomplished, or can be, in first-year composition courses, particularly with so-called “basic writers,” students who tend to be dismissed as “not college material.” His books include Terms of Work for Composition and Representing the “Other”: Basic Writers and the Teaching of Basic Writing (co-authored with Min-Zhan Lu).
Min-Zhan Lu is Professor of English at the University of Louisville. Her books include Writing Conventions, Shanghai Quarter: The Crossings of Four Women of China, and Representing the “Other”: Basic Writers and the Teaching of Basic Writing (co-authored with Bruce Horner). She is the recipient of the Mina P. Shaughnessy award, and the author of many highly influential articles, including “An Essay on the Work of Composition: Composing English against the Order of Fast Capitalism.”
John Trimbur is a specialist in composition and writing studies, with interests in cultural studies of literacy and the politics of language in the United States and South Africa. He has published widely on writing theory and has won a number of awards, including the Richard Braddock Award for Outstanding Article (2003) for “English Only and U.S. College Composition,” the James L. Kinneavy Award (2001) for “Agency and the Death of the Author: A Partial Defense of Modernism,” and the College Composition and Communication Outstanding Book Award (1993) for The Politics of Writing Instruction: Postsecondary. He has also published three textbooks The Call to Write (4th ed. 2008), Reading Culture (6th ed. 2007), and A Short Guide to Writing About Chemistry (2nd ed. 2000) and edited the collection Popular Literacy: Studies in Cultural Practices and Poetics (2001).
Nedra P. Reynolds is Professor of Writing and Rhetoric at the University of Rhode Island. She is the author of Geographies of Writing: Inhabiting Places and Encountering Difference and The Bedford Bibliography for Teachers of Writing, as well as numerous articles.

GC Comp-Rhet Recurring Activities

From CUNY Academic Commons

The GC Comp/Rhet Community currently runs an informal journal club, meeting about once per week, to keep abreast of current scholarship in the field. Recent and recurring topics of discussion include basic writing and literacy; critical, constructivist, and expressivist pedagogies; discourses of social justice; ethnography, including (but not limited to) classroom studies; new media composition; writing across the curriculum; and the history of composition instruction in the academy. There are also more formal Area Group meetings once per month to discuss long-term planning issues.

In addition, the GC Area Group participates in the meetings and events of the larger CUNY-wide Composition and Rhetoric Community (CCRC), comprised of faculty, students, and staff from the full range of CUNY campuses. Committees in this group are concerned with basic writing, standardized testing, research, social equity, adjunctification, and new media, among other things. Other projects in the works include professional development roundtables with CUNY Comp/Rhet faculty; a visiting speaker series; and writing workshops for feedback on in-progress work, both scholarly and otherwise. We’re also coordinating with the CCRC to launch a conference on issues in writing at urban universities.

GCCRC Weekly Meetings, Fall 2010
GCCRC Weekly Meetings, Spring 2011

Back to the main GC Comp/Rhet Community wiki page.

Ccrc-bibliography

From CUNY Academic Commons

Composition at CUNY: A Bibliography

Contents

Overview

Below is the bibliography of Articles Published by Faculty in Composition and Rhetoric at CUNY (1969-2004, but update if you can) that we are trying to build. We post it here as a wiki so that folks may correct our errors and add to it to make it more comprehensive. Please add only articles or books written by current or past CUNY faculty and articles or books that are explicitly about CUNY. You can edit the list of sources below by hitting the edit button on the right, making the changes and then hitting the Save page button to the bottom left of the editing box.

What we would like to see happen–eventually if not immediately–is an annotated bibliography. For each citation, that is, we would like to see a link to a page which (a) reprints the publication information and (b) adds a paragraph summarizing the article/book and talking about its usefulness and importance to the field, and ultimately (c) tags the article/book for easier navigation by subject.

So why not contribute right now: annotate your own entries or annotate your favorite or the piece that was most influential to you. Thanks in advance for contributing to this important project!

back to CCRC home

Comp/Rhet Scholarship by CUNY faculty

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

A

back to top

B

Babbitt, Marcia. “Making Writing Count in an ESL Learning Community.” Academic Writing Programs, Ed. I. Leki. Alexandria, VA: TESOL. (2001): 49-60.

Babbitt, Marcia. “Strength in Community: Effectiveness of Community in Building College Success.” In Volume I: Pedagogy, Programs, Curricula, and Assessment. Perspectives on Community ESL Series, Ed. M. Spaventa, Alexandria, VA: TESOL. (2006): 61-76.

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Parmegiani, Andrea. TESOL Quarterly. —More info needed–

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Weiner, Harvey S. “The Attack on Basic Writing—and After.” Journal of Basic Writing 17.1 (1998): 96-103.

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Yood, Jessica. “English Studies and the Composition Ph.D.” COMPTales. Eds. Richard Haswell and Min-Zhan Lu. New York: Longman: 1999: 148-9.

Yood, Jessica. “A Reception History of Change-in-Progress: The New Disciplinary Mix in English Studies.” Field of Dreams: Independent Writing Units and the Future of Composition Studies. Eds. Peggy O’Neill, Angela Crow, Larry Burton. Utah: Utah State UP, 2002. 170-186.

Yood, Jessica. “The Next Stage is a System: WAC and the New Knowledge Society.” Across the Disciplines. December 12, 2004.

Yood, Jessica. “Composition’s ‘Third Wave’: Writing New Knowledge Across Old Disciplines.” The Journal of Language and Learning Across the Disciplines. May 2004.

Yood, Jessica. “Present Process: The Making of a Post-Paradigm Academy.” Journal of Basic Writing. 24.2 (2005): 4-25.

Yood, Jessica. “Stating the Discipline: A History of a Genre.” College English. Special issue on Materiality, Genre, and Language Use. Ed. David Bleich. (May 2003): 510-534.

Yood, Jessica and Pat Belanoff. “Reflecting Reflection: History and Progress.” Reflection: A History. Ed. Brian Huot. Urbana, IL: NCTE Press, 2004.

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Articles referring to CUNY and CUNY faculty scholarship

Richardson, Jeanita W. “ ‘Who Shall Be Educated?: The Case of Restricting Remediation at the City University of New York.” Education and Urban Society 37.2 (2005): 174-192.

Saunders, Mary A. “Comment on “Writing and Learning across the Curriculum.” College English 42 (1980) 306-308

(reference to Raimes article and study)

“Structured vs. Unstructured: Two Approaches to Composition.” College Composition and Communication, Vol. 23, No. 3 (Oct., 1972), pp. 310-311

(Workshop Reports with several references to CUNY comp faculty)

Not currently at CUNY but graduated from GC

Whithaus, Carl. Teaching and Evaluating Writing in the Age of Computers and High-stakes Testing. Mahweh, NJ: Lawrence Erlbaum Associates, 2005.

Textbooks

Arkin, Marian, and Cecilia Macheski. Research Papers: A Guide and Workbook. Houghton Mifflin, 2001.

Fergenson, Laraine. Writing with Style: Rhetoric, Reader, Handbook. Holt, Rinehart and Winston, 1989.

Fergenson, Laraine, and Marie-Louise Nickerson. All in One: Basic Writing Text, Workbook, and Reader. Prentice-Hall, 1980; 4th ed. 1999.

Gillespie, Sheena, Tony Pipolo, Terezinha Fonseca. Literature Across Cultures, fifth edition. New York: Pearson/Longman, 2008.

Gillespie, Sheena. Across Cultures: A Reader for Writers, seventh edition. New York: Pearson/Longman, 2008.

Otte, George, and Linda Palumbo. Casts of Thought: Writing In and Against Tradition. Macmillan, 1990.

Otte, George, and Nondita Mason. Writers’ Roles: Enactments of the Process. Harcourt, 1994.

Singer, Jeffrey. Cornerstones: Readings for Writers. New York: McGraw Hill Primis, 2000.

Smoke, Trudy. A Writer’s Workbook: An interactive Writing Text. Cambridge: Cambridge U P, 1996.

Smoke, Trudy. A Writer’s Workbook Teacher’s Manual: An interactive Writing Text. Cambridge: Cambridge
Academic Writing, 2006?

Smoke, Trudy. Making a Difference: A Reader for Writers. Boston: Houghton Mifflin, 1994.

Smoke, Trudy. The World of the Image: Longman Topics Reader. New York: Pearson Longman, 2007.

Smoke, Trudy. A Writer’s Workbook: An Interactive Writing Text for ESL Students. New York: St. Martins Press, 1992.

Smoke, Trudy. A Writer’s Worlds: Explorations Through Readings. New York: St. Martins Press, 1995.

Internal CUNY Publications

Greenberg, Karen L. CUNY Writing Faculty: Practices and Perceptions. New York: Instructional Resource Center, Office of Academic Affairs, CUNY, 1983.

Ryzewic, Susan Remmer. The CUNY Writing Assessment Test: A Three-Year Audit Review, 1979-1981. New York: Instructional Resource Center, Office of Academic Affairs, CUNY, 1982.

Licklider, Patricia. Preparing for the CUNY-ACT Reading and Writing Tests. Boston: Pearson Longman, 2004.

Witlieb, Bernard. Getting Ready for the CUNY-WAT: Writing Assessment Test. New York: Primus Custom Publishing, 1999.

Hauss, Gail. Attendance at the ESL Resource Center and Outcomes in ESL Courses and CUNY Writing Tests. New York: Office of Institutional Research, John Jay College of Criminal Justice, 1993.

Kwalick, Barry. Selected Papers from the 1982 Conference, “New York Writes: Kindergarten Through College.” New York: Instructional Resource Center, Office of Academic Affairs, CUNY, 1983.

McBeth, Mark. “Teacher Self-Awareness and Student Motivation.” Looking Both Ways: High School Teachers Talk about Language and Learning. New York: CUNY Office of Academic Affairs. 31-42. 1999

CUNY Association of Writing Supervisors (CAWS) Writing Problems after a Decade of Open Admissions: Proceedings of the Fifth Annual CUNY Association of Writing Supervisors. New York: Instructional Resource Center, Office of Academic Affairs, CUNY, 1982.

Leon, Victor de. Basic Skills Programs at the City University of New York: English as a Second Language. New York: Instructional Resource Center, Office of Academic Affairs, CUNY, 1981.

CUNY/ Eds. Raphael, Carolyen, Virginia Slaughter, Tulin Duda, Connecting: Integrative Approaches to ESL Teaching and Learning: Selected Papers from the 1985 Annual Conference of the CUNY ESL Council. New York: Instructional Resource Center, Office of Academic Affairs, CUNY, 1986.

Slaughter, Virginia B. and Barry Kwalick. CUNY Bibliography of Basic Skills: A Special Issue of Resource, Newsletter of the Instructional Resource Center, Office of Academic Affairs, CUNY New York: The Center, 1980.

Spielberger, Jeffrey and Virginia Slaughter, Eds. Images and Words: Using Film to Teach Writing. New York: Instructional Resource Center, Office of Academic Affairs, CUNY, 1985.

Brooks, Gay, Jack Gantzer, et al. Research and Practice in ESL Instruction/ Selected Papers from the 1986 CUNY ESL Council Conference. New York: Office of Academic Affairs, CUNY, 1987.

Otte, George, Ed. “Looking Both Ways”: High School and College Teachers Talk about Language and Learning. Office of Academic Affairs, CUNY, 1999.

Otte, George. Writing Programs at the City University of New York. Instructional Resource Center, Office of Academic Affairs, CUNY, 1990.