Category: Composition

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GC Comp-Rhet Teaching Spring 2010

From CUNY Academic Commons

Contents

Friday, January 22, 2010, from 3pm-6pm. Room 4406.

sponsored by the Graduate Center English Department and the Composition and Rhetoric Area Group.
Coordinators: Dominique Zino, Diana Epelbaum, and Benjamin Miller

Handouts

You can find our powerpoint slides and handouts on the non-wiki part of the Commons, at the following URL:

https://commons.gc.cuny.edu/groups/gc-comp-rhet-area-group/documents/?category=36847

To view other files, simply change the “January 2010” category to “all categories.”

Useful Links

Discuss this event

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

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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.

Babbitt, Marcia. and Rebecca W. Mlynarczyk. “Keys to Successful Content-based Programs: Administrative Perspectives.” In Content-based College ESL Instruction, ed. L. Kasper, Mahwah, NJ: Lawrence Erlbaum Associates, 2000. 26-47.

Bailey, Nathalie. “ ‘E Pluribus Unum’: Health as Content for a Community of Learners.” Sustained Content Teaching in Academic ESL/EFL: A Practical Approach. Boston: Houghton Mifflin, 1999.

Bailey, Nathalie., 1989. “Discourse Conditioned Tense Variation: Teacher Implications.” In The Dynamic Interlanguage: Empirical Studies in Second Language Variation, M. Eisenstein, (ed.). New York: Plenum Press. pp. 279-296.

Bailey, Nathalie. “Theoretical Implications of the Acquisition of the English Simple Past and Past Progressive: Putting Together the Pieces of the Puzzle,” in Variation in Second Language Acquisition: Psycholinguistic Issues, S.Gass, C. Madden, D. Pressman, and L. Selinker (eds.). England: Mulitlingual Matters, 1989.

Bailey, Nathalie., Miriam Eisenstein, and Caroline Madden, C., 1976. “The Development of Wh- Questions in Adult Second Language Learners.” In On TESOL ’76, J. Fanselow and R. Crymes (eds.), Washington, D.C.: TESOL. pp. 1‑10.

Bailey, Nathalie., Caroline Madden and Stephen Krashen. “Is There a Natural Sequence in Adult Second Language Learning?” Language Learning 24:2 (1974): 235‑244.

Brick, Allan. “First Person Singular, First Person Plural, and Exposition.” College English 43 (1981): 508-515.

Benedicks, Crystal, Peter Gray, Linda Hirsch, McBeth, Mark, Cheryl C. Smith, Mary Soliday, Judith Summerfield, and Jessica Yood. “The City University of New York and the Shaughnessy Legacy: Today’s Scholars Talk Back.” Journal of Basic Writing. 26.2 (2007) 5 – 29.

Benesch, Sarah. “Anorexia: A Feminist EAP Curriculum.” In T. Smoke (Ed.), Adult ESL: Politics, Perspectives, and Pedagogy (pp. 101-114). Mahwah, NJ:Lawrence Erlbaum, 1998.

Benesch, Sarah. Critical English for Academic Purposes: Theory, Politics, and Practice. Mahwah, NJ: Lawrence Erlbaum, 2001.

Benesch, Sarah. “Critical Media Awareness: Teaching Resistance to Interpellation”. In J. Edge (Ed.), (Re)locating TESOL in an Age of Empire (pp.49-64), Palgrave Macmillan Ltd, 2006.

Benesch, Sarah. “Critical Pragmatism: A Politics of L2 Composition.” In T. Silva and P. K. Matsuda (Eds). On Second Language Writing (pp. 161-172). Mahwah, NJ: Lawrence Erlbaum, 2001.

Benesch, Sarah. “Rights Analysis: Studying Power Relations in an Academic Setting.” English for Specific Purposes, 18, 313-327, 1999.

Bruna, Liza, Ian Marshall, Tim McCormack, Leo Parascondola, Wendy Ryden and Carl Whithaus. “Assessing Our Assessments: A Collective Questioning of what Students Need—and Get.” [a roundtable discussion]. Journal of Basic Writing v. 17 no. 1 (Spring 1998): 73-95.

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Clark, J. Elizabeth. “The Digital Imperative,” accepted for inclusion in the print issue of Computers and Composition on Web 2.0 and Writing to be published in 2010.

Clark, J. Elizabeth, Paul Arcario and Marisa Klages. “Developing Core Skills in the Major,” Learning Communities and Student Affairs: Partnering for Powerful Learning. Washington Center, 2007.

Clark, J. Elizabeth, Bret Eynon, Nancy Gross and Hector Graciano. “ePortfolio @ LaGuardia: A Learning Project,” In Transit: The LaGuardia Journal on Teaching and Learning, 1.2 (2006).

Clark, J. Elizabeth. “Versus Verse: Teaching Poets Against the War,” Radical Teacher, 74 (Fall 2005).

Clark, J. Elizabeth, Paul Arcario and Bret Eynon. “Making Connections: Integrated Learning, Integrated Lives,” Peer Review, 7.4 (2005).

Counihan, Beth, Sondra Perl, Tim McCormack and Emily Schnee “Storytelling as Scholarship: A Writerly Approach to Research” English Education 39.4 (2007): 306-325.

Counihan, Beth. “Using Hatha Yoga Breathing Assignments: An Essai.” Teaching with Joy: Educational Practices for the Twenty-First Century. Eds. Sharon Shelton-Colangelo, and Carolina Mancuso. Lanham, MD: Roman and Littlefield, 2006, 25-28.

Counihan, B. “Freshgirls: Overwhelmed by Discordant Pedagogies and the Anxiety of Leaving Home.” Journal of Basic Writing 18.1 (Spring 1999): 91-105.

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DeLuca, Geraldine, Len Fox, Mark-Ameen Johnson and Myra Kogen, eds. Dialogue on Writing: Rethinking ESL, Basic Writing, and First-Year Composition. Lawrence Erlbaum, 2002.

DeLuca, Geraldine. “Headstands, Writing, and the Rhetoric of Radical Self-Acceptance.” Journal of the Assembly for Expanded Perspectives in Learning 11 (2005-2006): pp?

Deen, Rosemary. “Notes to Stella.” College English 54 (1992): 573-584.

Del Principe, Ann. “Paradigm Clashes Among Basic Writing Teachers: Sources of Conflict and a Call for Change.” Journal of Basic Writing 23.1 (Spring 2004): 64-81.

Del Principe, Ann and Janine Graziano-King. “When Timing Isn’t Everything: Resisting the Use of Timed Tests to Assess Writing Ability.” National Council of Teachers of English.

Dickson, Randi. “Developing ‘Real-World Intelligence’: Teaching Argumentative Writing through Debate.” The English Journal 94 (2004): 34-40.

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Eisenstein, Miriam. Nathalie Bailey, and Caroline Madden. “It Takes Two: Contrasting Tasks and Contrasting Structures.” TESOL Quarterly, 16:3, (1982): 381‑394.

English, Hugh. “Difficulty for Whom?: Teachers’ Discourse About Difficult Students.” Conflicts and Crises in the Composition Classroom-and What Instructors Can Do About Them. Ed. Dawn Skorczewski and Matthew Parfitt. Portsmouth, NH: Boynton/Cook, 2003. 119-123.

English, Hugh. “Learning and Unlearning Historical Sexual Identities.” Radical Teacher. 66 (2003): pp?

English, Hugh, and Lydia Nagle. “Ways of Taking Meaning from Texts: Reading in High School and College.” Journal of Basic Writing 21 (2002): pp?

English, Hugh, and Jyotsna Uppal. “Teach Feminist: Pedagogy, Politics, and Process in Women’s Studies.” Cultural Studies/Critical Methodologies. Forthcoming 2004.

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Fergenson, Laraine. Politics and the English Instructor: Using Political Literature to Teach Composition. ERIC, 1992. ED 359 509.

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Gleason, Barbara. “Reasoning the Need: Graduate Education and Basic Writing.” Journal of Basic Writing 25.2 (2006): 49-75.

Gleason, Barbara. “Remediation Phase-Out at CUNY: The ‘Equity versus Excellence’ Controversy.” College Composition and Communication 51 (2000): 488-491.

Gleason, Barbara. “Evaluating Writing Programs in Real Time: The Politics of Remediation.” College Composition and Communication 51 (2000): 560-588.

Gleason, Barbara. “Something of Great Constancy: Storytelling, Story Writing, and Academic Literacy.” Attending to the Margins: Writing, Researching and Teaching on the Front Lines. Eds. Michelle Hall Kells and Valerie Balester. Portsmouth, NH: Heinemann-Boynton/Cook, 1999. 97-113.

Gleason, Barbara. “When the Writing Test Fails: Assessing Assessment at an Urban College.” Writing in Multicultural Settings. Eds. Carol Severino, Juan C. Guerra, and Johnella E. Butler. New York: MLA, 1997. 307-24.

Gray, Peter, Eduardo Marti and Martin Kutnowski. “Towards a Community of Practice.” Community College Journal. April/May 2004.

Greenberg, Karen. The Effects of Variations in Essay Questions of the Writing Performance of CUNY Freshmen. New York: Instructional Resource Center, Office of Academic Affairs, CUNY. 1981

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Haring, Lee and Ellen Foreman. “Folklore in the Freshman Writing Course Folklore in the Freshman Writing Course.” College English 37 (1975): 13-21.

Healy, Patrick. “Using 6 Weeks in the Summer to Offset 4 Years of Poor Training in High School.” The Chronicle of Higher Education 45.4 (September 18 1998): A36-7.

Heller, Dana A. “Silencing the Soundtrack: An Alternative to Marginal Comments.” College Composition and Communication 40 (1989) 210-215.

Hirsch, Linda, et al. Making Meaning, Making Sense: A Guide to Writing Across the Curriculum. New York: Hostos Community College, 2001.

Hirsch, Linda and DeLuca, Carolina. “WAC in an Urban and Bilingual Setting: Writing-to-Learn in English y en Espanol.” Language and Learning Across the Disciplines 6:3 (2003): 61-73. http://wac.colostate.edu/llad/v6n3/v6n3.pdf

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Italia, Paul G. “The Curriculum Loop: The Role of the Writing Task Force in Curriculum Development at CUNY.” Teaching English in the Two-Year College 18 (October 1991): 186-90.

Ives, Summer. “The Relevance of Language Study.” College Composition and Communication 20 (1969): 131-137.

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Kramer, John. “College and University Presidents in Fiction.” The Journal of Higher Education 52 (1981) 81-95.

Kennedy, Eileen. “Writing in Home Dialects: Choosing a Written Discourse in a Teacher Education Class.” The Quarterly 25.2 (2003): 2-6.

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Larson, Richard L. “Selected Bibliography of Research and Writing about the Teaching of Composition, 1977.” College Composition and Communication 29 (1978): 181-194.

Lavin, David E., Richard Alba, and Richard A. Silberstein. Right Versus Privilege: The Open Admission Experiment at the City University of New York. New York: Free P, 1981.

Lavin, David E., and David Hyllegard. Changing the Odds: Open Admissions and the Life Chances of the Disadvantaged. New Haven: Yale UP, 1996.

Laurence, Patricia, Peter Rondinone, Barbara Gleason, Thomas J. Farrell, Paul Hunter, Min-Zhan Lu. “Symposium on Basic Writing, Conflict and Struggle, and the Legacy of Mina Shaughnessy.” College English 55 (1993): 879-903.

Leary, Chris. “When We Remix…We Remake!!!” Reflections on Collaborative Ethnography, The New Digital Ethic, and Test Prep.” Journal of Basic Writing 26.1 (Spring 2007): 88-105.

Lester, Nancy, et al, eds. “Writing Across the Curriculum: A College Snapshot.” Urban Education 38 (2003): 5-34.

Luria, Harriet. Deborah Seymour, and Trudy Smoke, eds. Language and Linguistics in Context: Readings and Applications for Teachers. Mahweh, NJ: Lawrence Erlbaum Associates, 2006.

Lvovich, Natasha. “Sociocultural Identity and Academic Writing: A Second-Language Learner Profile.” Teaching English in the Two-Year College 31.2 (December 2003): 179-92.

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Madden, Caroline, Nathalie Bailey, Miriam Eisenstein, and Lloyd Anderson. “Beyond Statistics in Adult Second Language Learning Research.” In Second Language Acquisition Research, W. Ritchie (ed.), Academic Press, 1978. 109‑ 125.

Mader, Thomas F. “On Presence in Rhetoric.” College Composition and Communication 24 (1973): 375-381.

McCord, Phyllis Frus. “Reading Nonfiction in Composition Courses: From Theory to Practice.” College English 47 (1985): 747-762.

McBeth, Mark. “Memoranda of Fragile Machinery: A Portrait of Mina Shaughnessy as Intellectual Bureaucrat.” Writing Program Administrator. 31.1/2 (Fall/Winter): 48 – 64. 2007.

McBeth, Mark. “Simon Says: A Response from Two Nineteenth-Century Educators.” Journal of the History of Education. (2004): 33.5: 597-602.

McBeth, Mark and Pam Hirsch. Teacher Training at Cambridge: The Initiatives of Oscar Browning and Elizabeth Hughes. Cambridge University. London. Woburn Press, 2004.

McBeth, Mark. “Arrested Development: Revising Remediation at John Jay College of Criminal Justice.” Journal of Basic Writing 25.2 (2006): 76-93.

McBeth, Mark. “Tightrope of Desire: Victorian Student/Teacher Relationships.” Gender, Politics, and the Experience of Education: An International Perspective. London: Woburn Publishers. 2001

McBeth, Mark. “The Queen’s English: A Queery in Contrastive Rhetoric.” Contrastive Rhetoric Theory Revised and Redefined Mahwah, NJ: Lawrence Erlbaum Associates. 2000

McBeth, Mark. “Body Oddities: Hypothetical (Com)Positions from the Physically Extreme.” Journal of the Assembly for Expanded Perspectives on Learning (1998 Winter) 4: 10-24.

McBeth, Mark. “Practice Makes Perfect: Learning to Teach as a Graduate Student.” ADE Bulletin. (Winter) 118:15 – 21. 1997.

Meyers, Lewis. “Texts and Teaching: Basic Writing.” College English 39 (1978): 918-933.

Mlynarczyk, Rebecca Williams Conversations of the Mind: The Uses of Journal Writing for Second-Langauge Learners. Foreword by John S. Mayher. Mahwah, NJ: Lawrence Erlbaum Associates, 1998.

Mlynarczyk, Rebecca Williams and Marcia Babbitt: “The Power of Academic Learning Communities.” Journal of Basic Writing 21.1 (2002): 71-89.

Mlynarczyk, Rebecca Williams with Steven B. Haber: In Our Own Words: Student Writers at Work, 3rd edition. New York: Cambridge University Press, 2005.

Mlynarczyk, Rebecca Williams. “Personal and Academic Writing: Revisiting the Debate.” Journal of Basic Writing 25.1 (2006): 4-25.

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Otte, George. “Sunrise, Sunset: Basic Writing at CUNY’s City College.” in Basic Writing in America, ed. Nicole Greene and Pat McAlexander (Hampton Press, 2008), 21-47.

Otte, George. “High Schools as Crucibles of College Prep: What More Do We Need to Know?” Journal of Basic Writing 21.2 (2002): 106–120.

Otte, George. “The Improving Power of e-Conversation.” In Teaching/Writing in the Late Age of Print, ed. Johnson, Galin, and Haviland (Hampton Press, 2002), 85-97.

Otte, George, and Terence Collins. “Basic Writing and New Technologies.” BWe: Basic Writing e-Journal 1.1 (1999).

Otte, George. “In-Voicing: Beyond the Voice Debate.” In Pedagogy: The Question of Impersonation, ed. Jane Gallop (Indiana UP, 1996), 147-154.

Otte, George. “Yes (and No) to a Double Standard.” College ESL 6 (1996): 16-28.

Otte, George. “Why Read What?: The Politics of Composition Anthologies.” Journal of Advanced Composition 12 (1992): 137-49.

Otte, George. “Computer-Adjusted Errors and Expectations.” Journal of Basic Writing 10.2 (1991): 71–86.

Otte, George. “The Deference Due the Oracle: Computerized Text Analysis in a Basic Writing Class.” Journal of Basic Writing 8 (1989): 46-56.

Otte, George. “What Do Writing Teachers Think?” WPA: Writing Program Administration 12 (1989): 31-41.

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

Parmegiani, Andrea. “Language Ownership in Multilingual Settings: Exploring Attitudes Among Students Entering the University of KwaZulu-Natal through the Access Program.” Stellenbosch Papers in Linguistics 38 (2008): 107-124.

Peritz, Janice Haney. “Making a Place for the Poetic in Academic Writing.” College Composition and Communication 44 (1993): 380-385.

Perl, Sondra. “The New Students: A Dialectic between Language and Learning.” ADE Bulletin. (Sept. 1975): 48-51.

Perl, Sondra. “Unskilled Writers as Composers.” New York University Education Quarterly. (Spring, 1979): 17-22.

Perl, Sondra. “The Composing Processes of Unskilled College Writers.” Research in the Teaching of English. (December 1979): 317-36.

Perl, Sondra. “Understanding Composing.” College Composition and Communication. (December 1980): 363-369.

Perl, Sondra. “The State of the Art in Composition.” ADE Bulletin. (February 1980): 44-46.

Perl, Sondra. “A Look at Basic Writers in the Process of Composing.” Basic Writing: Essays for Teachers, Researchers and Administrators. Eds. Dan Hoeber and Lawrence Kasden. Urbana, Il: NCTE, 1980, 13-32.

Perl, Sondra. “Creativity and the Composing Classroom: Making Thought Visible.” Arizona English Bulletin. (November 1982): 28-32.

Perl, Sondra. “How Teachers Teach the Writing Process: An Overview of an Ethnographic Research Project.” The Elementary School Journal. (September 1983): 19-24.

Perl, Sondra. “Reflections on Ethnography and Writing.” The English Record. (Fourth Quarter, 1983): 10-11.

Perl, Sondra. Through Teachers Eyes: Portraits of Writing Teachers at Work. Portsmouth, NH: Heinemann, 1986/1998 (with Nancy Wilson).

Perl, Sondra. “The Process of Creative Discovery: Theory, Research and Implications for Teaching.” The Territory of Language: Linguistics, Stylistics, and the Teaching of Composition. Ed. Donald McQuade. Carbondale, IL: Southern Illinois UP, 1986, 251-268 (with Arthur Egendorf).

Perl, Sondra. “Through Teachers’ Eyes: Reflections on Ethnography and Writing.” Research in Literacy: Merging Perspectives. Eds. John Readance & R. Scott Baldwin. Rochester, NY: National Reading Conference, 1987, 287-295.

Perl, Sondra, ed. Landmark Essays on Writing Process. Mahwah: NJ: Lawrence Erlbaum, 1994.

Perl, Sondra. “A Writer’s Way of Knowing: Guidelines for Composing.” Presence of Mind: Writing and the Domain Beyond the Cognitive. Eds. Alice Brand and Richard Graves, Portsmouth, NH: Boynton/ Cook, 1994.

Perl, Sondra. “Composing Texts, Composing Lives.” Harvard Educational Review 64 (1994): 427-449.

Perl, Sondra. “Early Work on Composing: Lessons and Illuminations.” Perspectives on Writing: Theory, Research, Practice. Eds. Beth Boehm, Debra Journet and Mary Rosner. Stamford, CT: Ablex. 1997. 83-98.

Perl, Sondra. “Facing the Other: The Emergence of Ethics and Selfhood in a Cross-Cultural Writing Classroom.” Narration as Knowledge: Tales of the Teaching Life. Ed. Joseph Trimmer. Portsmouth, NH: Boynton/Cook, 1997. 173-190.

Perl, Sondra. “Composing a Pleasurable Life.” Women/Writing/Teaching. Ed. Jan Schmidt. Albany, NY: SUNY Press, 1998. 239-253.

Perl, Sondra. “What We Learned in Looking Both Ways” High School and College Teachers Talk about Language and Learning. Ed. George Otte. NY: CUNY Office of Academic Affairs, 1999. 96-101.

Perl, Sondra. “Running Roughshod: An Ethical Dilemma in Creative Nonfiction.” Writing on the Edge. (Fall/Winter, 2001): 35-40.

Perl, Sondra. “Dear Peter: A Collage in Several Voices.” Writing with Elbow. Eds. Pat Belanoff, Marcia Dickson, Sheryl Fontaine, Charles Moran. Logan, UT: Utah State University Press, 2002. 253-267.

Perl, Sondra. Felt Sense: Writing with the Body. Portsmouth, NH: Boynton/Cook-Heinemann, 2004.

Perl, Sondra. “Writing the Holocaust: The Transformative Power of Response Journals.” Teaching the Representation of the Holocaust. Eds. Irene Kacandes and Marianne Hirsch. NY: MLA, 2004.

Perl, Sondra. On Austrian Soil: Teaching Those I Was Taught to Hate. Albany, NY: SUNY Press, 2005.

Perl, Sondra. Writing True: The Art and Craft of Creative Nonfiction. Boston, MA: Houghton Mifflin, 2006 (with Mimi Schwartz).

Perl, Sondra. “Worlds of Possibility: A Review of Mike Rose’s An Open Language.” National Writing Project Quarterly. Summer, 2007.

Perl, Sondra. “Storytelling as Scholarship: A Writerly Approach to Research.” English Education. (July 2007): 306-325 (with Beth Counihan, Tim McCormack, and Emily Schnee).

Pita, Marianne and Sharon Utakis. “Educational Policy for the Transnational Dominican Community.” Journal of Language, Identity and Education. 1.4 (2002): 317-328.

Pita, Marianne and Sharon Utakis.”Educational Policy for the Transnational Dominican Community.” In H. Luria, D.M. Seymour & T. Smoke (Eds.) Language and Linguistics in Context: Readings and Applications for Teachers. (pp. 333-342) Mahwah, NJ: Lawrence Erlbaum, 2005. [reprint of 2002 article]

Pita, Marianne and Sharon Utakis. “Placing Our Students at the Center of the Curriculum: Literature for Dominican-Americans.” Community College Humanities Review. 25.2 (Fall 2004-2005): 1-8.

Ponsot, Marie and Rosemary Deen. Beat Not the Poor Desk: Writing: What to Teach, How to Teach it and Why. Upper Montclair, NJ: Boynton/Cook, 1982.

Ponsot, Marie. “Total Immersion.” Journal of Basic Writing 1.2 (1976): 31-43.

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Raimes, Ann. “Writing and Learning across the Curriculum: The Experience of a Faculty Seminar.” College English 41 (1980): 797-801.

Raimes, Ann. “Tradition and Revolution in ESL Teaching.” TESOL Quarterly 17 (1983) 535-552.

Raimes, Ann. “What Unskilled ESL Students Do as They Write: A Classroom Study of Composing.” TESOL Quarterly 19 (1985): 229-258.

Raimes, Ann. “The TOEFL Test of Written English: Causes for Concern.” TESOL Quarterly 24 (1990): 427-442.

Raimes, Ann. “Out of the Woods: Emerging Traditions in the Teaching of Writing.” TESOL Quarterly 25 (1991) 407-430.

Rorschach, Elizabeth. “The Five-Paragraph Theme Redux.” The Quarterly 26.1 (2004): 16-25.

Rose, Lisa, and Rachel Theilheimer. “You Write What You Know: Writing, Learning, and Student Construction of Knowledge.” The WAC Journal 13 (2002): pp?

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Scott, Don. “Fashioning a Liberal Arts Curriculum for the 21st Century.” Q: The Magazine of Queens College. Fall 2004

Shaughnessy, Mina. “Open Admissions and the Disadvantaged Teacher.” College Composition and Communication. December 1973.

Shaughnessy, Mina. “Diving In: An Introduction to Basic Writing.” College Composition and Communication. October 1976.

Shaughnessy, Mina. “Some Needed Research on Writing.” College Composition and Communication. December 1977.

Shaughnessy, Mina. Errors and Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford University Press, 1979.

Shaughnessy, Mina. “Statement on Criteria for Writing Proficiency.” Journal of Basic Writing. Fall/Winter 1980.

Shaughnessy, Mina. “The English Professor’s Malady.” Journal of Basic Writing. Spring 1994.

Shaughnessy, Mina. “Open Admissions and the Disadvantaged Teacher.” College Composition and Communication 24.5 (1973): 401-04.

Shaughnessy, Mina. “Diving In: An Introduction to Basic Writing.” College Composition and Communication 27.3 (1976): 234-39.

Shaughnessy, Mina. “The Miserable Truth.” Journal of Basic Writing 17.2 (1998): 106-12.

Shenkman, Harriet, and Susan Polirstock, Eds. The Scholarship of Teaching: Faculty Development Through Cross Campus Collaboration. Bronx Community College Center for Teaching Excellence, 2007.

Shor, Ira. “Illegal Literacy.” Journal of Basic Writing 19.1 (2001): 100-112.

Shor, Ira. Culture Wars: School and Society in the Conservative Restoration. Boston: Routledge & K. Paul, 1986.

Shor, Ira. “Our Apartheid: Writing Instruction and Inequality.” Journal of Basic Writing 16.1 (1980): 91-119.

Shor, Ira. Critical Teaching and Everyday Life. Boston: South End Press, 1980.

Smoke, Trudy. “Lessons from Ming: Helping Students Use Writing to Learn.” Crossing the Curriculum: Multilingual Learners in College Classrooms. Eds. Vivian Zamel and Ruth Spack. Lawrence Erlbaum Publishers, 2003.

Smoke, Trudy. Adult ESL: Politics, Pedagogy, and Participation in Classroom and Community Programs. Mahweh, NJ: Lawrenced Erlbaum Associates, 1998.

Smith, Cheryl. “Technologies for Transcending a Focus on Error: Blogs and Democratic Aspirations in First-Year Composition.” Journal of Basic Writing 27.1 (2008): 35-60.

Soliday, Mary. “Translating Self and Difference through Literacy Narratives.” College English 56 (1994): 511-526.

Soliday, Mary. “Towards a Consciousness of Language: A Language Pedagogy for Multicultural Classrooms.” Journal of Basic Writing 16.2 (1997): 62–73.

Soliday, Mary “Class Dismissed.” College English 61 (1999): 731-741.

Soliday, Mary. “Translating Self and Difference Through Literacy Narratives.” Dialogue on Writing: Rethinking ESL, Basic Writing, and First-Year Composition. Geraldine DeLuca, et al, eds. Lawrence Erlbaum, 2002.

Soliday, Mary. The Politics of Remediation. Pittsburgh: U of Pittsburgh P, 2002.

Soliday, Mary. “Mina P. Shaughnessy and the Second Chance.” Encounter 16 (2003):15-18.

Soliday, Mary. “Reading Student Writing with Anthropologists: Stance and Judgement in College Writing.” College Composition and Communication. 56 (2004): 72-93.

Soliday, Mary. “Reading Student Writing with Anthropologists: Stance and Judgment in College Writing.” College Composition and Communication 56 (2004): 72-93.

Soliday, Mary, and Barbara Gleason. “From Remediation to Enrichment: Evaluating a Mainstreaming Project.” Journal of Basic Writing 16 (1997): 64-78.

Song, Bailin. “Content-based ESL Instruction: Long-term Effects and Outcomes.” English for Specific Purposes 25, (2006): 420-437.

Song, Balin and Bonne August. “Using Portfolios to Assess the Writing of ESL Students: A Powerful Alternative.” Journal of Second Language Writing 11 (2002): 49-73.

Stanley, Linda C. A Two-Tiered Writing Program for the Technology Curriculum. Teaching English in the Two-Year College. 1991. ?

Stanley, Linda C. and Joanna Ambron, eds. Writing Across the Curriculum in Community Colleges. ERIC No. 73, Spring 1991. Jossey-Bass Inc. Publishers. 112. ?

Stanley, Linda and Joyce Sigurdsson. Close-up on Composition. Belmont, CA: Wadsworth Publishing Co., 1980.

Sternglass, Marilyn S. “Applications of the Wilkinson Model of Writing Maturity to College Writing.” College Composition and Communication 33.2 (May, 1982): 167-175.

Sternglass, Marilyn S. “Assessing Reading, Writing, and Reasoning.” College English 43. 3 (Mar., 1981): 269-275.

Sternglass, Marilyn S. “The Changing Perception of the Role of Writing: From Basic Writing to Discipline Courses.” Basic Writing e-Journal 2.2 (2000).

Sternglass, Marilyn S. “Close Similarities in Dialect Features of Black and White College Students in Remedial Composition Classes.” TESOL Quarterly 8(1974): 271-283.

Sternglass, Marilyn S. “Composition Teacher as Reading Teacher.” College Composition and Communication 27.4 (Dec 76): 378-82.

Sternglass, Marilyn S. “High School Teachers Teaching College Composition: Implementing a Collaborative High School-University Project.” Journal of Teaching Writing 3.2 (Fall 1984): 249-61.

Sternglass, Marilyn S. “How Useful Are Readability Formulas to Content-Area Teachers in Community Colleges?” Community College Frontiers 4.2 (Win 76): 24-28,49.

Sternglass, Marilyn S. “Instructional Implications of Three Conceptual Models of Reading/Writing Relationships.” English Quarterly 20.3 (Fall 1987): 184-93

Sternglass, Marilyn S. “The Need for Conceptualizing at All Levels of Writing Instruction.” Journal of Basic Writing 8.2 (Fall 1989): 87-98.

Sternglass, Marilyn S. “The Relationship of Task Demands to Cognitive Level.” Educational Review 38.2 June (1986): 161 – 168.

Sternglass, Marilyn S. “Retrospective Accounts of Language and Learning Processes.” Written Communication 3.3 (Jul 1986): 297-323

Sternglass, Marilyn S. “Students Deserve Enough Time to Prove that They Can Succeed.” Journal of Basic Writing 18.1 (1999): 3-20.

Sternglass, Marilyn S. Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level. Mahwah, NJ: Lawrence Erlbaum, 1997.

Summerfield, Judith and Crystal Benedicks, eds. Reclaiming the Public University: Conversations on General and Liberal Education. New York: Peter Lang Publishing, 2007.

Summerfield, Judith, et al. “The City University of New York and the Shaughnessy Legacy: Today’s Scholars Talk Back.” Journal of Basic Writing 26.2 (2007): 5-29.

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Ticke, L. “Opening dialogue: Students respond to teacher comments in a psychology classroom.” The WAC Journal (2003). 14, 19-35.

Treglia, Maria Ornella. “Feedback on Feedback: Exploring Student Responses to Teachers’ Written Commentary.” Journal of Basic Writing 27.1 (2008): 105-137.

Trillin, Alice Stewart. Teaching Basic Skills in College: A Guide to Objectives, Skills Assessment, Course Content, Teaching Methods, Support Services, and Administration. San Francisco: Jossey-Bass, 1980.

Troyka, Lynn Q., “How We Have Failed the Basic Writing Enterprise.” Journal of Basic Writing 19.1 (2000): 36-42.

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Utakis, Sharon and Marianne Pita. “An Educational Policy for Negotiating Transnationalism: The Dominican Community in New York City.” In S. Canagarajah (Ed.) Reclaiming the Local in Language Policy and Practice. (pp. 147-165) Mahwah, NJ: Lawrence Erlbaum, 2005.

Utakis, Sharon and Marianne Pita. “Un Pie Adentro y Otro Afuera: Composition Instruction for Transnational Dominicans in Higher Education.” Eds. Cristina Kirklighter, Diana Cárdenas, and Susan Wolff Murphy. Teaching Writing with Latino/a Students: Lessons Learned at Hispanic-Serving Institutions. (pp. 119-132) Albany, NY: State University of New York Press, 2007.

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Volpe, Edmond L. “The Confessions of a Fallen Man: Ascent to the D. A.” College English 33 (1972): 765-779.

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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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Y

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.

GC Comp/Rhet Area Group

From CUNY Academic Commons

Contents

Who We Are

The Graduate Center Composition and Rhetoric Community (GCCRC) currently meets about once per week during the semester. Each meeting addresses a theme or issue relating to the field of composition and rhetoric as well as what is on our minds as graduate students in the field. Recent 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; the digital humanities; writing across the curriculum; and the history of composition instruction in the academy. As we aim to understand how current scholarship may influence our teaching experiences and classroom strategies, our conversations often result in individual and collaborative projects members choose to pursue outside of the meetings. Individuals from the group–and even entire panels of GCCRC members–have presented at national conferences, including the Conference on College Composition and Communication (CCCC), the Modern Languages Association (MLA) Annual Convention, the Writing Program Administrators (WPA) Conference, and the Lavender Languages and Linguistics Conference.

At the local level, the GCCRC has developed two main sources of support for teachers of writing: an annual intersession teaching workshop that takes place in January (to build on the summer orientation sessions new teachers attend in August), and a cross-campus intervisitation program in which students sign up to visit the classroom of other CUNY teachers in order to reflect on their own teaching practices. In addition, the GCCRC 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. The CCRC sponsors a visiting speaker series that hosts some of the most prominent scholars in the field at a different CUNY campus each semester.

Affiliated groups: CUNY-wide Composition and Rhetoric Community (CCRC), Writing Program Administrators-New York Metro Area Affiliate

If you’d like to learn more about the GCCRC or join our list serv, please contact us!

If you’d like more information about the CUNY Intervisitation Initiative, please contact Diana Epelbaum at diana.epelbaum@gmail.com.

Currently matriculated students may sign our DSC roster here. And all are welcome to view or join our Academic Commons group. If you’re looking for our cross-campus affiliate group, the CUNY-Wide Composition and Rhetoric Community (CCRC), you can find them here.

Activities and Projects

Affiliated faculty

Sondra Perl
Mark McBeth
Jessica Yood

Ira Shor
George Otte
Rebecca Mlynarczyk (ret.)

Getting Involved

Interested in adding comp-rhet related pages? Edit this page to add a brief description and a link to the new page in a list below.[[Category:]]

GC Composition and Rhetoric Community

From CUNY Academic Commons

Contents

Who We Are

The Graduate Center Composition and Rhetoric Community (GCCRC) currently meets about once per week during the semester. Each meeting addresses a theme or issue relating to the field of composition and rhetoric as well as what is on our minds as graduate students in the field. Recent 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; the digital humanities; writing across the curriculum; and the history of composition instruction in the academy. As we aim to understand how current scholarship may influence our teaching experiences and classroom strategies, our conversations often result in individual and collaborative projects members choose to pursue outside of the meetings. Individuals from the group–and even entire panels of GCCRC members–have presented at national conferences, including the Conference on College Composition and Communication (CCCC), the Modern Languages Association (MLA) Annual Convention, the Writing Program Administrators (WPA) Conference, and the Lavender Languages and Linguistics Conference.

At the local level, the GCCRC has developed two main sources of support for teachers of writing: an annual intersession teaching workshop that takes place in January (to build on the summer orientation sessions new teachers attend in August), and a cross-campus intervisitation program in which students sign up to visit the classroom of other CUNY teachers in order to reflect on their own teaching practices. In addition, the GCCRC 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. The CCRC sponsors a visiting speaker series that hosts some of the most prominent scholars in the field at a different CUNY campus each semester.

Affiliated groups: CUNY-wide Composition and Rhetoric Community (CCRC), Writing Program Administrators-New York Metro Area Affiliate

If you’d like to learn more about the GCCRC or join our list serv, please contact us!

If you’d like more information about the CUNY Intervisitation Initiative, please contact Diana Epelbaum at diana.epelbaum@gmail.com.

Currently matriculated students may sign our DSC roster here. And all are welcome to view or join our Academic Commons group. If you’re looking for our cross-campus affiliate group, the CUNY-Wide Composition and Rhetoric Community (CCRC), you can find them here.

Activities and Projects

Affiliated faculty

Sondra Perl
Mark McBeth
Jessica Yood

Ira Shor
George Otte
Rebecca Mlynarczyk (ret.)

Getting Involved

Interested in adding comp-rhet related pages? Edit this page to add a brief description and a link to the new page in a list below.[[Category:]]