Sat, 26 Jul 2008 08:03:10 BST CiteULike: senioritis's comp_studies http://www.citeulike.org/user/senioritis/tag/comp_studies CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/senioritis/article/2358002 <i>College English, Vol. 36, No. 2. (1974), pp. 219-220.</i> Teaching Composition: A Position Statement <i>college College English, Vol. 36, No. 2. (1974), pp. 219-220. 2008-02-09T16:11:18-00:00 1974 College English 36 2 219 220 comp_studies curriculum wpa http://www.citeulike.org/user/senioritis/article/2353232 <i>(28 November 2007)</i><br /><br /><div><i>A Counter-History of Composition</i> contests the foundational disciplinary assumption that vitalism and contemporary rhetoric represent opposing, disconnected poles in the writing tradition. Vitalism has been historically linked to expressivism and concurrently dismissed as innate, intuitive, and unteachable, whereas rhetoric is seen as a rational, teachable method for producing argumentative texts. Counter to this, Byron Hawk identifies vitalism as the ground for producing rhetorical texts-the product of complex material relations rather than the product of chance. Through insightful historical analysis ranging from classical Greek rhetoric to contemporary complexity theory, Hawk defines three forms of vitalism (oppositional, investigative, and complex) and argues for their application in the environments where students write and think today.<br><br> <br><br>Hawk proposes that complex vitalism will prove a useful tool in formulating post-dialectical pedagogies, most notably in the context of emerging digital media. He relates two specific examples of applying complex vitalism in the classroom and calls for the reexamination and reinvention of current self-limiting pedagogies to incorporate vitalism and complexity theory. <br><br></div> A Counter-History of Composition: Toward Methodologies of Complexity (Pitt Comp Literacy Culture) Byron Hawk (28 November 2007) 2008-02-08T12:39:17-00:00 2007 University of Pittsburgh Press 611 comp_studies http://www.citeulike.org/user/senioritis/article/2351084 <i>(2004), pp. 11-35.</i> Composition as Management Science Marc Bousquet (2004), pp. 11-35. 2008-02-08T00:55:58-00:00 2004 11 35 Southern Illinois UP 712 comp_studies economics management wpa http://www.citeulike.org/user/senioritis/article/1216224 <i>Written Communication, Vol. 22, No. 2. (April 2005), pp. 198-223.</i><br /><br />This article documents aspects of the history of support for scholarship by two professional organizations involved with teaching composition at the postsecondary level: the National Council of Teachers of English (NCTE) and the Conference on College Composition and Communication (CCCC). Evidence is found that for the past two decades, the two organizations have substantially withdrawn their sponsorship of one kind of scholarship. That scholarship is defined as RAD: replicable, aggregable, and data supported. The history of RAD scholarship as published in NCTE and CCCC books and journals, compared to that published elsewhere, is traced from 1940 to 1999 in three areas: teaching of the research paper, gain in writing skills during a writing course, and methods of peer critique. The history of NCTE and CCCC attempts at scholarly bibliography is also traced. Implications are considered for the future of the study of college composition as an academic discipline. NCTE/CCCC's Recent War on Scholarship Richard Haswell Written Communication, Vol. 22, No. 2. (April 2005), pp. 198-223. 2007-04-08T19:41:36-00:00 2005 Written Communication 22 2 198 223 comp_studies ncte research http://www.citeulike.org/user/senioritis/article/1166640 <i>The Modern Language Journal, Vol. 88, No. 1. (2004), pp. 1-13.</i><br /><br />This intellectual history of the disciplinary roots of second language (L2) writing research and pedagogy in English examines the influences of its feeder disciplines, composition studies and applied linguistics, and their parent disciplines, rhetoric and linguistics. After a brief history of L2 writing's two grandparent disciplines (rhetoric and linguistics) and its two parent disciplines (composition studies and applied linguistics), the article focuses on the effect of the two parent disciplines' conflicting identities. Whereas L2 writing benefits from its invigorating position at the confluence of these two intellectual streams, it has also been pulled in different incompatible directions resulting from differences, and even similarities, between applied linguistics' and composition studies' inquiry paradigms and traditions, their intellectual identities, and the material disciplinary manifestations of their organizations, conferences, and publications. A brief history of L2 writing pedagogy and research demonstrates the push and pull of the conflicting influences of its feeder disciplines. Family Matters: The Influence of Applied Linguistics and Composition Studies on Second Language Writing Studies-Past, Present, and Future Tony Silva Ilona Leki doi:10.1111/j.0026-7902.2004.00215.x The Modern Language Journal, Vol. 88, No. 1. (2004), pp. 1-13. 2007-03-16T02:31:28-00:00 2004 The Modern Language Journal 88 1 1 13 comp_studies l2 linguistics