Writing and Power : A Critical Introduction to Composition Studies.

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgments -- Introduction -- Rewriting Writing -- (Passive) Aggressive Progressives -- Ideology -- The Centrality of Subjectivity: My Evolving/Revolving Positions(s) in Context -- Getting through the Gate -- Oppressive Progressives -- Methodology -- Structure of the Book -- Who Might Want to Read This Book -- 1 The Traditional Approach -- The Social Construction of the New Rhetoric -- The Institutionalization of Comp I and II -- Shaping Writing Instruction and the Expansion of English Studies -- The Transformation of Rhetoric -- A Last-Ditch Effort for Status and Control: The Traditional Approach -- Remediation and Fragmentation -- A Space and Place in the Academy -- 2 The Cognitive Approach -- Noam Chomsky versus B. F. Skinner: The Primacy of Cognition -- Jerome Bruner and Process -- Product versus Process -- John Locke, the Empiricist, versus René Descartes, the Rationalist -- Writing Research: Cognition and Process -- Teaching Writing: The Cognitive Approach -- Teacher and Student: Equal in Status? -- Establishing a Niche in the Academy -- Making It in Academia -- 3 The Expressive Approach -- Discovery of Meaning -- The Social Construction of Form -- The Privileging of "Appropriate" Forms -- Research on Teacher Response to Student Writing -- The Rubric of Facilitator -- Meaning Making -- "Responding to Student Writing": An Analysis of Context, Motive, and Form -- Research Context and Textual Form -- Doing Science -- The Study -- So, How Do Students Fare? -- 4 The Social/Cultural Approach -- Writing as Social Practice(s) -- Rap (and a Black Man's Poetry) in the Classroom -- Discourse Communities -- Success or Failure -- The Social Construction of Form(s) -- Explicit Teaching of Form: Anathema to Process Approach Adherents.

Border Patrol in the Academy -- Maintaining the Status Quo: An Academic Accolade -- Reaching Toward the Not Yet -- 5 The Social Construction of a Writing Instructor: Sarah's Ideology -- And What Do You Want to Be When You Grow Up? -- Part-Timers: Servitude and the Creation of an Underclass -- Life beyond Teaching Writing: Just a Glimpse -- Hierarchical Structures -- The Colonization of Writing -- Part-Timers: Maintenance of an Underclass -- Back to Sarah's Story -- Anyone Can Teach ESL -- On to a Master's Degree -- Developing an Ideology of Teaching: Graduate Study and Practical Experience -- Out of the Public School System and on to Composition -- Sarah's Emergent Ideology -- 6 From Ideology to Practice: Sarah Teaching -- Establishing Status as a Discipline -- Writing Classes Are Serious Classes -- Academic Writing -- The Academic "We" -- The Paragraph -- But One-Sentence Paragraphs Do Exist! -- The Rules Are Firmly Established -- Choosing a Research Topic and Source Materials -- More Numbers -- Summarizing and Paraphrasing -- Cognitive Approach Put to Practice -- Concluding Comments -- 7 Proficient Student Writers in Context: Alan's and Zola's Stories -- Alan: My Student -- Zola: The Resisting Student -- 8 Less-Proficient Student Writers in Context: Tan's and Araya's Stories -- Tan: The Networker -- Araya: The Silent(ced) One -- 9 The Dialogical Construction of Success: Alan in Conference -- In Sync -- On Time -- Maintaining Face -- The Conference Begins -- Spelling, Punctuation, and Grammar -- Confusion -- Back on Track -- Alan Insinuates Himself into the Discourse of the Academy -- How to Get an Extension -- Fill-in-the-Blank -- Second Conference -- 10 Student and Instructor Spar for Control: Zola in Conference -- Who Is in Control Anyway? -- Do Not Speak of Grades -- How to Not Get an Extension -- Minor Editing: Who Gets Help and Who Does Not.

Zola Speaks to the Issues -- Structural Confusion -- Back on Track -- 11 Oral Competence Supersedes Written Competence: Tan in Conference -- Privileging the Instructor's Position -- Power in Powerlessness -- Eliciting Compliments -- The Second Conference: Getting Personal -- Getting Explicit and Helpful Feedback -- Joking -- Terrible Confusion, Great Frustration -- A Teachable Moment Lost -- Decontextualizing a Sentence -- Final Grade -- 12 Discourse without Dialogue: Araya in Conference -- Stranger in a Strange Land -- Least Proficient, Least Feedback -- Speaking outside the Text -- Sarah's Implicit Assumptions -- Lecturing in Conference -- Sarah's Efforts to Get to the Text -- Access Denied -- 13 The Writing Course Overall and After All -- Students' Topic Choices -- Student Grades on Papers and in the Course -- Writing Conference Analysis -- Self-Reflection: My Behavior with Students -- The Nature of Beginnings and Endings -- This Is the End, My Friend -- Sarah's Final Overall Perceptions of the Four Students -- Tertiary Knowledge -- Ideological Perspective -- 14 Speaking Bitterness, Offering Hope: Concluding Comments -- Historical and Present-Day Racism -- Establishing Writing as a Discipline -- Institutions Need to Change -- The Assault against Access -- Legacy, Athletes, and Affirmative Action -- Rethinking the Teaching of Writing -- And What of Writing Teachers? -- My Writing Courses -- Stepping outside Oneself -- My Writing Courses -- The Different Worlds of Teaching Writing -- Writing Is a Social Act -- Identifying Oneself as an Outsider -- Problematic Practices -- Appendix: Interviewing Sarah and the Students -- Narrative Analysis -- Case Studies -- Student-Teacher Interactions -- Tertiary Knowledge -- References -- Index.

A much needed alternative to the more traditional texts used to teach writing instruction.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.