The End of Composition Studies

Index

245 Index academic discourse, 143–44, 146–47 Ackerman, John, 106 activity theory, 79, 177, 196 Allen, Harold, 161 Anson, Chris, 153–54 Applebee, Arthur, 106–10, 193 Ashton-Jones, Evelyn, 102, 103 Bakhtin, M. M., 9, 82 Bartholomae, Donald, 6 basic writing, 187–88 Bazerman, Charles, 217–18 Bean, John, 125 Beaufort, Anne, 87 Bereiter, Carl, 45, 66 Berkenkotter, Carol, 198, 210 Berlin, James, 7, 78–79, 112–15, 138 Bérubé, Michael, 203–4, 205–6, 208 Beyer, Barry, 102 Bizzell, Patricia, 68, 87 Booth, Wayne, 3 Boyer Commission on Educating Undergraduates , 210–11 Braddock, Richard, 3 Britton, James, 47, 49, 165 Broadhead, Glenn, 82 Brodkey, Linda, 144–46 Brown, Stuart, 195 Caulfield, Peter, 98, 117 Chase, Geoffrey, 95 Chin, Elaine, 60 Christensen, Francis, 3 Coe, Richard, 152 Cole, Michael, 79, 116 composing processes: cognitive model, 67, 69–72; differences in, 64–65; limits of models of, 75–76; models of, 65–68; Nystrand model, 72–74;“pretext ,” 64–65; prewriting, 65–66; revision ,75–76; stage model theory,65–69 Composing Processes of Twelfth Graders, The (Emig), 66 composition studies: “crisis” in, 3–9, 201–4; ends (goals), 1–2; and English studies, 201–2; as a field, 5; limits of, 2–3; as a profession, 5–6; proposal to change, 12–14, 183–98; rhetoric of justification for change in, 204–5; social turn, 9; and the university, 203 Conference on College Composition and Communication (CCCC): class size recommendations, 143; and the New Rhetoric, 3; reports on goals of teaching, 4–6; Task Force on the Preparation of Teachers of Writing, 167–69 Connors, Robert, 65, 143 Cooper, Marilyn M., 78–79, 86, 95 Corbett, Edward, 3 Crowley, Sharon, 7, 143 curriculum. See graduate writing programs ; undergraduate English programs ; writing curriculum proposal Dias, Patrick, 60, 219 discourse communities: as basis for college courses, 187, 188–90; difficulties in conceptualizing, 85–96; and teacher-practitioners,166–67, 176–78 246 Index Dobrin, Sidney, 7 Egendorf, Arthur, 67 Elbow, Peter, 123, 194 Emig, Janet, 66 English Coalition Conference: proposed first-year course, 185–86, 187 English studies: crisis in, 201–4 Enos, Theresa, 195 Erneling, Christina, 97 Faigley, Lester, 3, 28, 86, 138 Flower, Linda, 67, 69–72, 101, 152 Forsberg, L. Lee, 153–54 Freed, Richard, 82 Freedman, Aviva, 8, 29, 81–85, 94, 149, 151–52, 198, 210 Fukuyama, Francis, 1 Fulkerson, Richard, 7, 138 Gee, James Paul, 45, 58–59, 115 Gerber, John, 4 Geisler, Cheryl, 170–71, 198, 210 Gleason, Barbara, 7 Glenn, Cheryl, 65 Grabe, William, 53 graduate writing programs, 220–21 Graff, Gerald, 172 Graff, Harvey, 37 Greenfield, Patricia, 140 Grego, Rhonda, 95 Guide to Composition Pedagogies, A (Tate, Rupiper, and Schick), 137–38 Gundlach, Robert, 58 Halliday, M. A. K., 49 Haring-Smith, Tori, 169 Harmon, David, 37 Harré, Rom, 42 Harris, Joseph, 8, 189 Harris, Muriel, 65 Haswell, Richard, 34 Hawes, Kenneth, 101 Hayes, John, 67, 69–71 Higgins, Lorraine, 101 Hill, Charles, 152 Hillocks, George, 154 Holzman, Michael, 78–79 Horgan, John, 1 How Writing Shapes Thinking (Langer and Applebee), 106–10 Huckin, Thomas, 198, 210 Hunt, Kellogg, 28 instruction. See writing pedagogy Jacobs, Suzanne, 49 Johnson, June, 125 Kameen, Paul, 223 Kaplan, Robert, 53 Kaufer, David, 222 Kellogg, Ronald, 100 Kent, Thomas, 8, 149 Kitzhaber, Albert, 3 knowledge: community-based, 24, 25– 26; conditional, 24, 25; of content, 24–25, 26; of form, 24, 25, 26; general , 24, 25, 26; task-specific, 24, 25– 26. See also writing abilities Krupa, Gene, 122 Kuhn, Thomas, 12 Kurfiss, Joanne, 101 Kutz, Eleanor, 48 Langer, Judith, 106–10 language acquisition, 10, 43, 45; as distinct from“learning,”46. See also language learning Language and Learning (Britton), 47 language development. See language learning language learning, 9–10, 43–45; “learning paradox,” 45; models of, 42–43; stages of development, 44–45. See also language acquisition; learning; learning to write Latterell, Catherine, 169 learning: definition of, 46; as distinct from“acquisition,” 46. See also learning to write; writing pedagogy learning to write, 46–52, 139, 181–82: as apprenticeship, 142, 153–54, 190–93; model of, 141–42. See also learning; writing pedagogy learning theory, 42–43 Index 247 LeCourt, Donna, 217–18 literacy: definitions of, 37; proposals for promoting, 198–99 literacy studies, 37–39 Lloyd-Jones, Richard, 3 Lu, Min-Zhan, 95 MacDonald, Susan Peck, 7 Maimon, Elaine, 217 McCarthy, Lucille, 125–32 McKibbon, Bill, 1 McLeod, Susan 217...