| Acknowledgments |
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xi | |
| Introduction |
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1 | (158) |
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5 | (1) |
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(Passive) Aggressive Progressives |
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6 | (1) |
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7 | (2) |
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The Centrality of Subjectivity: My Evolving/Revolving Positions(s) in Context |
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9 | (1) |
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10 | (1) |
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11 | (1) |
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12 | (3) |
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15 | (4) |
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Who Might Want to Read This Book |
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19 | (2) |
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1 The Traditional Approach |
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21 | (10) |
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The Social Construction of the New Rhetoric |
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22 | (2) |
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The Institutionalization of Comp I and II |
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24 | (1) |
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Shaping Writing Instruction and the Expansion of English Studies |
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24 | (1) |
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The Transformation of Rhetoric |
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25 | (1) |
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A Last-Ditch Effort for Status and Control: The Traditional Approach |
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26 | (1) |
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Remediation and Fragmentation |
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27 | (1) |
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A Space and Place in the Academy |
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28 | (3) |
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31 | (10) |
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Noam Chomsky versus B.F. Skinner: The Primacy of Cognition |
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32 | (1) |
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Jerome Bruner and Process |
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32 | (1) |
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33 | (1) |
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John Locke, the Empiricist, versus Rene Descartes, the Rationalist |
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34 | (1) |
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Writing Research: Cognition and Process |
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34 | (2) |
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Teaching Writing: The Cognitive Approach |
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36 | (1) |
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Teacher and Student: Equal in Status? |
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37 | (1) |
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Establishing a Niche in the Academy |
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37 | (1) |
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38 | (3) |
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3 The Expressive Approach |
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41 | (14) |
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42 | (1) |
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The Social Construction of Form |
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43 | (1) |
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The Privileging of "Appropriate" Forms |
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44 | (1) |
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Research on Teacher Response to Student Writing |
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45 | (1) |
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The Rubric of Facilitator |
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46 | (1) |
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47 | (1) |
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"Responding to Student Writing": An Analysis of Context, Motive, and Form |
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48 | (1) |
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Research Context and Textual Form |
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49 | (1) |
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50 | (3) |
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53 | (1) |
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So, How Do Students Fare? |
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53 | (2) |
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4 The Social/Cultural Approach |
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55 | (16) |
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Writing as Social Practice(s) |
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56 | (1) |
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Rap (and a Black Man's Poetry) in the Classroom |
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57 | (1) |
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58 | (1) |
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59 | (1) |
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The Social Construction of Form(s) |
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60 | (2) |
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Explicit Teaching of Form: Anathema to Process Approach Adherents |
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62 | (2) |
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Border Patrol in the Academy |
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64 | (3) |
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Maintaining the Status Quo: An Academic Accolade |
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67 | (1) |
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Reaching Toward the Not Yet |
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68 | (3) |
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5 The Social Construction of a Writing Instructor: Sarah's Ideology |
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71 | (16) |
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And What Do You Want to Be When You Grow Up? |
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71 | (2) |
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Part-Timers: Servitude and the Creation of an Underclass |
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73 | (1) |
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Life beyond Teaching Writing: Just a Glimpse |
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73 | (1) |
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74 | (1) |
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The Colonization of Writing |
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75 | (1) |
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Part-Timers: Maintenance of an Underclass |
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76 | (1) |
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76 | (1) |
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77 | (1) |
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78 | (1) |
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Developing an Ideology of Teaching: Graduate Study and Practical Experience |
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79 | (1) |
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Out of the Public School System and on to Composition |
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79 | (3) |
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Sarah's Emergent Ideology |
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82 | (5) |
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6 From Ideology to Practice: Sarah Teaching |
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87 | (20) |
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Establishing Status as a Discipline |
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87 | (2) |
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Writing Classes Are Serious Classes |
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89 | (1) |
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90 | (1) |
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91 | (2) |
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93 | (1) |
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But One-Sentence Paragraphs Do Exist! |
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93 | (2) |
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The Essay and Research Paper |
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95 | (2) |
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Historical Themes Revisited |
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97 | (3) |
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The Rules Are Firmly Established |
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100 | (1) |
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Choosing a Research Topic and Source Materials |
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100 | (3) |
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103 | (1) |
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Summarizing and Paraphrasing |
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104 | (1) |
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Cognitive Approach Put to Practice |
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105 | (1) |
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106 | (1) |
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7 Proficient Student Writers in Context: Alan's and Zola's Stories |
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107 | (18) |
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109 | (8) |
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Zola: The Resisting Student |
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117 | (8) |
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8 Less-Proficient Student Writers in Context: Tan's and Araya's Stories |
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125 | (16) |
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125 | (10) |
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Araya: The Silent(ced) One |
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135 | (6) |
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9 The Dialogical Construction of Success: Alan in Conference |
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141 | (18) |
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141 | (1) |
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142 | (1) |
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143 | (1) |
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144 | (1) |
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Spelling, Punctuation, and Grammar |
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145 | (1) |
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146 | (2) |
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148 | (2) |
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Alan Insinuates Himself into the Discourse of the Academy |
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150 | (1) |
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151 | (1) |
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152 | (3) |
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155 | (4) |
| 10 Student and Instructor Spar for Control: Zola in Conference |
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159 | (16) |
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Who Is in Control Anyway? |
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159 | (1) |
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160 | (1) |
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How to Not Get an Extension |
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161 | (1) |
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Minor Editing: Who Gets Help and Who Does Not |
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162 | (3) |
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Zola Speaks to the Issues |
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165 | (2) |
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167 | (5) |
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172 | (3) |
| 11 Oral Competence Supersedes Written Competence: Tan in Conference |
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175 | (12) |
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Privileging the Instructor's Position |
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175 | (1) |
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176 | (1) |
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177 | (1) |
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The Second Conference: Getting Personal |
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178 | (1) |
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Getting Explicit and Helpful Feedback |
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179 | (1) |
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179 | (1) |
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Terrible Confusion, Great Frustration |
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180 | (3) |
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183 | (1) |
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Decontextualizing a Sentence |
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184 | (1) |
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185 | (2) |
| 12 Discourse without Dialogue: Araya in Conference |
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187 | (12) |
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Stranger in a Strange Land |
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187 | (1) |
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Least Proficient, Least Feedback |
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188 | (1) |
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Speaking outside the Text |
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188 | (1) |
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Sarah's Implicit Assumptions |
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189 | (3) |
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192 | (3) |
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Sarah's Efforts to Get to the Text |
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195 | (1) |
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196 | (3) |
| 13 The Writing Course Overall and After All |
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199 | (22) |
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200 | (4) |
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Student Grades on Papers and in the Course |
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204 | (1) |
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Writing Conference Analysis |
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204 | (6) |
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Self-Reflection: My Behavior with Students |
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210 | (2) |
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The Nature of Beginnings and Endings |
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212 | (1) |
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This Is the End, My Friend |
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213 | (4) |
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Sarah's Final Overall Perceptions of the Four Students |
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217 | (1) |
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218 | (1) |
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219 | (2) |
| 14 Speaking Bitterness, Offering Hope: Concluding Comments |
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221 | (16) |
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Historical and Present-Day Racism |
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221 | (1) |
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Establishing Writing as a Discipline |
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222 | (2) |
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Institutions Need to Change |
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224 | (1) |
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The Assault against Access |
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224 | (1) |
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Legacy, Athletes, and Affirmative Action |
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225 | (2) |
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Rethinking the Teaching of Writing |
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227 | (1) |
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And What of Writing Teachers? |
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228 | (1) |
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229 | (1) |
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230 | (1) |
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The Different Worlds of Teaching Writing |
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231 | (2) |
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233 | (1) |
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Identifying Oneself as an Outsider |
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234 | (1) |
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235 | (2) |
| Appendix: Interviewing Sarah and the Students |
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237 | (6) |
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238 | (1) |
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239 | (1) |
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Student-Teacher Interactions |
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240 | (1) |
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240 | (3) |
| References |
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243 | (8) |
| Index |
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251 | |
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