Katt Blackwell-Starnes's List: Research and Composition History

• Presents an article on the deteriorating quality of the writing skills of undergraduate college students. Topics taught to freshman students in a freshman writing program; Difficulty in conveying rhetoric to students due to their lack of understanding of basic English tenets; Impact of the lack of basic writing skills on teaching.

• The article focuses on the revision of a Freshman Research Assignment, compared with the traditional ten-page research paper in a freshman composition class. The new assignment consists of five short, about four-page papers. The student sticks with the same topic through all five papers. Typically, each student has a different topic. The topics are very narrow and reflect the one's perceptions about their school.

• Freshman writing programs, though universally required, are  expensive, are difficult to staff, often fail to produce hoped-for  improvements, and often operate in a theoretical vacuum filled by  pedagogical lore and unexamined assumptions. To help university  policy-makers and curriculum planners make informed decisions  about writing programs, this essay sketches the origins of  freshman writing and analyzes current theories of rhetoric and  points of consensus in the scholarship.

      

   

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    Spear, Karen I. "Controversy and Consensus in Freshman Writing: An Overview of the Field." The Review of Higher Education 20.3 (1997): 319-344. Project MUSE. [Library name], [City], [State abbreviation]. 20 Nov. 2009 <http://muse.jhu.edu/>. 

   

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    Always review your references for accuracy and make any necessary corrections before using. Pay special attention to personal names,   capitalization, and dates. Consult your library or click here for more   information on citing sources. 

   

   

   

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    Spear, Karen I. (1997). Controversy and consensus in freshman writing: An overview of the field. The Review of Higher Education 20(3), 319-344. Retrieved November 20, 2009, from Project MUSE database. 

   

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    Always review your references for accuracy and make any necessary corrections before using. Pay special attention to personal names,   capitalization, and dates. Consult your library or click here for more   information on citing sources. 

   

   

   

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    Spear, Karen I. "Controversy and Consensus in Freshman Writing: An Overview of the Field." The Review of Higher Education 20, no. 3 (1997): 319-344. http://muse.jhu.edu/ (accessed November 20, 2009). 

   

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    Always review your references for accuracy and make any necessary corrections before using. Pay special attention to personal names,   capitalization, and dates. Consult your library or click here for more   information on citing sources. 

   

   

   

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    TY - JOUR
  T1 - Controversy and Consensus in Freshman Writing: An Overview of the Field
  A1 - Spear, Karen I.
  JF - The Review of Higher Education
  VL - 20
  IS - 3
  SP - 319
  EP - 344
  Y1 - 1997
  PB - The Johns Hopkins University Press
  SN - 1090-7009
  UR - http://muse.jhu.edu/journals/review_of_higher_education/v020/20.3spear.html
  N1 - Volume 20, Number 3, Spring 1997
  ER -
  
   

   

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    Always review your references for accuracy and make any necessary corrections before using. Pay special attention to personal names,   capitalization, and dates. Consult your library or click here for more   information on citing sources. 

   

   

     

   

• Abstract:

  A brief narrative description of the journal article, document, or resource.Intended for teachers of college composition, this history of major and minor developments in the teaching of writing in twentieth-century American colleges employs a taxonomy of theories based on the three epistemological categories (objective, subjective, and transactional) dominating rhetorical theory and practice. The first section of the book provides an overview of the three theories, specifically their assumptions and rhetorics. The main chapters cover the following topics: (1) the nineteenth-century background, on the formation of the English department and the subsequent relationship of rhetoric and poetic; (2) the growth of the discipline (1900-1920), including the formation of the National Council of Teachers of English, the appearance of the major schools of rhetoric, the efficiency movement, graduate education in rhetoric, undergraduate courses and the Great War; (3) the influence of progressive education (1920-1940), including the writing program and current-traditional rhetoric, liberal culture, and expressionistic and social rhetoric; (4) the communication emphasis (1940-1960), including the communications course, the founding of the Conference on College Composition and Communication, literature and composition, linguistics and composition, and the revival of rhetoric; and (5) the renaissance of rhetoric and major rhetorical approaches (1960-1975), including contemporary theories based on the three epistemic categories. A final chapter briefly surveys developments through 1987. (JG)

• Crowley, Sharon. "Literature and Composition: Not Separate but Certainly Unequal." Composition in the University: Historical and Polemical Essays
• Crowley, Sharon. "Literature and Composition: Not Separate but Certainly Unequal." Composition in the University: Historical and Polemical Essays
• • PE1404.C618 1983
• Horner, Winifred Bryan, ed. Composition and Literature: Bridging the Gap. Chicago: Univ. of Chicago Press, 1983.
• • PE65.L33 1983
• Lanham, Richard A. Literacy and the Survival of Humanism. New Haven: Yale Univ. Press, 1983.
• Lindemann, Erika, and Gary Tate. "Two Views on the Use of Literature in Composition." CE 55 (March 1993): 311–21.
• Lindemann, Erika, and Gary Tate. "Two Views on the Use of Literature in Composition." CE 55 (March 1993): 311–21.
• • JSTOR-downloaded
• Petrosky, Anthony R. "From Story to Essay: Reading and Writing." CCC 33 (February 1982): 19–36.
• • JSTOR-downloaded
• Steinberg, Erwin R., Michael Gamer, Erika Lindemann, Gary Tate, and Jane Peterson. "Symposium: Literature in the Composition Classroom." CE 57 (March 1995): 265–318.

10 more annotations...

• Gary Tate, "A Place for Literature in Freshman Composition"
• Crowley, Sharon. Composition in the University: Historical and Polemical Essays. Pittsburgh: Univ. of Pittsburgh Press, 1998.
• Miller, Susan. Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois Univ. Press, 1991.
• Perelman, Chaim, and L. Olbrechts-Tyteca. The New Rhetoric: A Treatise on Argumentation. Trans. John Wilkinson and Purcell Weaver. 1958. Rpt. Notre Dame, Ind.: Univ. of Notre Dame Press, 1969. Excerpted in Bizzell and Herzberg [41].
• A seminal work in discourse theory.
• Schilb, John. Between the Lines: Relating Composition Theory and Literary Theory. Portsmouth, N.H.: Heinemann-Boynton/Cook, 1996.
• Schilb, John. Between the Lines: Relating Composition Theory and Literary Theory. Portsmouth, N.H.: Heinemann-Boynton/Cook, 1996.

5 more annotations...

• Connors, Robert J., Lisa S. Ede, and Andrea A. Lunsford, eds. Essays on Classical Rhetoric and Modern Discourse. Carbondale and Edwardsville: Southern Illinois Univ. Press, 1984.
• • PN175.E84 1984

• Writing Arguments: A Rhetoric With Readings, 2nd ed., John   D. Ramage and John C. Bean (New York: Macmillan, 1992, 775 pages.

• Approved Textbooks for First-Year Writing Courses

• II. Freshman Writing Texts

• • Has an accompanying website: http://highered.mcgraw-hill.com/sites/0767430360/student_view0/
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•   The Aims of Argument: A Text and Reader