Composition News Weekly for January 28, 2008

From Joanna:
There are four items and one "teaching tip" this week:

1. Information Sheets: If you have not turned in your information sheet
(they were photocopied on orange paper this semester), please drop it
off in the composition office (321) as soon as possible. We use these
sheets both so we have immediate access to your most recent contact
information and office hours and so we have information to give to
accrediting agencies about our instructors' qualifications.

2. Class Rosters: Please double-check your class roster one last time to
make sure that the students who are attending your class are actually on
the roster. You can access the most up-to-date version of the roster on
ULink.

3. Ethnographies, Interview Assignments and IRB: I have received a few
questions from instructors who assign ethnographies or other kinds of
"human subjects" research projects about whether they need to receive
clearance from the university's Institutional review board for research.
The answer, you will be glad to hear, is that if an assignment is
strictly for educational purposes and will not be published, it does not
meet the university's definition of "research" and thus does not need to
be reviewed. However, it is a good idea to discuss basic research ethics
with students and have them give research participants a small consent
statement. Here is a template for a consent statement that can be used
for classroom assignments (NOTE: anything that will be published needs
to go through a formal review process). I have also put a copy of this
consent template in the Efiles:

***
*Consent Statement*
We are students at the University of Louisville doing a class exercise
on DESCRIBE EXERCISE for COURSE NUMBER AND NAME. We are studying the
experiences of non-technical users with various common products. We
would like to invite you to help us with this project. Your
participation in this user test is VOLUNTARY and you can withdraw at any
time. The data collected will be CONFIDENTIAL and NOT identify you in
any way. If you have any questions or comments, please contact our
faculty advisor, INSTRUCTOR NAME, at INSTRUCTOR PHONE NUMBER. THANK YOU
for your time and patience in supporting us in doing this class exercise
in research!
***

4. Louisville Writing Project: Jean Wolph, the director of the LWP, is
interested in finding out if any current Ph.D. students (or possibly a
master's student if they have had some preparation in research methods)
are interested in K-12 writing/education/assessment and getting involved
in an evaluative role in the 2007-2008 partnership either as
dissertation work or just in conjunction with their experience at U of
L. Cindy Britt (cynthia.britt@louisville.edu
<mailto:cynthia.britt@louisville.edu>) has worked with the Louisville
Writing Project for several years and would be happy to talk with anyone
who might be interested.

5. Teaching Tip—Alternatives to the Traditional Annotated Bibliography:
One of the goals of 102 (or in fact any class we teach) should be to get
students to move beyond the stereotypical high school "research paper"
in which they simply reproduce what they have read. We should be
teaching students to engage with sources in more critical ways by asking
them to synthesize, evaluate, and ultimately build upon what they have
read, in effect extending the conversation on a topic. However, when we
assign a typical annotated bibliography that asks students to summarize
what they have read, we are acting at cross-purposes with these goals by
implying that we do simply expect them to summarize.

I have posted some alternatives to the traditional annotated
bibliography assignment on Efiles. One alternative comes from Linda
Rogers, who assigns an "I-search" paper in which students write a
narrative of the research processes. Another alternative posted on
Efiles draws heavily on Joseph Harris' Rewriting by leading students
through the steps of "Coming to Terms" with a source. Since Harris' text
is so popular with instructors this year, I have temporarily placed a
PDF of the first chapter in the Efiles.

You can access these assignments (and the PDF from Rewriting) at:
http://coldfusion.louisville.edu/jlwolf02/efiles/e_search.cfm

---

Bonnie Books Donated by Southern Illinois University Press and Utah State University Press after Watson Conference, October 2006

Bloom, Lynn Z., Donald A. Daiker, and Edward M. White, eds. Studies in the New Millennium: Rereading the Past, Rewriting the Future . Carbondale, IL: Southern Illinois UP, 2003.

Booth, Wayne C. My Many Selves: The Quest for a Plausible Harmony. Logan, UT: Utah State UP, 2006.

Carr, Jean Ferguson, Stephen L. Carr, and Lucille M. Schultz. Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States. Carbondale, IL: Southern Illinois UP, 2005.

Carroll, Lee Ann. Rehearsing New Roles: How College Students Develop as Writers. Carbondale, IL: Southern Illinois UP, 2002.

Carter, Michael . Where Writing Begins: A Postmodern Reconstruction. Carbondale, IL: Southern Illinois UP, 2003.

Comas, James N. Between Politics and Ethics: Toward a Vocative History of English Studies.  Carbondale, IL: Southern Illinois UP, 2006.

Devitt, Amy J. Writing Genres. Carbondale, IL: Southern Illinois UP, 2004.

Ebest, Sally Barr. Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants. Carbondale, IL: Southern Illinois UP, 2005.

Ede, Lisa. Situating Composition: Composition Studies and the Politics of Location. Carbondale, IL: Southern Illinois UP, 2004.

Foster, David. Writing with Authority: Students’ Roles as Writers in Cross National Perspective. Carbondale, IL: Southern Illinois UP, 2006.

Gross, Alan G. Starring the Text: The Place of Rhetoric in Science Studies. Carbondale, IL: Southern Illinois UP, 2006.

Mao, LuMing. Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric. Logan, UT: Utah State UP, 2006.

Mattingly, Carol. Appropriate[ing] Dress: Women’s Rhetorical Style in Nineteenth-Century America. Carbondale, IL: Southern Illinois UP, 2002.

Ramage, John. Twentieth-Century American Success Rhetoric: How to Construct a Suitable Self. Carbondale, IL: Southern Illinois UP, 2005.

Ratcliffe, Krista. Rhetorical Listening: Identification, Gender, Whiteness. Carbondale, IL: Southern Illinois UP, 2005.

Reynolds, Nedra. Geographies of Writing: Inhabiting Places and Encountering Difference. Carbondale, IL: Southern Illinois UP, 2004.

Roberts-Miller, Patricia. Deliberate Conflict: Argument, Political Theory, and Composition Classes. Carbondale, IL: Southern Illinois UP, 2004.

Schiappa, Edward. Defining Reality: Definitions and the Politics of Meaning. Carbondale, IL: Southern Illinois UP, 2003.

Spigelman, Candace. Personally Speaking: Experience as Evidence in Academic Discourse. Carbondale, IL: Southern Illinois UP, 2003.

Tingle, Nick. Self-Development and College Writing. Carbondale, IL: Southern Illinois UP, 2004.

Yarbrough, Stephen R. Inventive Intercourse: From Rhetorical Conflict to the  Ethical Creation of Novel Truth. Carbondale, IL: Southern Illinois UP, 2006.

Young, Morris. Minor Re/Visions: Asian American Literacy Narratives as a Rhetoric of Citizenship. Carbondale, IL: Southern Illinois UP, 2004.

New Bonnie Books:

Altman, Pam, Mari Caro, Lisa Metge-Egan, and Leslie Roberts. Sentence-Combining Workbook. Australia: Thomson-Heinle, 2001.

Ball, Arnetha F., and Ted Lardner. African American Literacies Unleashed: Vernacular English and the Composition Classroom. Carbondale: Southern Illinois University Press, 2005.

Bergmann, Linda S., and Edith M. Baker, eds.  Composition and/or Literature: The End(s) of Education. Urbana, IL: NCTE, 2006.

Blair, Hugh. Lectures on Rhetoric and Belles Lettres.

Carr, Carr, & Schultz. Archives of Instruction: 19th Century Rhetorics, Readers, and Composition Books in the U.S. Book #1 of 2.

Charmaz, Kathy. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage, 2006.

College Composition and Communication. 57(1) 2005.

Dethier, Brock. First Time Up: An Insider's Guide for New Composition Teachers.

Dubinsky, James M. Teaching Technical Communication: Critical Issues for the Classroom.

Evans, Jessica. Microsoft Office FrontPage 2003, Illustrated Series Complete with C.D.

Feldman, Robert S., ed.  Improving the First Year of College: Research and Practice.  Mahwah, NJ: Lawrence Erlbaum, 2005.

Foss, Karen A., Sonja K. Foss, and Cindy L. Griffin, eds.  Readings in Feminist Rhetorical Theory. Thousand Oaks, CA: Sage, 2004.

Gee, James Paul. Situated Language and Learning.

Golub, Jeffrey N., Ed. More Ways to Handle the Paper Load on Paper and Online.

Graulich, Melody, and Paul Crumbley, eds. The Search for a Common Language: Environmental Writing and Education.  Logan, UT: Utah State University Press, 2005.

Johnson, T. R., and Tom Pace, Eds. Refiguring Prose Style: Possibilities for Writing Pedagogy.

Lankshear, Colin, and Michele Knobel.  New Literacies: Changing Knowledge and Classroom Learning. Berkshire, United Kingdom: Open University Press, 2004.

Lei, Elizabeth Vander, & Bonnie Lenore Kyburz, Eds. Negotiating Religious Faith in the Composition Classroom.

O'Reilly, Mary Rose. Radical Presence: Teaching as Contemplative Practice.

Ratcliffe, Krista. Rhetorical Listening: Identification, Gender, Whiteness.

Roen, Duane, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner, eds. Strategies for Teaching First-Year Composition.  Urbana, IL: NCTE, 2002.

Scott, J. Blake. Risky Rhetoric: AIDS and the Cultural Practices of HIV Testing. Carbondale: Southern Illinois University Press, 2003.

Secor, Marie, and Davida Charney, Eds. Constructing Rhetorical Education.

Selber, Stuart A. Multiliteracies for a Digital Age. Carbondale: Southern Illinois  University Press, 2004.

Shulman, Lee S. The Wilson of Practice: Essays on Teaching, Learning, and Learning to Teach. San Francisco: Jossey-Bass, 2004.

Smagorinsky, Peter, Ed. Research on Composition: Multiple Perspectives on Two Decades of Change.

Snyder, Ilana. Silicon Literacies: Communication, Innovation & Education in the Electronic Age.

Stanek, William R., and Greg Holden. Faster Smarter Microsoft Office FrontPage 2003.

Swales, John M. and Christine B. Feak. Academic Writing for Graduate Students: Essential Tasks and Skills.

Williams, Bronwyn. Teaching College Composition. 2005.

Vandenberg, Peter, Sue Hum, and Jennifer Clay-Lemon, eds. Relations, Locations, Positions: Composition Theory for Writing Teachers. Urbana, IL: NCTE, 2006.

Villanueva, Victor, ed. Cross-Talk in Comp Theory: A Reader. 2nd ed. Urbana, IL: NCTE, 2003.