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Myers, Sharon A. – College Composition and Communication, 2003
Echoes Robert J. Conners' call for a reexamination of sentence pedagogies in composition teaching. Offers an explanation of the unsolved mystery of why sentence combining improves student writing, using insights provided by work in contemporary research in linguistics and in language processing. Argues that educators invite words and phrases, the…
Descriptors: Grammar, Higher Education, Instructional Effectiveness, Instructional Improvement
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Mann, Nancy – College Composition and Communication, 2003
Argues that the punctuation system does have features that generally make systems learnable, such as binary contrasts, limitation of parallel categories to seven or fewer options, and repeated application of the same criterion to different kinds of entities. Concludes that the simplicity that allows some readers to learn this system unconsciously…
Descriptors: English Instruction, Grammar, Information Management, Learning Strategies
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Rice, Jeff – College Composition and Communication, 2003
Proposes an alternative invention strategy for research-based argumentative writing. Investigates the coincidental usage of the term "whatever" in hip-hop, theory, and composition studies. Presents a "whatever-pedagogy" identified as "hip-hop pedagogy," a writing practice that models itself after digital sampling's…
Descriptors: Black Culture, Higher Education, Persuasive Discourse, Writing (Composition)
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Hocks, Mary E. – College Composition and Communication, 2003
Illustrates key features of visual rhetoric as they operate in two professional academic hypertexts and student work designed for the World Wide Web. Considers how by looking at features like audience stance, transparency, and hybridity, writing teachers can teach visual rhetoric as a transformative process of design. (SG)
Descriptors: Audience Awareness, Higher Education, Instructional Improvement, World Wide Web
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Bencich, Carole; Graber, Elizabeth; Staben, Jenny; Sohn, Katherine – College Composition and Communication, 2002
Shares insights and experiences of three students that might smooth the way for other graduate students who may be struggling to chart their own courses to the "PhD shore." Suggests that it is ultimately the student who must take ownership and chart a course through the "choppy dissertation waters." (SG)
Descriptors: Case Studies, Doctoral Dissertations, Higher Education, Qualitative Research
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Price, Margaret – College Composition and Communication, 2002
Argues for a context-sensitive understanding of plagiarism by analyzing a set of written institutional policies and suggesting ways that they might be revised. Offers examples of classroom practices to help teach a concept of plagiarism as situated in context. Concludes that plagiarism is an area where students need access to their teacher's…
Descriptors: Educational Policy, Higher Education, Plagiarism, Policy Analysis
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Kumamoto, Chikako D. – College Composition and Communication, 2002
Discusses how the eloquent "I" cultivates a deepened self-dialogue and offers students an epistemological and rhetorical discipline. Reconfigures Mikhail Bakhtin's ethics of "otherness" and his dialogic-prompted way of knowing. Discusses looking for the eloquent "I" in the writing classroom. (SG)
Descriptors: Creative Teaching, Epistemology, Higher Education, Imagination
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Gere, Anne Ruggles – College Composition and Communication, 2001
Considers how silence has positive as well as negative attributes, and composition teachers can help students understand and use its aesthetic, ethical, and political resources in their personal writing. Notes that approaching silence in these ways can establish new alignments among the expressivist, psychoanalytical, and social discourses that…
Descriptors: Aesthetic Values, Discourse Analysis, Ethics, Higher Education
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Porter, Kevin J. – College Composition and Communication, 2001
Suggests that philosopher Donald Davidson's interpretative principle of charity can help explain why communication is impoverished or even impossible in classrooms governed by traditional, authoritarian practices that form a "pedagogy of severity." Notes that teachers should promote a "pedagogy of charity," which assumes that…
Descriptors: Classroom Communication, Higher Education, Student Attitudes, Teacher Behavior
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Comfort, Juanita Rodgers – College Composition and Communication, 2000
Claims many student writers long for instruction in using writing to assess, define, and assert who they are becoming. Suggests these students would find Black feminist essayists useful for their ability to reconcile social and personal identities and for directing those identities toward rhetorically useful ends. (NH)
Descriptors: Black Influences, Essays, Feminist Criticism, Higher Education
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Skorczewski, Dawn – College Composition and Communication, 2000
Argues that looking at students' uses of cliche in context can teach instructors about students' struggles to fashion new knowledge from what they already believe to be true. Examines students' most frequently used cliches. Suggests writing instructors who examine their response to cliche can learn how their pedagogical practices can deafen them…
Descriptors: Higher Education, Teacher Response, Teacher Student Relationship, Writing (Composition)
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Fahnestock, Jeanne; Secor, Marie – College Composition and Communication, 1983
Examines three basic approaches for teaching argument in a composition class--logical/analytic, content/problem solving, and rhetorical/generative. Discusses the problems of each and defends the rhetorical/generative approach as the one that reaches its goal most directly and most reliably. (HTH)
Descriptors: College English, Deduction, Discourse Analysis, Educational Theories
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Holzman, Michael – College Composition and Communication, 1983
Examines the trend toward "scientism" or applying a quantifiable methodology for its own sake to research on sentence combining. Argues that sentence combining is only a tool and not a suitable curriculum for composition instruction and cautions against using social scientific methodologies in essentially humanistic disciplines. (HTH)
Descriptors: College English, Higher Education, Humanities, Research Methodology
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Kaufer, David S. – College Composition and Communication, 1984
Presents a two-stage pedagogy to help students establish original policy arguments. The two steps are designed to help students arrive at their own policy arguments once they have carefully identified and assessed the arguments of others. (HTH)
Descriptors: College English, Higher Education, Persuasive Discourse, Public Policy
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Kelly, Kathleen – College Composition and Communication, 1985
Explores ways in which an expository writing class can encompass training in both professional writing and in the humanities. Presents a writing assignment that combines research in the humanities with writing for decision makers. (HTH)
Descriptors: Course Content, Decision Making Skills, Expository Writing, Higher Education
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