Atlanta - DOC by DnEJ7Z3

VIEWS: 4 PAGES: 5

									           1999 RESEARCH NETWORK FORUM/CCCC
                                  Atlanta, Georgia
                            Work-in-Progress Presentations
                     (Salon Room A, Second Floor, Atlanta Hilton)

Afternoon Session (1:30-5:00): Work-in-Progress Roundtables
Table 1: RESEARCH & WRITING TRENDS
Charles Bazerman & Michael M. Williamson, Discussion Leaders

Jane E. Hindman, San Diego State University, “Who Is that Marked Woman? The Effects of
Gender on Publication and Knowledge Construction”

Theresa L. Lillis, Sheffield Hallam University, England, “Making Gender In/visible? Exploring
Links Between Texts and Practices in Writing Research”

Emily J. Isaacs, Montclair State University, “The Challenges of the Co-Edited Collection”

Karin Evans and Janice Fodor, Elmhurst College, “Writing On the Five-Year Plan: A
Longitudinal Case Study of Writing Development at Elmhurst College”

Risa P. Gorelick, South Louisiana Community College/Univ. of Southwestern Louisiana,
“Service Learning & the ‘Ethic of Care’”

Table 2: COMPOSITION & MULTICULTURALISM
Lynn Worsham & Sue Hum, Discussion Leaders

Sue Hum, University of Akron, “Hybridizing the Composition Classroom: Making the Invisible
Visible”

Jesse G. Swan, University of Northern Iowa, “Diverse Rhetoric/Rhetoric of the Diverse: Using
Perspective and Place To Teach Multicultural College Composition”

Ilene Crawford, University of Wisconsin at Milwaukee, “‘Race-free Yet Indisputably Black’:
The Struggle for Language”

Martin M. Jacobsen, Texas A&M University, “What’s the Bottom Line? Defining Nonlinearity”

Karla Saari Kitalong, Michigan Technological University, “ Practices ‘Produced Elsewhere’:
Colonizers’ Influences on Belauan Literacy and Technology”

Michelle Hall Kells, Texas A&M University-College Station, “Deconstructing Linguistic
Ambivalence: Meta-Linguistic Discourse of Mexican American College Writers”
1999 RNF                                                                                      2


Table 3: WRITING IN CYBERSPACE
Victor Vitanza & Janice Walker

James Connor, Saint Louis University, “MAP Models for Cyberspace: Encoding Style within
Hypertext”
Matthew Nelson, Texas A&M University, “Beyond the Software: The Effect of Technology on
the Learning Environment of Freshman Composition Classrooms”

Ollie Oviedo, Eastern New Mexico University, “Cyberspace: Digital Tools and Pedagogical
Links”

Table 4: WRITING ACROSS THE DISCIPLINES & PROFESSIONAL COMMUNICATION
Joseph Harris & Sharon Quiroz, Discussion Leaders

Tracy Bridgeford, Michigan Technological University, “The Social Perspective in Professional
Communication: Working Toward a Pedagogy of Social Action”

Lori C. Brodkin, New Mexico State University, “Rhetoric and the Re-personalization of Style:
Scientific and Technical Communication”

Byron Hawk, University of Texas at Arlington, “Disciplinarity and Pedagogy in a World of
Decomposition”

Frances Johnson, Rowan University, “Negotiating New Curriculum: Teaching Technical
Writing and Argumentative Discourse for First-Year Engineering Students”

Kris Walker, The University of South Carolina, “Integrating the Internet into Professional
Writing Classes: Encouraging Visual Literacy/Analysis”

Christian Weisser, University of South Florida, “Ecocomposition and the Greening of Identity”

Table 5: THEORY IN THE CLASSROOM
Avon Crismore & Hans Kellner, Discussion Leaders

Paul Chambers, University of South Florida, “Theorizing Service: What Serves as Learning in
the Community?”

Hans Kellner, University of Texas at Arlington, “The Personal Without the Expressive: Barthes
and the Teaching of Writing”

James W. Cornish, Texas A & M University-College Station, “A Rhetorical Analysis of Two
Introductory Linguistics Textbooks: Functionalist and Formalist”

Thomas Rickert, University of Texas at Arlington, “Political Phantasmagoria”
1999 RNF                                                                                     3


Table 6: WOMEN AND WRITING
Kristie Fleckenstein, Discussion Leader

Katherine Adams, Loyola University-New Orleans, “An Analysis of Collaborative Learning:
Women’s Experiences in Creative Writing Workshops”

Mary Pernal, Binghamton University, “The Power of Personal Voice in Women’s Writing”

Julia Major, University of Oregon, “Forming a Tradition: The Teaching and Influence of Wilma
Ebbitt”

Janet Bean, University of Akron, “The Articulation of Gender in a University Composition
Program”

Table 7: COMPOSITION & THE UNIVERSITIES
Lisa J. McClure & Nancy Myers, Discussion Leaders

Roxanne Y. Schwab, St. Louis University, “A Survey of Students’ Attitudes Toward a Course in
Rhetoric and Composition and Its Utilization to Enhance a Collegiate Writing Program”

Matthew Levy, University of Texas at Arlington, “Cynicism and the State: the University and the
Rhetoric and Composition Classroom”

Stephanie Vanderslice, University of Central Arkansas, “Everett Rogers’ Diffusion of
Innovation: A WAC Perspective”

Nancy Myers, University of North Carolina at Greensboro, “Textual Authority and Knowledge
in the Discipline: Results of an Electronic Survey Concerning a Canon in Rhetoric and
Composition Studies”

Table 8: BASIC WRITING ISSUES
Kim Brian Lovejoy & Nancy Wilson, Discussion Leaders

Aaron Hozid, University of New Mexico at Gallup, “Developing Service Learning Programs for
Developmental Students in Reading and Writing Courses”

Mary Alice Trent, Oral Roberts University, “Journaling with Burke’s Pentad: Moving from
Self-Expression (Expressive) to ‘Other-Expression’ (Analytical) in Basic Writing”

Jeffrey Maxson, Rowan University, “Multimedia and Multivocality in a Basic Writing
Classroom”

Table 9: WRITING CENTER RESEARCH
Vincent Casaregola & Kirsten F. Benson, Discussion Leaders

Kirsten F. Benson, The University of Tennessee, “Investigating Practice: A Qualitative Study of
Tutor Training”
1999 RNF                                                                                     4




Susan Callaway, University of St. Thomas, St. Paul, “The Truth and its Consequences:
Examining Conversations of Student Writers and Peer Writing Consultants”

Amy M. Reed-Sell, The University of Akron, Ohio, “Medieval Rhetoric in the Composition
Classroom”

Ronda Leathers Dively, Southern Illinois University-Carbondale, “On Rendering Incubation
‘Visible’: Possibilities and Pitfalls”

Table 10: Composition & the “Other” [Literature, Creative Writing]
Linda Flower & Catherine Smith, Discussion Leaders

Anne G. Berggren, University of Michigan, “The Creative/Critical Split: Or, Why Do Creative
Writing Teachers and Composition Teachers Teach Differently?”

Thom Brucie, Binghamton University, “The Long and Short of It: How Sentence Structure Can
Introduce the Pace and Length of a Novel”

Sandy K. Dolan, University of Akron, “Female Hieroglyphics? French Feminism’s Contribution
to Composition”

Allan Cook, University of Michigan, Ann Arbor, “Looking Beyond Process Pedagogy:
Communicative Interaction in the Comp/Lit Class”

Brad Lucas, University of Nevada-Reno, “Testimonies and Trauma: Implementing Oral History
to Materialize Shared Pasts”

Table 11: RE-ENVISIONING THE CLASSROOM
John Boe & Gary Olson, Discussion Leaders

Kay McEvoy, University of North Carolina-Greensboro, “Using Oral Communication Principles
to teach Writing in the Composition Classroom”

Judy L. Isaksen, University of South Florida, “And I Thought I Had the Semester All Mapped
Out: Teaching to Spontaneity and Relevance”

Sanford Tweedie, Rowan University-Glassboro, “Reading the Classroom as Essay”

John Boe, University of California Davis, “Mastering the Metaphor”

Christopher Schroeder, Fontbonne College, “Postmodern Critical Literacies in the Classroom:
Composition, Literature, and Linguistic Transgressions”
1999 RNF                                                                                      5


Table 12: RE-ENVISIONING STUDENTS
Joanne Addison & Billie J. Wahlstrom, Discussion Leaders

Elsa Rogers, International College, “Opposites: The Traditional and Nontraditional Writing
Student”

Deb Brown, Ohio University, “A Case Study: The Developing Literacy Practices and
Perspectives of a Future Educator”

Colleen Connolly, University of South Florida, “‘But White People Are Discriminated Against,
Too’: Resistance and Discovery in Teacher-Student Negotiations”

Joanne Addison, University of Colorado-Denver, “Incorporating Service Learning Into the
Graduate Curriculum”

Table 13: RHETORICAL AND TEXTUAL ANALYSIS
Gail Stygall & Rich Rice, Discussion Leaders

Donna Strickland, University of Wisconsin-Milwaukee, “The Traffic in Words: Nineteenth
Century Constructions of Language Use”

Susan Corbin, Michigan Technological University, “Language Policy in the Advent of
Institutional Change “

Thomas West, University of South Florida, “Rhetoric, Emotion, and the Affective Politics of
Difference”

								
To top