Volume 29 Number 2 | Composition Studies

Volume 29 Number 2 Fall 2001

Articles
Richard M. Coe	"Rhetoric 2001" in 2001
Laura Gray-Rosendale Linda Adler-Kassner Kathleen Baca Susanmarie Harrington Alan Meyers Tom Reynolds Karen Uehling	Basic Writing's Past, Present, and Future: A Discussion of Problems and Possibilities
Christyne A. Berzsenyi	Comments to Comments: Teachers and Students in Written Dialogue About Critical Revision

Review Essays
Richard Fulkerson	Of Pre- and Post Process: Reviews and Ruminations
Douglas Hesse	Composition as Pedagogy or Scholarship, Students as Writers or Workers

Book Reviews
Karen Kopelson	Mutuality in the Rhetoric and Composition Classroom, by David L. Wallace and Helen Rothschild Ewald
Martha Kruse	The Teacher's Grammar Book, by James D. Williams
Jon Boe	The Young Composers: Composition's Beginnings in Nineteenth-Century Schools, by Lucille M. Schultz
Brad E. Lucas	Composing Research: A Contextualist Research Paradigm for Rhetoric and Composition, by Cindy Johanek
Renee Schlueter	Cinema-(to)-Graphy: Film and Writing in Contemporary Composition Courses, edited by Ellen Bishop

Exchanges	Laurel J. Black

Abstracts for Composition Studies 29.2

Coe, Richard M. "'Rhetoric 2001'" in 2001. Composition Studies (29.2): 11-35.

Gray-Rosendale, et al. "Basic Writing's Past, Present, and Future: A Discussion of Problems and Possibilities." Composition Studies (29.2): 37-70.

Berzsenyi, Christyne A. "Comments to Comments: Teachers and Students in Written Dialogue About Critical Revision." Composition Studies (29.2): 71-92.

The essay describes a pedagogical practice designed to increase students' involvement with their own writing by transforming the standard, unidirectional written communication of an instructor's evaluation of students' writing into a written dialogue about the process of students' revision. In doing so, teacher and student become collaborators, working to achieve goals set out by student writers within the constraints of particular assignment contexts. This revision activity strives to develop students' sense of audience, purpose, generic issues, language appropriateness, and persuasive power as they dialogue with instructors about their discursive choices and effects.

Fulkerson, Richard. " Of Pre- and Post-Process: Reviews and Ruminations." Composition Studies (29.2): 93-119.

Hesse, Douglas. "Composition as Pedagogy or Scholarship, Students as Writers or Workers." Composition Studies (29.2): 121-132.