Browse by Issue | Composition Studies


	Book Reviews Browse by Issue (In order of appearance in issue): 36.1 Machine Scoring of Student Essays: Truth and Consequences, edited by Patricia Freitag Ericsson and Richard Haswell *The Locations of Composition,* edited by Christopher J. Keller and Christian R. Weisser *Rhetoric and the Republic: Politics, Civic Discourse, and Education in Early America,* by Mark Garrett Longaker *Plagiarism: Alchemy and Remedy in Higher Education,* by Bill Marsh *The Writing Center Director's Resource Book,* edited by Christina Murphy and Byron L. Stay *Can It Really Be Taught? Resisting Lore in Creative Writing Pedagogy,* edited by Kelly Ritter and Stephanie Vanderslice *Whistlin' and Crowin' Women of Appalachia: Literary Practices Since College,* by Katherine Kelleher Sohn *Engaged Writers and Dynamic Disciplines: Research on the Academic Writing LIfe,* by Chris Thaiss and Terry Myers Zawacki *Relations, Locations, Positions: Composition Theory for Writing Teachers,* edited by Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon *Identity Papers: LIteracy and Power in Higher Education,* edited by Bronwyn T. Williams *"What about Rose?": Using Teacher Research to Reverse School Failure,* by Smokey Wilson 35.2 Freedom’s Journal: The First African-American Newspaper, by Jacqueline Bacon College Writing and Beyond: A New Framework for University Writing Instruction, by Anne Beaufort Preventing Plagiarism: Tips and Techniques, by Laura Hennessey DeSena Writing with Authority: Students’ Roles as Writers in Cross-National Perspective, by David Foster The Everyday Writing Center: A Community of Practice, by Anne Ellen Geller, Michele Eodice, Frankie Condon, Meg Carroll, and Elizabeth H. Boquet Writing at the Center: Proceedings of the 2004 Thomas R. Watson Conference, Louisville, Kentucky, edited by Jo Ann Griffin, Carol Mattingly, and Michele Eodice Placing the Academy: Essays on Landscape, Work, and Identity, edited by Rona Kaufman and Jennifer Sinor African American Rhetoric(s): Interdisciplinary Perspectives, edited by Elaine B. Richardson and Ronald L. Jackson II 35.2 Online Exclusives Engaging Grammar: Practical Advice for Real Classrooms, by Amy Benjamin and Tom Oliva Rhetorical Visions: Reading and Writing in a Visual Culture, by Wendy S. Hesford and Brenda Jo Brueggemann An American Girl and her Four Years in a Boy’s College, by Olive San Louis Anderson, edited by Elisabeth Israels Perry and Jennifer Ann Price. Who Says?: Working-Class Rhetoric, Class Consciousness, and Community, edited by William DeGenaro 35.1 Culture Shock and the Practice of Profession: Training in the Next Wave of Rhetoric and Composition, edited by Virginia Anderson and Susan Romano *Composition and/or Literature: The End(s) of Education, edited by Linda S. Bergmann and Edith M. Baker Rhetorical Agendas: Political, Ethical, Spiritual, edited by Patricia Bizzell Technology and English Studies: Innovative Professional Paths, edited by James A. Inman and Beth L. Hewitt Punishing Schools: Fear and Citizenship in American Public Education* by William Lyons and Julie Drew *Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric* by LuMing Mao *The Politics of Second Language Writing: In Search of the Promised Land, edited by Paul Kei Matsuda, Christina Ortmeier-Hooper, and Xiaoye You Composing a Community: A History of Writing Across the Curriculum, edited by Susan H. McLeod and Margot Iris Soven Discord and Direction: The Postmodern Writing Program Administrator, edited by Sharon James McGee and Carolyn Handa Rhetorical Listening: Identification, Gender, Whiteness, by Krista Ratcliffe Research on Composition: Multiple Perspectives on Two Decades of Change, edited by Peter Smagorinsky Minor Re/Visions: Asian American Literacy Narratives as a Rhetoric of Citizenship, by Morris Young 34.2* Toward a Civil Discourse: Rhetoric and Fundamentalism, by Sharon Crowley Sentimental Attachments: Essays, Creative Nonfiction, and Other Experiments in Composition, by Janet Carey Eldred On a Scale: A Social History of Writing Assessment in America, by Norbert Elliott Sexuality and the Politics of Ethos in the Writing Classroom, by Zan Meyer Gonçalves Crossing Borderlands: Composition and Postcolonial Studies, edited by Andrea Lunsford and Lahoucine Ouzgane Writing Across Borders, directed by Wayne Robertson The Eloquence of Mary Astell, by Christine Mason Sutherland Negotiating Religious Faith in the Composition Classroom, edited by Elizabeth Vander Lei and bonnie lenore kyburz 34.2 Online Exclusives Process This: Undergraduate Writing in Composition Studies, by Nancy C. DeJoy Readin’ + Writin’ for the Hard-Hat Crowd: Curriculum Policy at an Urban University, by Susan R. Merrifield Practicing Writing: The Postwar Discourse of Freshman English, by Thomas M. Masters The End of Composition Studies, by David W. Smit 34.1 Voice as Process, by Lizbeth A. Bryant Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States, by Jean Ferguson Carr, Stephen L. Carr, and Lucille Schultz Situation Composition: Composition Studies and the Politics of Location, by Lisa Ede The Outcomes Book, edited by Susanmarie Harrington, Keith Rhodes, Ruth Overman Fischer, and Rita Malenczyk Computers and Writing: The Cyborg Era, by James A. Inman Multiple Genres, Multiple Voices: Teaching Argument in Composition and Literature, by Cheryl L. Johnson and Jayne A. Moneysmith Coming to Terms: A Theory of Writing Assessment, by Patricia Lynne Tactics of Hope: The Public Turn in English Composition, by Paula Mathieu The Profession of English in the Two-Year College, edited by Mark Reynolds and Sylvia Holladay-Hicks The Function of Theory in Composition, by Raúl Sánchez Vote and Voice: Women's Organizations and Political Literacy, 1915-1930, by Wendy B. Sharer Personally Speaking: Experience as Evidence in Academic Discourse, by Candace Spigelman 34.1 Online Exclusives (in alphabetic order) *The Hope and the Legacy: The Past, Present and Future of "Students' Right to Their Own Language,"* edited by Patrick Bruch and Richard Marback Writing Environments, edited by Sidney Dobrin and Christopher Kelly Latino/a Discourses: On Language, Identity, and Literacy Education, edited by Michelle Hall Kells, Valerie Balester, and Victor Villanueva Genre Across the Curriculum, edited by Anne Herrington and Charles Moran Second Language Writing Research: Perspectives on the Process of Knowledge Construction, edited by Paul Kei Matsuda and Tony Silva *Radical Feminism, Writing, and Critical Agency: from Manifesto to Modem,* by Jacqueline Rhodes Self-Development and College Writing, by Nick Tingle 33.2 *Ethnography Unbound: From Theory Shock to Critical Praxis, edited by Stephen Gilbert Brown and Sidney I. Dobrin. Albany: State University of New York Press, 2004. 352 pages. Reviewed by Susan V. Wall. ESL Writers: A Guide for Writing Center Tutors, edited by Shanti Bruce and Ben Rafoth. Portsmouth: Boynton/Cook, 2004. 192 pages. Reviewed by Amanda Espinosa-Aguilar. Defining Visual Rhetorics, by Charles A. Hill and Marguerite Helmers. Mahwah: Lawrence Erlbaum, 2004. 342 pages. Reviewed by Shane Borrowman. Invention in Rhetoric and Composition, by Janice M. Lauer. West Lafayette: Parlor Press and The WAC Clearinghouse, 2004. 276 pages. Reviewed by Maureen Daly Goggin. Rhetoric Before and Beyond the Greeks, edited by Carol S. Lipson and Roberta A. Binkley. Albany: State University of New York Press, 2004. 267 pages. Reviewed by Teresa Grettano. City Comp: Identities, Spaces, Practices, edited by Bruce McComiskey and Cynthia Ryan. Albany: State U of New York P, 2003. 248 pages. Reviewed by James Guignard. Writing Groups Inside and Outside the Classroom, edited by Beverly J. Moss, Nels P. Highberg, and Melissa Nicholas. Mahwah: Lawrence Erlbaum Associates, 2004. 264 pages. Reviewed by Kurt Schick. Demythologizing Language Difference in the Academy: Establishing Discipline-Based Writing Programs, by Mark Waldo. Mahwah: Lawrence Erlbaum Associates, 2004. 224 pages. Reviewed by R. Mark Hall. 33.2 Online Exclusives (in alphabetic order)* *The Center Will Hold: Critical Perspectives on Writing Center Scholarship, edited by Michael A. Pemberton and Joyce Kinkead. Logan: Utah State University Press, 2003. 225 pages. Reviewed by Dana Zaskoda. Electronic Collaboration in the Humanities: Issues and Options, edited by James A. Inman, Cheryl Reed, and Peter Sands. Mahwah: Lawrence Erlbaum Associates, 2004. 440 pages. Reviewed by Pavel Zemliansky. Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline, edited by Barbara L’Eplattenier and Lisa Mastrangelo. West Lafayette: Parlor Press, 2004. 316 pages. Reviewed by Andrea Deacon Muldoon. Multiliteracies for a Digital Age, by Stuart A. Selber. Carbondale: Southern Illinois University Press, 2004. 240 pages. Reviewed by Kim Donehower. Response to Reform: Composition and the Professionalization of Teaching* by Margaret J. Marshall. Carbondale: Southern Illinois UP, 2004. 197 pages. Reviewed by Jami L. Carlacio. *Rhetoric and Ethnicity, edited by Keith Gilyard and Vorris Nunley. Portsmouth: Heinemann, 2004. 176 pages. Reviewed by Allison Brimmer. Rhetorical Education in America, edited by Cheryl Glenn, Margaret M. Lyday, and Wendy B. Sharer. Tuscaloosa: University of Alabama Press, 2004. 264 pages. Reviewed by Carol Lea Clark. Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar, by Eli Hinkel. Mahwah: Lawrence Erlbaum Associates, 2004. 368 pages. Reviewed by Amy Dayton. Writing Genres, by Amy J. Devitt. Carbondale: Southern Illinois University Press, 2004. Reviewed by Mary Buchinger Bodwell. Writing New Media: Theory and Applications for Expanding the Teaching of Composition, by Anne Frances Wysocki, Johndan Johnson-Eilola, Cynthia L. Selfe, and Geoffrey Sirc. Logan: Utah State University Press, 2004. 276 pages. Reviewed by Wendy Warren Austin. 33.1* *Arts of Living: Reinventing the Humanities for the Twenty-first Century, by Kurt Spellmeyer. Albany: State University of New York Press, 2003. 312 pages. Reviewed by Beth Brunk-Chavez. Embodied Literacies: Imageword and a Poetics of Teaching, by Kristie S. Fleckenstein. Carbondale: Southern Illinois UP, 2003. Reviewed by Margaret M. Strain. Genre and the Invention of the Writer, by Anis Bawarshi. Logan: Utah State UP, 2003. 180 pages. Reviewed by Peter Clements. Literacy and Racial Justice: The Politics of Learning after* Brown v. Board of Education, by Catherine Prendergast. Carbondale: Southern Illinois UP, 2003. 224 pages. Reviewed by Ronald L. Pitcock. *The Politics of Remediation: Institutional and Student Needs in Higher Education, by Mary Soliday. Pittsburgh: University of Pittsburgh Press, 2002. 240 pages. Reviewed by William DeGenaro. Rhetoric and* Kairos: Essays in History, Theory, and Praxis, edited by Phillip Sipiora and James S. Baumlin. Albany: State University of New York Press, 2002. 258 pages. Reviewed by Dion C. Cautrell. *The Rhetoric of Risk: Technical Documentation in Hazardous Environments, by Beverly A. Sauer. Mahwah: Lawrence Erlbaum Associates, 2003. 376 pages. Reviewed by Michael J. Salvo and Julie Staggers. 33.1 Online Exclusives (in alphabetic order)* *Crossing the Curriculum: Multilingual Learners in College Classrooms, edited by Vivian Zamel and Ruth Spack. Mahwah: Lawrence Erlbaum Associates, 2004. 240 pages. Reviewed by Mary M. Juzwik, Michigan State University. Genre in the Classroom: Multiple Perspectives, edited by Ann M. Johns. Mahwah: Lawrence Erlbaum Associates, 2002. 352 pages. Reviewed by Janet S. Zepernick, York College of Pennsylvania. Geographies of Writing: Inhabiting Places and Encountering Difference, by Nedra Reynolds. Carbondale: Southern Illinois University Press, 2004. 224 pages. Reviewed by James Fredal, The Ohio State University. Liberating Voices: Writing at the Bryn Mawr Summer School for Women Workers,* by Karyn L. Hollis. Carbondale: Southern Illinois UP, 2004. 192 pages. Reviewed by Wendy B. Sharer, East Carolina University. *What Writing Does and How It Does It: An Introduction to Analyzing Texts and Textual Practices,* edited by Charles Bazerman and Paul Prior. Mahwah: Lawrence Erlbaum, 2004. 376 pages. Reviewed by Elizabeth Weiser, The Ohio State University at Newark. *Where Writing Begins: A Postmodern Reconstruction,* by Michael Carter. Carbondale: Southern Illinois UP, 2003. 320 pages. Reviewed by Thomas Allbaugh, Azusa Pacific University. Whose Goals? Whose Aspirations? : Learning to Teach Underprepared Writers Across the Curriculum, by Stephen M. Fishman and Lucille McCarthy. Logan: Utah State University Press, 2002. 238 pages. Reviewed by David H. Roberts, Albany State University 32.2 *(First Person)²: A Study of Co-Authoring in the Academy, by Kami Day and Michele Eodice. Logan: Utah State University Press, 2001. 216 pages. Reviewed by Lynée Lewis Gaillet, Georgia State University. Talking, Sketching, Moving: Multiple Literacies in the Teaching of Writing, by Patricia A. Dunn. Portsmouth: Boynton/Cook, 2001. 192 pages. Reviewed by David Martins, California State University, Chico. Insurrections: Approaches to Resistance in Composition Studies, edited by Andrea Greenbaum, with a foreword by Gary A. Olson. Albany: State University of New York Press, 2001. 198 pages. Reviewed by Donald N. S. Unger, University at Albany, SUNY. Opening Spaces: Critical Pedagogy and Resistance Theory in Composition, by Joe Marshall Hardin. Albany: State University of New York Press, 2001. 126 pages. Reviewed by Fiona Glade, California State University, Sacramento. Misunderstanding the Assignment: Teenage Students, College Writing, and the Pains of Growth, by Doug Hunt. Portsmouth: Boynton/Cook, 2002. 192 pages. Reviewed by Jill Swiencicki, California State University, Chico. Tutoring Writing: A Practical Guide for Conferences, by Donald A. McAndrew and Thomas J. Reigstad. Portsmouth: Boynton/Cook, 2001. 160 pages. Reviewed by Rebecca G. Taylor, Gustavus Adolphus College. WAC for the New Millennium: Strategies for Continuing Writing-Across-the-Curriculum Programs, edited by Susan H. McLeod, Eric Miraglia, Margot Soven, and Christopher Thaiss. Urbana: NCTE Press, 2001. 345 pages. Reviewed by Linda S. Bergmann, Purdue University. Preparing College Teachers of Writing: Histories, Theories, Programs, Practices, edited by Betty P. Pytlik and Sarah Liggett. New York: Oxford University Press, 2001. 352 pages. Reviewed by Kathleen J. Ryan, West Virginia University. Introducing English: Essays in the Intellectual Work of Composition, by James F. Slevin. Pittsburgh: University of Pittsburgh Press, 2001. 280 pages. Reviewed by Christopher Schroeder, Northeastern Illinois University. Teaching Writing Teachers: of High School English & First-Year Composition, by Robert Tremmel and William Broz. Portsmouth: Boynton/Cook, 2002. 192 pages. Reviewed by Rich Rice, Texas Tech University. 32.2 Online Exclusives (in alphabetic order)* A Communion of Friendship: Literacy, Spiritual Practice, and Women in Recovery, by Beth Daniell. Carbondale: Southern Illinois University Press, 2003. 176 pages. Reviewed by Joe Wagner, University of North Carolina at Greensboro. Critical Passages: Teaching the Transition to College Composition, by Kristin Dombek and Scott Herndon, with a foreword by David Bartholomae. New York: Teachers College Press, 2003. 144 pages. Reviewed by Carola Mattord, Georgia State University. *Language Diversity in the Classroom: From Intention to Practice, edited by Geneva Smitherman and Victor Villanueva. Carbondale: Southern Illinois University Press, 2003. 176 pages. Reviewed by Steve Hecox, New Mexico Highlands University. Literacy in the New Media Age, by Gunther Kress. London: Routledge, 2003. 186 pages. Reviewed by Paul J. Morris II, Pittsburg State University. Reading Student Writing: Confessions, Meditations, Rants, by Lad Tobin. Portsmouth: Boynton/Cook, 2004. 152 pages. Reviewed by Heidi Estrem, Eastern Michigan University. Rhetoric and Composition as Intellectual Work, edited by Gary A. Olson. Carbondale: Southern Illinois University Press, 2002. 288 pages. Reviewed by Lisa L. Coleman, Southeastern Oklahoma State University. A Rhetoric of Pleasure: Prose Style & Today’s Composition Classroom, by T. R. Johnson. Portsmouth: Boynton/Cook, 2003. 144 pages. Reviewed by Inez Schaechterle, Bowling Green State University. Risky Writing: Self-Disclosure and Self-Transformation in the Classroom, by Jeffrey Berman. Amherst: University of Massachusetts Press, 2002. 320 pages. Reviewed by Linda E. Holt, Belmont University. What We Really Value: Beyond Rubrics in Teaching and Assessing Writing*, by Bob Broad. Logan: Utah State University Press, 2003. 180 pages. Reviewed by John Eliason, Philadelphia University More Book Reviews will be available soon.