JAC Volume 16, Issue 1 2 3

Editor: Thomas Kent		Volume 16, Issue #1, Winter 1996 Interview Writing, Literacy, and Technology: Toward a Cyborg Writing Gary A. Olson Articles Emerson and the Death of Pathos W. Ross Winterowd What Does It Mean to Learn? William Bennet, the Educational Testing Service, and a Praxis of the Sublime Richard E. Miller Worlds in the Making: The Literacy Project as Potential Space Nancy Welch Beyond the Postmodern Impasse of Agency: The Resounding Relevance of John Dewey's Tacit Tradition Donald C. Jones Reconsidering Behaviorist Composition Pedagogies: Positivism, Empiricism, and the Paradox of Postmodernism David Wallace Teaching Expressive Writing as a Narrative Fiction Candace Spigelman A Contributing Listener and Other Composition Wives: Reading and Writing the Feminine Metaphors in Composition Studies Pegeen Reichert COMMENTARY: On Colonies, Canons, and Ellis Cose's The Rage of a Privileged Class Victor Villanueva Response Essays Writing as Resistance Elizabeth A. Flynn Waiting for the Other: Lyotard on Writing, Resistance, and Potential Debra Jacobs Reviews Aristotle's Voice: Rhetoric, Theory, and Writing in America by Jasper Neel Deborah Kelsh
Guest Editors: David Bleich & Mary R. Boland		Volume 16, Issue #2, Spring 1996 Special Issue: Who Does the Teaching? Learning in Different Directions Articles Introduction: Who Does the Teaching? Learning in Different Directions David Bleich and Mary R. Boland David and Me Harriet Malinowitz In the Margins: An Exploration of Boundaries in a Student/Teacher Response Dialogue Dawn K. Dreyer Transcending "Conversing": A Deaf Student in the Writing Center Margaret E. Weaver Deena's Story: The Discourse of the Other Beth Daniell The Great Wall of African American Vernacular English in the American College Classroom Rebecca Moore Howard Writing and Rewriting Racisim: From the Dorm to the Classroom to the Dustbowl Karen Surman Paley Collaboration, Race, and the Rhetoric of Evaision Carrie Shively Leverenz Serious Work: Students Learning from Students Scott Stevens "I Didn't Think They Had It In Them": Students Learning from Students Alison Warriner
Editors: Sidney I. Dobrin & Thomas Kent		Volume 16, Issue #3, Fall 1996 Interview "Je-Luce Irigaray": A Meeting with Luce Irigaray Elizabeth Hirsh and Gary A. Olson Articles Telling Stores, Speaking Personally: Reconsidering the Place of Lived Experience in Composition Daniel Mahala and Jody Swilky WAC as Critical Pedagogy: The Third Stage? Donna LeCourt Rereading "Invoked" and "Addressed" Readers Through a Social Lens: Toward a Recognition of Multiple Audiences Mary Jo Reiff The Writing Crisis in Urban Schools: A Culturally Different Hypothesis Gerald R. Washington From Disciplining to Discipline: A Foucauldian Examination of the Formation of English as a School Subject Kathryn R. Fitzgerald Tactics and the Quotidian: Resistance and Professional Discourse Carl G. Herndl COMMENTARY: Fredric Jameson and Composition Studies Patricia Bizzell Response Essays What's Epistemology Got To Do With It?: A Response to Phyllis Mentzell Ryder Tom O'Donnell Putting "it" in Context: Diversity in Composition Classes Phyllis Mentzell Ryder Imitation and Composition Pedagogy: A Response to Mary Minock Phillip K. Arrington Initiation Pedagogy: Postmodernist or No, A Response to Phillip Arrington Mary Minock Reviews Review essay of Bankrupt Education: The Decline of Liberal Education in Canada by Peter C. Emberley and Waller R. Newell, Harmonious Perfection: The Development of English Studies in Nineteenth-Century Anglo-Canadian Colleges by Henry A. Hubert, and Writing Instruction in Canadian Universities by Roger Graves Kevin Brooks Discourse Studies in Honor of James L. Kinneavy by Rosalind J. Gabin, ed. James C. McDonald Between the Lines: Relating Composition Theory and Literary Theory by John Schilb Richard Penticoff Reconceiving Writing, Rethinking Writing Instruction by Joseph Petraglia, ed. Susan Malone Bunch Teachers, Discourses, and Authority in the Postmodern Composition Classroom by Xin Liu Gale Andrea Greenbaum

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