Bryant, Paul T. “A Brand New World Every Morning.” College Composition and Communication 25 (1974): 30–33.
—. “No Longer a Brand New World: The Development of Bibliographic Resources in Composition.” Composition in Context: Essays in Honor of Donald C. Stewart. Ed. W. Ross Winterowd and Vincent Gillespie. Carbondale: Southern Illinois UP, 1994. 139–51.
Burke, Kenneth. The Philosophy of Literary Form: Studies in Symbolic Action. 1941. 3rd edition, revised. Berkeley: U of California P, 1973.
Chapman, David W., and Gary Tate. “A Survey of Doctoral Programs in Rhetoric and Composition.” Rhetoric Review 5 (1987): 124–85.
Coffey, Daniel P. “A Discipline’s Composition: A Citation Analysis of Composition Studies.” The Journal of Academic Librarianship 32 (2006): 155–65.
Connors, Robert J. “Composition History and Disciplinarity.” History, Reflection, and Narrative: The Professionalization of Composition, 1963–1983. Ed. Mary Rosner, Beth Boehm, and Debra Journet. Stamford, CT: Ablex, 1999. 3–21.
Curzon, Susan Carol. “Developing Faculty-Librarian Partnerships in Information Literacy.” Integrating Information Literacy into the Higher Education Curriculum: Practical Models for Transformation. Ed. Ilene F. Rockman. San Francisco, CA: Jossey-Bass, 2004. 29–46.
Fister, Barbara. “Common Ground: The Composition/Bibliographic Instruction Connection.” Academic Libraries: Achieving Excellence in Higher Education. Proceedings of the Sixth National Conference of the Association of College and Research Libraries. Ed. Thomas Kirk. Chicago: Association of College and Research Libraries, 1992. 154–58.
—. “Teaching the Rhetorical Dimensions of Research.” Research Strategies 11 (1993): 211–19.
Fontaine, Sheryl I., and Susan M. Hunter. “Inviting Students into Composition Studies with a New Instructional Genre.” Culture Shock and the Practice of Profession: Training the New Wave in Rhetoric and Composition. Ed. Virginia Anderson and Susan Romano. Cresskill, NJ: Hampton, 2006. 197–213.
Hardesty, Larry. “Faculty Culture and Bibliographic Instruction: An Exploratory Analysis.” Library Trends 44 (1995): 339–67.
Haswell, Richard H. “NCTE/CCCC’s Recent War on Scholarship.” Written Communication 22 (2005): 198–223.
Kohl, David F., and Lizabeth A. Wilson. “Effectiveness of Course-Integrated Bibliographic Instruction in Improving Coursework.” Reference Quarterly 26 (1986): 206–11.
Lauer, Janice M. “Graduate Students as Active Members of the Profession: Some Questions for Mentoring.” Publishing in Rhetoric and Composition. Ed. Gary A. Olson and Todd W. Taylor. Albany: SUNY P, 1997. 229–35.
—. “Rhetoric and Composition.” English Studies: An Introduction to the Discipline(s). Ed. Bruce McComiskey. Urbana, IL: NCTE, 2006. 106–52.
Olson, Gary A. “Publishing Scholarship in Rhetoric and Composition: Joining the Conversation.” Publishing in Rhetoric and Composition. Ed. Gary A. Olson and Todd W. Taylor. Albany: SUNY P, 1997. 19–33.
Peirce, Karen P., and Theresa Jarnagin Enos. “How Seriously Are We Taking Professionalization? A Report on Graduate Curricula in Rhetoric and Composition.” Rhetoric Review 25 (2006): 204–10.
Phelps, Louise Wetherbee. “Writing the New Rhetoric of Scholarship.” Defining the New Rhetorics. Sage Series in Written Communication Volume 7. Ed. Theresa Enos and Stuart C. Brown. Newbury Park, CA: Sage, 1993. 55–78.
Rockman, Ilene F. “Introduction: The Importance of Information Literacy.” Integrating Information Literacy into the Higher Education Curriculum: Practical Models for Transformation. Ed. Ilene F. Rockman. San Francisco: Jossey-Bass, 2004. 1–28.
Scott, Patrick. “Bibliographical Problems in Research on Composition.” College Composition and Communication 37 (1986): 167–77.
—. “Bibliographic Resources and Problems.” An Introduction to Composition Studies. Ed. Erika Lindemann and Gary Tate. New York: Oxford UP, 1991. 72–93.
For Further Reading
Berkenkotter, Carol, Thomas N. Huckin, and John Ackerman. “Conventions, Conversation, and the Writer: Case Study of a Student in a Rhetoric Ph.D. Program.” Research in the Teaching of English 22 (1988): 9–44.
Borgman, Christine L. Scholarship in the Digital Age: Information, Infrastructure and the Internet. Cambridge, MA: MIT Press, 2007.
Breivik, Patricia Senn, and E. Gordon Gee. Higher Education in the Internet Age: Libraries Creating a Strategic Edge. Westport, CT: American Council of Education, Praeger Series on Higher Education, 2006.
Fister, Barbara. “Connected Communities: Encouraging Dialogue Between Composition and Bibliographic Instruction.” Writing-Across-the-Curriculum and the Academic Library: A Guide for Librarians, Instructors, and Writing Program Directors. Ed. Jean Sheridan. Westport, CT: Greenwood, 1995. 33–51.
Lauer, Janice M., and Andrea Lunsford. “The Place of Rhetoric and Composition Studies in Doctoral Programs.” The Future of Doctoral Studies in English. Ed. Andrea Lunsford, Helene Moglen, and James Slevin. New York: MLA, 1989. 106–10.
Lindemann, Erika. “Early Bibliographic Work in Composition Studies.” Profession. New York: Modern Language Association, 2002. 151–57.
Lindemann, Erika, and Gary Tate, eds. An Introduction to Composition Studies. New York: Oxford UP, 1991.
Lunsford, Andrea, Helene Moglen, and James F. Slevin. The Future of Doctoral Studies in English. New York: MLA, 1989.
North, Stephen M., Barbara A. Chepaitis, David Coogan, Lale Davidgon, Ron MacLean, Cindy L. Parrish, Jonathan Post, and Beth Weatherby. Refiguring the Ph.D. in English Studies: Writing, Doctoral Education, and the Fusion-Based Curriculum. Urbana, IL: NCTE, 2000.
Nystand, Martin, Stuart Greene, and Jeffrey Wiemelt. “Where Did Composition Studies Come From? An Intellectual History.” Written Communication 10 (1993): 267–33.
Raspa, Dick, and Dane Ward, eds. The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe. Chicago: American Library Association, 2000.
Rockman, Ilene F., ed. Integrating Information Literacy into the Higher Education Curriculum: Practical Models for Transformation. San Francisco: Jossey-Bass, 2004.
Scott, Patrick, and Bruce Castner. “Reference Sources for Composition Research: A Practical Survey.” College English 45 (1983): 756–68.
Sheridan, Jean. “What Bibliographic Instruction Librarians Can Learn from Writing-Across-the-Curriculum Instructors.” Writing-Across-the-Curriculum and the Academic Library: A Guide for Librarians, Instructors, and Writing Program Directors. Ed. Jean Sheridan. Westport, CT: Greenwood, 1995. 113–19.
2 Voices in the Parlor: The Construction of Knowledge in Composition Studies
The first chapter of this book opened with an analogy that compared scholarship in an academic discipline to an ongoing conversation taking place in a parlor. Although a parlor seems a more antiquated reference now than it likely did when Kenneth Burke published this analogy in 1941, the notion of a conversation taking place within a designated space is still vital to an understanding of disciplinary knowledge. A conversation taking place in a parlor implies that those inside the room understand and practice conversation differently than do those who are outside the room. One defining element of the conversation in each academic discipline’s parlor is how the discipline creates new knowledge, specifically, which modes of inquiry the discipline values and what the discipline accepts as convincing evidence.
The purpose of this chapter is to introduce you to how knowledge is constructed in composition studies. As a student and newcomer to composition studies, you need to learn about the discipline’s methods