Defining Composition: Evidence from the Citations, Years 1971-72 and 1976-77.

Autor/in	Hayes, Christopher G.
Titel	Defining Composition: Evidence from the Citations, Years 1971-72 and 1976-77.
Quelle	(1988), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Research; Intellectual History; Literature; Psychology; Scholarly Journals; Scholarly Writing; Social Problems; Writing (Composition); Writing for Publication; Writing Instruction; Writing Research + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Geistesgeschichte; Literatur; Psychologie; Social problem; Soziales Problem; Schreibübung; Schreibunterricht; Schreibforschung
Abstract	As part of a study examining articles on composition at five-year intervals from 1971 through 1987 to explore the evolution of composition knowledge, a study examined articles published in "College Composition and Communication" (CCC) and "College English" (CE) during 1971-72 and 1976-77. A citation list was created by noting the author cited for each article, the title of the work cited, and the author who cited the work. Book reviews, poems, and various information from the National Council of Teachers of English (NCTE) and the Conference on College Composition and Communication were excluded. The citation list was entered into a computer file, and information was collected concerning: (1) the names and works cited in a given year in each journal; (2) the number of times each author and work was cited; and (3) the number of different articles in which the citation occurred. For 1971-72, results indicated that although a significant relationship between composition and literary studies and an interest in psychology was revealed, overall the "composition community" did not reflect a central focus or common canon of works, scholars, or ideas to initiate a dialectical process of defining or revising composition knowledge. The year 1976-77 showed a continued interest in composition practice and psychology, and a greater attention to social issues and the role of composition in the university. (Citation lists for 1971-72 and 1976-77, and two tables of data are appended.) (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC