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Graduate Resources

Special Field Exam: Sample Reading List

Composition Theory and Pedagogy - Kory Ching

Academic Discourse/Literacy

Ball, Carolyn C., Laura Dice, and David Bartholomae. "Telling Secrets: Student Readers and Disciplinary Authorities." Developing Discourse Practices in Adolescence and Adulthood. Eds. Richard Beach and Susan Hynds. Norwood, N.J.: Ablex, 1990. 337-58.

Bartholomae, David. "Inventing the University." Journal of Basic Writing 5 (1986): 4-19.

---. "Writing with Teachers: A Conversation with Peter Elbow." College Composition and Communication 46 (1995): 62-71.

Bazerman, Charles. "From Cultural Criticism to Disciplinary Participation: Living with Powerful Words." Writing, Teaching and Learning in the Disciplines. Eds. Anne Herrington and Charles Moran. New York: Modern Language Association, 1992. 61-68.

---. "What Written Knowledge Does: Three Examples of Academic Discourse." Philosophy of the Social Sciences 11 (1981): 361-87.

Berkenkotter, Carol, and Thomas N. Huckin. Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power. Hillsdale, NJ: Lawrence Erlbaum, 1995.

Berkenkotter, Carol, Thomas N. Huckin, and John Ackerman. "Conventions, Conversations, and the Writer: Case Study of a Student in a Rhetoric Ph.D. Program." Research in the Teaching of English 22.1 (1988): 9-44.

Bizzell, Patricia. Academic Discourse and Critical Consciousness. Pittsburgh: University of Pittsburgh Press, 1992.

---. "Hybrid Academic Discourses: What, Why, How." Composition Studies 27.2 (1999): 7-22.

Bridwell-Bowles, Lillian. "Discourse and Diversity: Experimental Writing within the Academy." College Composition and Communication 43.3 (1992): 349-68.

---. "Freedom, Form, Function: Varieties of Academic Discourse." College Composition and Communication 46.1 (1995): 46-61.

Britton, James N. Language and Learning. Portsmouth, NH: Boynton/Cook Heinemann, 1993.

Brodkey, Linda. Academic Writing as Social Practice. Philadelphia: Temple University Press, 1987.

Bruffee, Kenneth. "Collaborative Learning and the 'Conversation of Mankind'." College English 46 (1984): 635-52.

---. "Collaborative Learning: Some Practical Models." College English 34 (1973): 634-43.

Casanave, Christine Pearson. Writing Games: Multicultural Studies of Academic Literacy Practices in Higher Education. Mahwah, NJ: Lawrence Erlbaum, 2002.

Chiseri-Strater, Elizabeth. Academic Literacies: The Public and Private Discourse of University Students. Portsmouth, NH: Boynton/Cook, 1991.

Crowley, Sharon. Composition in the University. Pittsburgh: University of Pittsburgh Press, 1998.

Durst, Russel K. Collision Course: Conflict, Negotiation, and Learning in College Composition. Urbana: NCTE, 1999.

Durst, Russel K., and Sherry Cook Stanforth. "Everything's Negotiable: Collaboration and Conflict in Composition Research." Ethics and Representation in Qualitative Studies of Literacy. Eds. Peter Mortensen and Gesa E. Kirsch. Urbana: NCTE, 1996. 58-76.

Ede, Lisa, and Andrea Lunsford. "Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy." College Composition and Communication 35.2 (1984): 155-71.

Elbow, Peter. "Being a Writer Vs. Being an Academic: A Conflict in Goals." College Composition and Communication 46 (1995): 72-83.

---. "Closing My Eyes as I Speak: An Argument for Ignoring Audience." College English 49.1 (1987): 50-69.

---. "Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues." College English 53.2 (1991): 135-55.

---. Writing with Power. New York: Oxford University Press, 1981.

---. Writing without Teachers. New York: Oxford University Press, 1973.

Fish, Stanley. Is There a Text in This Class? The Authority of Interpretive Communities. Cambridge, MA: Harvard University Press, 1980. (Chapter Thirteen, “Is There a Text in This Class”)

Gutierrez, Kris D. "Unpackaging Academic Discourse." Discourse Processes 19.1 (1995): 21-38.

Halasek, Kay. A Pedagogy of Possibility: Bakhtinian Perspectives on Composition Studies. Carbondale: Southern Illinois University Press, 1999.

Hamilton-Wieler, Sharon. "Collaborative Classrooms: Building a Community of Writers." Writing on the Edge 2 (1991): 19-30.

Harris, Joseph. A Teaching Subject: Composition since 1966. Upper Saddle River, NJ: Prentice Hall, 1997.

---. "Beyond Community: From the Social to the Material." Journal of Basic Writing 20 (2001): 3-15.

---. "The Idea of Community in the Study of Writing." College Composition and Communication 40.1 (1989): 11-22.

Heath, Shirley Brice. Ways with Words: Language, Life, and Work in Communities and Classrooms. Cambridge: Cambridge University Press, 1983.

Herrington, Anne J. "Composing One's Self in a Discipline: Students' and Teachers' Negotiations." Constructing Rhetorical Education. Eds. Marie Secor and Davida Charney. Carbondale, IL: Southern Illinois University Press, 1992. 91-115.

Herrington, Anne J., and Marcia Curtis. Persons in Process: Four Stories of Writing and Personal Development in College. Urbana: NCTE, 2000.

Hindman, Jane E. "Inventing Academic Discourse: Teaching (and Learning) Marginal Poise and Fugitive Truth." Journal of Basic Writing 18.2 (1999): 23-46.

Jarratt, Susan C. "Feminism and Composition: The Case for Conflict." Contending with Words. Eds. Patricia Harkin and John Schilb. New York: Modern Language Association, 1991. 105-23.

Jolliffe, David A. "Discourse, Interdiscursivity, and Composition Instruction." Reconceiving Writing, Rethinking Writing Instruction. Ed. Joseph Petraglia. Mahwah, NJ: Lawrence Erlbaum, 1995. 197-216.

Kent, Thomas. "On the Very Idea of a Discourse Community." College Composition and Communication 42.4 (1991): 425-45.

Kinneavy, James L. A Theory of Discourse: The Aims of Discourse. Englewood Cliffs, NJ: Prentice-Hall, 1971.

Lunsford, Andrea A., and Lisa Ede. "Representing Audience: ‘Successful’ Discourse and Disciplinary Critique." College Composition and Communication 47.2 (1996): 167-79.

Messer-Davidow, Ellen, David R. Shumway, and David J. Sylvan, eds. Knowledges: Historical and Critical Studies in Disciplinarity. Charlottesville: University Press of Virginia, 1993.

Miller, Richard E. "Fault Lines in the Contact Zone." College English 56.4 (1994): 389-408.

Nystrand, Martin, Stuart Greene, and Jeffrey Wiemelt. "Where Did Composition Studies Come From? An Intellectual History." Written Communication 10.3 (1993): 267-333.

Phelps, Louise Wetherbee. "Audience and Authorship: The Disappearing Boundary." A Sense of Audience in Written Communication. Eds. Gesa Kirsch and Duane H. Roen. Newbury Park, CA: Sage, 1990. 153-74.

Pratt, Mary Louise. "Arts of the Contact Zone." Profession 91 (1991): 33-40.

Prior, Paul. "Voices in Text, Mind, and Society: Sociohistoric Accounts of Discourse Acquisition and Use." Journal of Second Language Writing 10 (2001): 55-81.

---. Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy. Mahwah, NJ: Erlbaum, 1998.

Prior, Paul, and Jody Shipka. "Chronotopic Lamination: Tracing the Contours of Literate Activity." Writing Selves/Writing Societies: Research from Activity Perspectives. Eds. Charles Bazerman and David Russell. Fort Collins, Colorado: The WAC Clearinghouse and Mind, Culture, and Activity, 2003. 180-238.

Reither, James A, and Douglas Vipond. "Writing as Collaboration." College English 51 (1989): 855-67.

Rose, Mike. Lives on the Boundary: A Moving Account of the Struggles and Achievements of America's Educational Underclass. New York: Penguin, 1989.

Sternglass, Marilyn S. Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level. Mahwah, NJ: Erlbaum, 1997.

Swales, John. Genre Analysis: English in Academic and Research Settings. New York: Cambridge University Press, 1990.

---. Other Floors, Other Voices: A Textography of a Small University Building. Mahwah, NJ: Lawrence Erlbaum, 1998.

Trimbur, John. "Consensus and Difference in Collaborative Learning." College English 51 (1989): 602-16.

Weiner, Harvey. "Collaborative Learning in the Classroom." College English 48 (1986): 52-61.

Wiley, Mark. "Rehabilitating the 'Idea of Community'." Journal of Basic Writing 20 (2001): 16-33.

Yancey, Kathleen Blake, and Michael Spooner. "A Single Good Mind: Collaboration, Cooperation, and the Writing Self." College Composition and Communication 49.1 (1998): 45-62.

Yagelski, Robert. Literacy Matters. New York: TC Press, 2000.

Response

Anson, Christopher M., ed. Writing and Response: Theory, Practice, and Research. Urbana, IL: National Council of Teachers of English, 1989.

Belcher, Linda. "Peer Review and Response: A Failure of the Process Paradigm as Viewed from the Trenches." Reforming College Composition: Writing the Wrongs. Eds. Ray Wallace, Alan Jackson and Susan Lewis Wallace. Westport, Conn.: Greenwood Press, 2000.

Berg, E. Cathrine. "The Effects of Trained Peer Response on ESL Students' Revision Types and Writing Quality." Journal of Second Language Writing 8 (1999): 215-41.

Berzsenyi, Christine A. "Comments to Comments: Teachers and Students in Written Dialogue About Critical Revision." Composition Studies 29.2 (2001): 71-92.

Berkenkotter, Carol. "Student Writers and Their Sense of Authority over Texts." College Composition and Communication 35 (1984): 312-19.

Brannon, Lil, and C. H. Knoblauch. "On Students' Rights to Their Own Texts: A Model of Teacher Response." College Composition and Communication 33.2 (1982): 157-66.

Carnicelli, Thomas A. "The Writing Conference: A One-to-One Conversation." Eight Approaches to Teaching Composition. Eds. Timothy Donovan and Ben McClelland. Urbana, IL: NCTE, 1980.

DiPardo, Anne, and Sarah Warshauer Freedman. "Peer Response Groups in the Writing Classroom: Theoretic Foundations and New Directions." Review of Educational Research 58.2 (1988): 119-49.

Elbow, Peter. "Ranking, Evaluating, and Liking: Sorting out Three Forms of Judging." College English 55.2 (1993): 187-206.

Ferris, Dana R. Response to Student Writing: Implications for Second-Language Students. Mahwah, N.J.: Lawrence Erlbaum Associates, 2003.

Fife, Jane Mathison, and Peggy O'Neill. "Moving Beyond the Written Comment: Narrowing the Gap between Response Practice and Research." College Composition and Communication 53.2 (2001): 300-21.

Flynn, Elizabeth. "Students as Reader of Their Classmates' Writing: Some Implications for Peer Critiquing." Writing Instructor 3 (1984): 120-28.

Freedman, Sarah Warshauer. "How Characteristics of Student Essays Influence Teachers' Evaluations." Journal of Educational Psychology 71.3 (1979): 328-38.

Freedman, Sarah Warshauer, and Anne Marie Katz. "Pedagogical Interaction During the Composing Process: The Writing Conference." Writing in Real Time: Modeling Production Processes. Ed. Ann Matsuhashi. Norwood, NJ: Ablex, 1987. 58-80.

Freedman, Sarah Warshauer, Cynthia Greenleaf, and Melanie Sperling. Response to Student Writing. Urbana, IL: National Council of Teachers of English, 1987.

Freedman, Sarah Warshauer, and Melanie Sperling. "Written Language Acquisition: The Role of Response and the Writing Conference." The Acquisition of Written Language: Response and Revision. Ed. Sarah Warshauer Freedman. Norwood, NJ: Ablex, 1985. 106-30.

Garrison, Roger. "One-to-One: Tutorial Instruction in Freshman Composition." New Directions for Community College 2 (1974): 55-84.

George, Diana. "Working with Peer Groups in the Composition Classroom." College Composition and Communication 35 (1984): 320-26.

Gere, Anne Ruggles. "Talking in Writing Groups." Perspectives on Talk and Learning. Eds. Susan Hynds and Donald L. Rubin. Urbana, IL: NCTE, 1990. 115-28.

---. Writing Groups: History, Theory, and Implications. Carbondale: Southern Illinois University Press, 1987.

Gere, Anne Ruggles, and Robert D. Abbott. "Talking About Writing: The Language of Writing Groups." Research in the Teaching of English 19 (1985): 362-81.

Gere, Anne Ruggles, and Ralph S. Stevens. "The Language of Writing Groups: How Oral Response Shapes Revision." The Acquisition of Written Language: Response and Revision. Ed. Sarah Warshauer Freedman. Norwood, NJ: Ablex, 1985. 85-105.

Grimm, Nancy. "Improving Students' Responses to Their Peers' Essays." College Composition and Communication 37 (1986): 91-94.

Grobman, Laurie. "Building Bridges to Academic Discourse: The Peer Group Leader in Basic Writing Peer Response Groups." Journal of Basic Writing 18.2 (1999): 47-68.

Hacker, Tim. "The Effect of Teacher Conferences on Peer Response Discourse." Teaching English in the Two-Year College 23 (1996): 112-26.

Harris, Muriel. "Collaboration Is Not Collaboration Is Not Collaboration: Writing Center Tutorials Vs. Peer Response Groups." College Composition and Communication 43 (1992): 369-83.

---. "Teacher/Student Talk: The Collaborative Conference." Perspectives on Talk and Learning. Eds. Susan Hynds and Donald L. Rubin. Urbana, IL: NCTE, 1990. 149-61.

---. Teaching One-to-One: The Writing Conference. Urbana, IL: NCTE, 1986.

Hawisher, Gail E., and Charles Moran. "Responding to Writing On-Line." Writing to Learn : Strategies for Assigning and Responding to Writing across the Disciplines. Eds. Mary Deane Sorcinelli and Peter Elbow. San Francisco: Jossey-Bass, 1997. 115-25.

Herrington, Anne J. "Assignment and Response: Teaching with Writing across the Disciplines." A Rhetoric of Doing: Essays on Written Discourse in Honor of James L. Kinneavy. Eds. Stephen P. Witte, Neil Nakadate and Roger D. Cherry. Carbondale: Southern Illinois University Press, 1992. 244-60.

Herrington, Anne J., and Deborah Cadman. "Peer Review and Revising in an Anthropology Course: Lessons for Learning." College Composition and Communication 42.2 (1991): 184-99.

Holt, Mara. "The Value of Written Peer Criticism." College Composition and Communication 43 (1992): 384-92.

Jacobs, Suzanne E., and Adela B. Karliner. "Helping Writers to Think: The Effect of Speech Roles in Individual Conferences on the Quality of Thought in Student Writing." College English 38 (1977): 489-505.

Lunsford, Ronald F. "When Less Is More: Principles for Responding in the Disciplines." Writing to Learn: Strategies for Assigning and Responding to Writing across the Disciplines. Eds. Mary Deane Sorcinelli and Peter Elbow. San Francisco: Jossey-Bass, 1997. 91-104.

McGroarty, Mary E., and Wei Zhu. "Triangulation in Classroom Research: A Study of Peer Revision." Language Learning 47 (1997): 1-43.

Newkirk, Thomas. "Direction and Misdirection in Peer Response." College Composition and Communication 35 (1984): 301-11.

---. "The First Five Minutes: Setting the Agenda in a Writing Conference." Writing and Response: Theory, Practice, and Research. Ed. Chris M Anson. Urbana, IL: National Council of Teachers of English, 1989. 317-31.

---. "The Writing Conference as Performance." Research in the Teaching of English 29.2 (1995): 193-215.

Nystrand, Martin, and Deborah Brandt. "Response to Writing as a Context for Learning to Write." Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana, IL: NCTE, 1989. 209-30.

O'Neill, Peggy, and Jane Mathison Fife. "Listening to Students: Contextualizing Response to Student Writing." Composition Studies 27.2 (1999): 39-51.

Patthey-Chavez, G.G., and Dana R. Ferris. "Writing Conferences and the Weaving of Multi-Voiced Texts in College Composition." Research in the Teaching of English 31.1 (1997): 51-90.

Patthey-Chavez, G. Genevieve, and Lindsay Clare. "Task, Talk, and Text: The Influence of Instructional Conversation on Transitional Bilingual Writers." Written Communication 13.4 (1996): 515-63.

Paulus, Trena M. "The Effect of Peer and Teacher Feedback on Student Writing." Journal of Second Language Writing 8.3 (1999): 265-89.

Phelps, Louise Wetherbee. "Cyrano's Nose: Variations on the Theme of Response." Assessing Writing 7 (2000): 91-100.

Smith, Summer. "The Genre of the End Comment: Conventions in Teacher Responses to Student Writing." College Composition and Communication 48.2 (1997): 249-68.

Sommers, Nancy. "Responding to Student Writing." On Writing Research: The Braddock Essays, 1975-1998. Ed. Lisa Ede. New York: Bedford/St. Martin's, 1999. 122-31.

Sommers, Elizabeth, and Sandra Lawrence. "Women's Ways of Talking in Teacher-Directed and Student-Directed Peer Response Groups." Linguistics and Education 4.1 (1992): 1-36.

Spear, Karen. Sharing Writing: Peer Response Groups in English Classes. Portsmouth: Boynton/Cook, 1988.

Spigelman, Candace. "Habits of the Mind: Historical Configurations of Textual Ownership in Peer Writing Groups." College Composition and Communication 49 (1998): 234-55.

Straub, Richard E. "Reading and Responding to Student Writing: A Heuristic for Reflective Practice." Composition Studies 30.1 (2002): 15-60.

---. "The Student, the Text, and the Classroom Context: A Case Study of Teacher Response." Assessing Writing 7 (2000): 23-55.

Straub, Richard, and Ronald F. Lunsford. Twelve Readers Reading: Responding to College Student Writing. Cresskill, NJ: Hampton Press, 1995.

Stygall, Gail. "Women and Language in the Collaborative Writing Classroom." Feminism and Composition Studies: In Other Words. Eds. Susan Jarratt and Lynn Worsham. New York: MLA, 1998. 252-75.

Ulichny, Polly, and Karen Ann Watson-Gegeo. "Interactions and Authority: The Dominant Interpretive Framework in Writing Conferences." Discourse Processes 12.3 (1989): 309-28.

Walker, Carolyn P., and David Elias. "Writing Conference Talk: Factors Associated with High- and Low-Rated Writing Conferences." Research in the Teaching of English 21 (1987): 266-85.

Walvoord, Barbara E. Fassler. "Students Response Groups: Training for Autonomy." The Writing Instructor 6 (1986): 39-47.

Wauters, Joan. "Non-Confrontational Pairs: An Alternative to Verbal Peer Response Groups." Writing Instructor 7 (1988): 156-66.

Zak, Frances. "Exclusively Positive Responses to Student Writing." Journal of Basic Writing 9 (1990): 40-53.

Zhang, Shuqiang. "Thoughts on Some Recent Evidence Concerning the Affective Advantage of Peer Feedback." Journal of Second Language Writing 8.3 (1999): 321-26.

Research Theory and Methodology

Austin, J. L. How to Do Things with Words. Cambridge: Harvard University Press, 1962.

Bakhtin, M.M. The Dialogic Imagination. Trans. Caryl Emerson and Michael Holquist. Ed. Michael Holquist. Austin: University of Texas Press, 1981.

---. Speech Genres and Other Late Essays. Trans. Vern W. McGee. Eds. Caryl Emerson and Michael Holquist. Austin: University of Texas Press, 1986.

Bazerman, Charles. "Discursively Structured Activities." Mind, Culture, and Activity 4.4 (1997): 296-309.

---. Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Madison: University of Wisconsin Press, 1988.

---. "Systems of Genres and the Enactment of Social Intentions." Genre and the New Rhetoric. Eds. Aviva Freedman and Peter Medway. London: Taylor & Francis, 1994. 79-101.

Berkenkotter, Carol. "Genre Systems at Work: DSM-IV and Rhetorical Recontextualization in Psychotherapy Paperwork." Written Communication 18 (2001): 326-49.

Bolter, Jay David, and Richard Grusin. Remediation: Understanding New Media. Cambridge: MIT Press, 1999.

Bourdieu, Pierre. "The Forms of Capital." Handbook of Theory and Research for the Sociology of Education. Ed. John G. Richardson. New York: Greenwood, 1986. 241-58.

---. Language and Symbolic Power. Trans. Gino Raymond and Matthew Adamson. Ed. John B. Thompson. Cambridge, MA: Harvard University Press, 1991.

---. Outline of a Theory of Practice. New York: Cambridge University Press, 1977.

---. Practical Reason. Stanford: Stanford University Press, 1998.

Bridwell-Bowles, Lillian. "Research in Composition: Issues and Methods." An Introduction to Composition Studies. Eds. Erika Lindemann and Gary Tate: Oxford University Press, 1991. 94-117.

Certeau, Michel de. The Practice of Everyday Life. Trans. Steven Rendall. Berkeley: University of California Press, 1984.

Denzin, Norman K., and Yvonna S. Lincoln. "Introduction: The Discipline and Practice of Qualitative Research." The Landscape of Qualitative Research. Eds. Norman K. Denzin and Yvonna S. Lincoln. Thousand Oaks: Sage, 2003. 1-45.

Duranti, Alessandro, and Charles Goodwin, eds. Rethinking Context: Language as an Interactive Phenomenon. New York: Cambridge University Press, 1992.

Engeström, Yrjö. "Developmental Studies of Work as a Textbench of Activity Theory: The Case of Primary Care Medical Practice." Understanding Practice. Eds. Seth Chaiklin and Jean Lave. Cambridge: Cambridge University Press, 1993. 64-103.

---. "From Individual Action to Collective Activity and Back: Developmental Work Research as an Interventionist Methodology." Workplace Studies: Recovering Work Practice and Informing System Design. Eds. Paul Luff, Jon Hindmarsh and Christian Heath. Cambridge: Cambridge University Press, 2000. 150-66.

Fairclough, Norman. Discourse and Social Change. Cambridge, MA: Polity Press, 1992.

Flyvbjerg, Bent. Making Social Science Matter : Why Social Inquiry Fails and How It Can Succeed Again. Cambridge: Cambridge University Press, 2001.

Foucault, Michel. The Archaeology of Knowledge. Trans. A. M. Sheridan Smith. New York: Pantheon Books, 1982.

Freedman, Aviva, Christine Adam, and Graham Smart. "Wearing Suits to Class: Simulating Genres and Simulations as Genre." Written Communication 11 (1994): 193-226.

Gee, James Paul. An Introduction to Discourse Analysis: Theory and Method. New York: Routledge, 1999.

Geertz, Clifford. The Interpretation of Cultures. New York: Basic Books, 1973. (Chapter One, "Thick Description: Toward and Interpretive Theory of Culture")

Geisler, Cheryl. "Textual Objects: Accounting for the Role of Texts in the Everyday Life of Complex Organizations." Written Communication 18 (2001): 296-325.

Goffman, Erving. Forms of Talk. Philadelphia: University of Pennsylvania Press, 1981.

Goodwin, Charles, and Marjorie Goodwin. "Seeing as Situated Activity: Formulating Planes." Cognition and Communication at Work. Eds. Yrjo Engstrom and David Middleton. Cambridge: Cambridge University Press, 1996. 61-95.

Gutierrez, Kris D., et al. "Building a Culture of Collaboration through Hybrid Language Practices." Theory Into Practice 38.2 (1999): 87-93.

Gutierrez, Kris D., Patricia Baquedano-Lopez, and Carlos Tejeda. "Rethinking Diversity: Hybridity and Hybrid Language Practices in the Third Space." Mind, Culture, & Activity 6.4 (1996): 286-303.

Hanks, William F. Language and Communicative Practices. Boulder, CO: Westview, 1996.

Holland, Dorothy, et. al. Identity and Agency in Cultural Worlds. Cambridge, Mass.: Harvard University Press, 1998.

Howe, Kenneth R. "The Interpretive Turn and the New Debate in Education." Educational Researcher 27 (1998): 13-20.

Hutchins, Edwin. "Learning to Navigate." Understanding Practice: Perspectives on Activity and Context. Eds. Seth Chaiklin and Jean Lave. Cambridge: Cambridge University Press, 1993. 35-63.

Hymes, Dell. "Competence and Performance in Linguistic Theory." Language Acquisition: Models and Methods. Eds. Renira Huxley and Elizabeth Ingram. New York: Academic Press, 1971. 3-28.

Irvine, Judith. "Shadow Conversations: The Indeterminacy of Participant Roles." Natural Histories of Discourse. Eds. Michael Silverstein and Greg Urban. Chicago: University of Chicago Press, 1996.

Ivanic, Roz. Writing and Identity: The Discoursal Construction of Identity in Academic Writing. Philadelphia: John Benjamins, 1998.

Kamberelis, George. "Producing Heteroglossic Classroom (Micro)Cultures through Hybrid Discourse Practice." Linguistics and Education 12 (2001): 85-125.

Latour, Bruno. Pandora's Hope: Essays on the Reality of Science Studies. Cambridge: Harvard University Press, 1999.

---. Science in Action: How to Follow Scientists and Engineers through Society. Philadelphia: Open University Press, 1987.

Lave, Jean, and Etienne Wenger. Situated Learning. New York: Cambridge University Press, 1991.

Leander, Kevin. "Polycontextual Construction Zones: Mapping the Expansion of Schooled Space and Identity." Mind, Culture, and Activity 9 (2002): 211-37.

Lee, Carol D. "Signifying in the Zone of Proximal Development." Vygotskian Perspectives on Literacy Research : Constructing Meaning through Collaborative Inquiry. Eds. Carol D. Lee and Peter Smagorinsky. New York: Cambridge University Press, 2000. 83-98.

Lincoln, Yvonna S., and Egon G. Guba. "Paradigmatic Controversies, Contradictions, and Emerging Confluences." The Landscape of Qualitative Research. Eds. Norman K. Denzin and Yvonna S. Lincoln. Thousand Oaks: Sage, 2003. 253-91.

Minick, Norris. "Teacher's Directives." Understanding Practice. Eds. Seth Chaiklin and Jean Lave. Cambridge: Cambridge University Press, 1993. 343-74.

Mortensen, Peter. "Analyzing Talk About Writing." Methods and Methodology in Composition Research. Eds. Gesa Kirsch and Patricia A. Sullivan. Carbondale, Il.: Southern Illinois University Press, 1992.

Mortensen, Peter, and Gesa E. Kirsch, eds. Ethics and Representation in Qualitative Studies of Literacy. Urbana, IL.: National Council of Teachers of English, 1996.

Newkirk, Thomas. "The Narrative Roots of the Case Study." Methods and Methodology in Composition Research. Eds. Gesa Kirsch and Patricia A. Sullivan. Carbondale, Il.: Southern Illinois University Press, 1992.

Prendergast, Catherine. "Catching up with Professor Nate: The Problem with Sociolinguistics in Composition Research." JAC: Journal of Advanced Composition 17.1 (1997): 39-52.

Reckwitz, Andreas. "Toward a Theory of Social Practices: A Development in Culturalist Theorizing." European Journal of Social Theory 5.2 (2002): 243-63.

Rio, Pablo del, and Amelia Alvarez. "Tossing, Praying, Thinking: The Changing Architectures of Mind and Agency." Sociocultural Studies of Mind. Eds. James Wertsch, Pablo del Rio and Amelia Alvarez. Cambridge: Cambridge University Press, 1995. 215-47.

Rommetveit, Ragnar. "Outlines of a Dialogically Based Social-Cognitive Approach to Human Cognition and Communication." The Dialogical Alternative: Towards a Theory of Language and Mind. Ed. Astri Wold. Oslo: Scandinavian University Press, 1992. 19-44.

Rorty, Richard. Consequences of Pragmatism. Minneapolis: University of Minnesota Press, 1982.

Russell, David. "Activity Theory and Its Implications for Writing Instruction." Reconceiving Writing, Rethinking Writing Instruction. Ed. Joseph Petraglia. Mahwah, NJ: Lawrence Erlbaum, 1995. 51-78.

---. "Rethinking Genre in School and Society: An Activity Theory Analysis." Written Communication 14.4 (1997): 504-54.

Scollon, Ron. Mediated Discourse: The Nexus of Practice. London: Routledge, 2001.

Scribner, Sylvia. Mind and Social Practice: Selected Writings of Sylvia Scribner. Eds. Ethel Tobach, et al. Cambridge: Cambridge University Press, 1997.

Sheridan-Rabideau, Mary. "The Stuff That Myths Are Made Of: Myth Building as Social Action." Written Communication 18 (2001): 440-69.

Volosinov, V. N. Marxism and the Philosophy of Language. Trans. Ladislav Matejka and I. R. Titunik. New York: Seminar Press, 1973.

Vygotsky, L.S. Mind in Society: The Development of Higher Psychological Processes. Cambridge, Mass.: Harvard University Press, 1978.

Wenger, Etienne. Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press, 1998.

Wertsch, James V. Mind as Action. New York: Oxford University Press, 1998.

---. Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press, 1991.

---. Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press, 1985.