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Paine, Charles 1957-

Works: 6 works in 26 publications in 1 language and 2,779 library holdings
Genres: History  Reference works  Textbooks 
Roles: Author
Classifications: PE1405.U6, 808.04207073
Publication Timeline
Publications about Charles Paine
Publications by Charles Paine
Most widely held works by Charles Paine
The resistant writer : rhetoric as immunity, 1850 to the present by Charles Paine( Book )
8 editions published in 1999 in English and Undetermined and held by 221 libraries worldwide
Writing today by Richard Johnson-Sheehan( Book )
9 editions published between 2010 and 2016 in English and held by 147 libraries worldwide
Teaching with student texts : essays toward an informed practice by Joseph Harris( Book )
3 editions published in 2010 in English and held by 115 libraries worldwide
Harris, Miles and Paine ask: What happens when the texts that students write become the focus of a writing course? In response, a distinguished group of scholar/teachers suggests that teaching with students texts is not simply a classroom technique, but a way of working with writing that defines composition as a field. In Teaching with Student Texts, authors discuss ways of revaluing student writing as intellectual work, of circulating student texts in the classroom and beyond, and of changing our classroom practices by bringing student writings to the table. Together, these essays articulate
Writing today : brief edition by Richard Johnson-Sheehan( Book )
1 edition published in 2010 in English and held by 10 libraries worldwide
The writing self : composition history and the goals of learning to write by Charles Paine( Archival Material )
2 editions published in 1994 in English and held by 2 libraries worldwide
"This work historicizes Composition Studies' interest in critical thinking and in cultural studies, and it does so by examining the third and fifth Harvard Boylston Professors of Rhetoric and Oratory, Edward T. Channing and Adams Sherman Hill. Maintaining that Composition Studies history has assumed that the interests of the "dominant class" were identical with those of the framers of the American composition course, this study argues that the case is more complex, more interesting, and more relevant to the way we think about our students and about the goals of learning to write. Both Channing and Hill perceived themselves and their pedagogy as countering many cultural forms of discourse. Channing's rhetorical theory reflects his anxiety over the pernicious, infectious qualities of oratory and of newspaper discourse, fearing that such discourse threatened the dominance of his class. Hill believed that his class ("patrician intellectuals") had already lost its dominance of public discourse to a new class of persons who furthered their domination through the emerging mass media. Hill's rhetorical theory reflects his desire for his students to "resist" the culture of newspaper and other mass mediated culture. Writing teachers could help students do this by enabling them to "put their real selves behind the pen." For both Channing and Hill, the goal of learning to read and write involved fortifying the self so it could withstand a sea of chaotic, conflictive culture, which both men regarded as dangerously contagious; both thought the composition course could provide a kind of "immunity." The final chapters argue that Composition Studies (and cultural studies in general) should move away from the "inoculation" and "resistance" model to a pedagogy of "responsibility.""--Page i-ii
English (21)
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