There are currently 3721 edited collections listed in the CompPile database.
1451. Green, Melanie C.; Jeffrey J. Strange; Timothy C. Brock (Eds.). (2002). Narrative impact: Social and cognitive foundations. Mahwah, NJ: Erlbaum.
Keywords: narrative, social, cognitive, narrative, social
1452. Greenbaum, Andrea (Ed.). (2001). Insurrections: Approaches to resistance in composition studies. Albany, NY: State University of New York Press.
Keywords: resistance, composition-studies
1453. Greenbaum, Andrea; Deborah Holdstein (Eds.). (2008). Judaic perspectives in rhetoric and composition studies. Cresskill, NJ: Hampton Press.
Keywords: religion, Judaism, rhetorical-studies, composition-studies
1454. Greenbaum, Sidney (Ed.). (1977). Acceptability in language. The Hague: Mouton.
Keywords: sociolinguistics, acceptability, convention, language
1455. Greenbaum, Sidney (Ed.). (1996). Comparing English worldwide: The International Corpus of English. Oxford, England: Clarendon Press; New York: Oxford University Press.
Keywords: International Corpus of English, corpus-analysis, corpora, world-Englishes, constrastive, linguistic
1456. Greenberg, Bradley S. (Ed.). (2002). Communication and terrorism: Public and media responses to 9/11. Cresskill, NJ: Hampton Press.
Keywords: terrorism, mass-media, media-analysis, media-studies, media, mass-communication, communication, 9/11
1457. Greenberg, Karen Joy (Ed.). (1990). Conversations on communication ethics. Norwood, NJ: Ablex.
Keywords: ethical, communication, value, ethics
1458. Greenberg, Karen L.; Harvey S. Wiener; Richard A. Donovan (Eds.). (1986). Writing assessment: Issues and strategies. New York: Longman [ERIC Document Reproduction Service, ED 271 763].
Annotation: This edited collection was a project of the National Testing Network in Writing (begun 1981; the first NTNW conference was held in 1983). As a whole the editors are sensitive to the national "demand for accountability" (p. vii), although they say it is an "age perhaps hysterical over accountability" (p. xiv). They lament the lack of information to meet "The rush to test writers" (p. xi). They describe a survey sent out in 1983 and re-sampled in 1985. In 1983, 84 percent of respondents test to place students in composition courses and 23 percent later certify writing proficiency with a test; two-year schools do a disproportionate amount of placement testing (p. xiii), and of it 69 percent is direct testing. "Holistically scored writing samples were preferred over any other type of test" and 97 percent of tests that were holistically scored were "locally developed by departmental or collegewide committees" (p. xiv) [this doesn't say, finally, what percent of all testing is holistic]. The editors strongly support locally developed tests over bought ones, for reasons of faculty development. "State Legislatures and boards of education across the nation have mandated large-scale writing assessment programs, inspired in part by public outcry for a return to basics, and in part by a general lack of interest from teaching faculty in taking early initiatives to develop tests measuring basic skills" (p. vii). RHH [Rich Haswell & Norbert Elliot, Holistic Scoring of Written Discourse to 1985, WPA-CompPile Research Bibliographies, No. 27]
Keywords: assessment, evaluation, pedagogy, holistic, National Testing Network IN Writing, accountability, survey, direct-indirect, two-year, local, faculty-as-tester
1459. Greenblatt, Stephen; Giles B. Gunn (Eds.). (1992). Redrawing the boundaries: The transformation of English and American literary studies. New York: Modern Language Association of America.
Keywords: literary-studies, English-profession, change, Britain, USA, transformative
1460. Greene, Jack R.; Stephen D. Mastrofski (Eds.). (1991). Community policing: Rhetoric or reality. New York: Praeger.
Keywords: community, law enforcement, police, community policing, social, reality, rhetoric, political, vigilante
1461. Greene, Nicole Pepinster; Patricia J. McAlexander (Eds.). (2008). Basic writing in America: The history of nine college programs. Cresskill, NJ: Hampton Press.
Keywords: history, program, basic, USA
1462. Greene, Stuart (Ed.). (2007). Literacy as a civil right. New York: Peter Lang.
Keywords: citizen-rights, literacy, social, racism, minority
1463. Greenfield, Laura; Karen Rowan (Eds.). (2011). Writing centers and the new racism: A call for sustainable dialogue and change. Logan, UT: Utah State University Press.
Keywords: wcenter, racial, ethnicity, bias, prejudice, guidelines, policy, sustainability, change
1464. Greenwald, Robert A.; Mary Kay Ryan; James E. Mulvihill (Eds.). (1982). Human subjects research: A handbook for institutional review boards. New York: Plenum Press.
Keywords: human subjects, IRB, handbook
1465. Greenwood, Addison; Sal Corrallo (Eds.). (1994). The national assessment of college student learning: Identification of the skills to be taught, learned, and assessed: A report on the proceedings of the second study design workshop, November 1992. Washington, D. C.: United States Department of Education, National Center for Education Statistics.
Keywords: skill, objective, taxonomy, assessment, identify
1466. Greenwood, Davydd J. (Ed.). (1999). Action research: From practice to writing in an international action research development program. Amsterdam; Philadelphia, PA: John Benjamins Publishing.
Keywords: research-method, action research, ethnographic, naturalistic, grounded, international
1467. Greer, Jane E. (Ed.). (2003). Girls and literacy in America: Historical perspectives to the present [anthology of readings]. Santa Barbara, CA: ABC-CLIO.
Keywords: history, literacy, women, USA, 18th-19th-20th-century, composing, authorship, textbook, readings
1468. Greer, Mary C.; Bonnie Rubinstein (Eds.). (1972). Will the real teacher please stand up? A primer in humanistic education. Pacific Palisades, CA: Goodyear Publishing Company.
Keywords: pedagogy, humanistic
1469. Greer, Mary C.; Bonnie Rubinstein (Eds.). (1978). Will the real teacher please stand up? A primer in humanistic education. 2nd edition. Santa Monica, CA: Goodyear Publishing Company.
Keywords: pedagogy, humanistic
1470. Greetham, D[avid]. C. (Ed.). (1995). Scholarly editing: A guide to research. New York: Modern Language Association of America.
Keywords: scholarly-editing, literature, creative, review-of-scholarship, editing
1471. Greetham, D[avid]. C. (Ed.). (1997). The margins of the text. Ann Arbor, MI: University of Michigan Press.
Annotation: These days, the margins have become a powerful position from which to mount a critique of contemporary society, culture, and text. From gay and lesbian studies to postcolonial or 'subaltern' criticism, formerly marginalized perspectives have brought provocative new insights into many fields of inquiry. But until comparatively recently, the extremely powerful, even culture-defining, discourse of textual editing has been immune to such influences. The Margins of the Text is the first attempt to collect a body of essays concerned with specific aspects of the marginal as they relate to text. The volume is divided into two sections. The first part assembles essays concerned with the margins of textual discourse and explores the function of discourses not previously recognized as significant to scholarly editing, such as those of class, race, gender, and sexual orientation. The second section attends to the textual margins in the bibliographical sense--the margins of the book, in which there has been so much recent interest. The two parts of the collection are clearly interrelated, since both study the effects of margins as a form of cultural discourse. As a whole, the collection spans several periods (medieval, Renaissance, eighteenth-century to modern), several disciplines (drama, literature, art history, politics, and philosophy), and offers a wide-ranging consideration of a single topic as it is manifested in various genres, formats, and media. The contributors are among the most respected textual/critical theorists in their fields [book blurb]
Keywords: text-analysis, scholarly editing, marginality, discourse, book, margins, marginalia, cultural, genre, critique
1472. Gregg, Lee W.; Erwin Ray Steinberg (Eds.). (1980). Cognitive processes in writing. Hillsdale, NJ: L. Erlbaum Associates.
Keywords: composing, cognitive-processing
1473. Gregg, LeeW. (Ed.). (1974). Knowledge and cognition. Potomoc, MD: Erlbaum.
Keywords: cognitive, epistemological, cognitive-processing
1474. Grewal, Inderpal; Caren Kaplan (Eds.). (1994). Scattered hegemonies: Postmodernity and transnational feminist practices. Minneapolis, MN: University of Minnesota Press.
Keywords: feminism, praxis, authorship, international, transnationalism, hegemony, postmodernism, modernity
1475. Griffin, C. Williams (Ed.). (1982). Teaching writing in all disciplines (New directions for teaching and learning, No. 12). San Francisco, CA: Jossey-Bass.
Annotation: The development of Writing-across-the-Curriculum programs has been an effort to make writing an integral part of the learning process in all courses. This effort reinforced the shift in composition pedagogy from a product to a process orientation because the learning process and the writing process work together. Writing across the Curriculum has also promoted collaborative-learning techniques. Process pedagogy requires many drafts and much feedback, and small groups of students can provide each other with audience feedback that may be even more valuable than the teacher's responses. Writing-across-the-Curriculum programs are helping students find 'an authentic voice in the community of educated people. (Bedford Bibliography) [WAC Clearinghouse]
Keywords: WAC, process-product, collaborative, drafting, group
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