shape them to appeal to a particular audience, and support them with convincing evidence. Information must not only be retrieved and evaluated, it must be put to use rhetorically—i.e., used to construct a text” (“Teaching” 212). While bibliographic resources and strategies are the beginning of your own scholarly work in composition studies, they are not all you need to know to participate well in the scholarly conversation. Additional courses in composition studies, as well as your independent reading of scholarship in the discipline, will help you in this regard.
Finally, there are additional issues related to joining the scholarly conversation in composition studies that this book does not discuss. Much has been written about how an author’s gender and contractual obligations affect his or her scholarly work in composition studies. There are also published discussions about the appropriate voice for scholarly writing, about experimenting with new forms of publication, and even about the relative merits of teaching and publishing. These are all nuances of the conversation about composition studies scholarship that are beyond the immediate purpose of this book; if these issues interest you, you can learn more about them once you have used this book to enter the composition studies parlor, where these and many other discussions take place.
I urge you, then, to not think of this book as an encyclopedia of all you may ever need to know about scholarship in composition studies. I write it instead as a navigation guide for first-time travelers entering the discipline. If you follow its guidance, you will arrive at your destination—the parlor of composition studies—via the shortest, fastest route, with fewer wrong turns than you’d be likely to make without such a guide. I also hope to direct your journey so that you won’t be already exhausted and disoriented upon your arrival but can instead arrive refreshed, ready to listen and learn from the conversation taking place.
Let’s begin.
Works Cited
Anderson, Virginia, and Susan Romano, eds. Culture Shock and the Practice of Profession: Training the Next Wave in Rhetoric & Composition. Cresskill, NJ: Hampton Press, 2006.
Association of College & Research Libraries. “Information Literacy Competency Standards for Higher Education.” January 2000. American Library Association. 19 November 2007 <http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm>
—. “Model Statement of Objectives for Academic Bibliographic Instruction.” May 1987. American Library Association. 19 November 2007 <http://www.ala.org/cfapps/archive.cfm?path=acrl/guides/msobi.html>.
—. “Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians.” January 2001. American Library Association. 19 November 2007 <http://www.ala.org/ala/acrl/acrlstandards/objectivesinformation.cfm>.
Breivik, Patricia Senn. Foreword. Higher Education in the Internet Age: Libraries Creating a Strategic Edge. Patricia Senn Breivik and E. Gordon Gee. Westport, CT: American Council of Education, Praeger Series on Higher Education, 2006. xi-xiv.
Brown, Stuart C., Rebecca Jackson, and Theresa Enos. “The Arrival of Rhetoric in the Twenty-First Century: The 1999 Survey of Doctoral Programs in Rhetoric.” Rhetoric Review 18 (2000): 233–374.
Brown, Stuart C., Paul R. Meyer, and Theresa Enos. “Doctoral Programs in Rhetoric and Composition: A Catalog of the Profession.” Rhetoric Review 12 (1994): 240–389.
Brown, Stuart C., Monica F. Torres, Theresa Enos, and Erik Juergensmeyer. “Mapping a Landscape: The 2004 Survey of MA Programs in Rhetoric and Composition Studies.” Rhetoric Review 24 (2005): 5–12.
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
