Monday, January 25, 2010

175. TOC

College Composition and Communication, Vol. 61, No. 2, December 2009

Note: Is all of this "rhetoric"? Clearly yes, and also clearly not.

I draw your attention to some articles: Glenn and Enoch on archival methods; Clary-Lemon on race and rhetoric; Peary on rhetoric and poetic in the 19th century; Whitburn on an eclectic kind of library research. From the professional angle, Bernard-Donals on unions for grad students.

The Cultural Studies symposium asks the questions:
How can a material or “ground up” perspective help clarify current discussions about the relationship of rhetoric and cultural studies?
• How can a historically informed examination of the development of
various programs help us understand the potential benefits and drawbacks
of the relationship between rhetoric and cultural studies?
• In concrete material situations (of curriculum or teaching), what
binaries or oppositions are reinforced by the slash relationship between
rhetoric/cultural studies? Which aspects are transformed in ways that
are expected or unexpected?
• How do rhetoric/cultural studies programs and collaborations allow for
a different kind of intervention in the public sphere? Or do they?
• In the classroom, what specific forms of inquiry are opened up? What
specific forms are closed down?
• What key terms facilitate and/or erase connections?

The Gold article on 19th century speaking, writing and journalism instruction may be of interest to rhetors in composition and communication.

”Eve Did No Wrong”: Effective Literacy at a Public
College for Women
In this article, I test claims made about rhetorical education for women in the late nineteenth and early twentieth centuries by examining Florida State College for Women (FSCW), one of eight public women’s colleges in the South. I recover the voices of instructors and students by looking both at the interweaving strands of literature, journalism, and speech instruction in the English curriculum and how students publicly represented themselves through writing. I argue that the rhetorical environment at FSCW created a robust climate of expression for students that complicates our understanding of the development of women’s education in speaking and writing.


I draw your attention to the format. Huge swaths of this journal are teaser-printed in a single page in the print edition, then fulltext online. As a result, the diversity of genres in each issue is either multiplied (if you count the online material) or winnowed (as only the fully peer-reviewed articles appear fulltext in paper). Worth discussing for its implications for scholarship.


College Composition and Communication, Vol. 61, No. 2
Table of Contents

From the Editor
Deborah H. Holdstein

“Internationalization” and Composition Studies: Reorienting the Discourse
Christiane Donahue

A Unilateral Grading Contract to Improve Learning and Teaching
Jane Danielewicz and Peter Elbow

Cruising Composition Texts: Negotiating Sexual Difference in First-Year Readers
Martha Marinara, Jonathan Alexander, William P. Banks, and Samantha Blackmon

Site-Specific: Virtual Refinishing in Contemporary Rhetorical Practice
Joseph Janangelo

Drama in the Archives: Rereading Methods, Rewriting History
Cheryl Glenn and Jessica Enoch

Civic Engagement as Risk Management and Public Relations: What the Pharmaceutical Industry Can Teach Us about Service-Learning
J. Blake Scott

The Racialization of Composition Studies: Scholarly Rhetoric of Race Since 1990
Jennifer Clary-Lemon

Alternative Rhetoric and Morality: Writing from the Margins
David L. Wallace

WPA as Rhetor: Scholarly Production and the Difference a Discipline Makes
Debra Frank Dew

A Friend in Your Neighborhood: Local Risk Communication in a Technical Writing Classroom
Lynne Rhodes

Instructions for Systemic Change
Marika A. Seigel

Walking the Cliff’s Edge: The New Nation’s Rhetoric of Resistance in Apartheid South Africa
Bryan Trabold

Literacy Crisis and Color-Blindness: The Problematic Racial Dynamics of Mid-1970s Language and Literacy Instruction for “High-Risk” Minority Students
Steve Lamos

The Licensing of the Poetic in Nineteenth-Century Composition-Rhetoric Textbooks
Alexandria Peary

"Eve Did No Wrong": Effective Literacy at a Public College for Women
David Gold

Teaching Writing Teachers Writing: Difficulty, Exploration, and Critical Reflection
E. Shelley Reid

“You Fail”: Plagiarism, the Ownership of Writing, and Transnational Conflicts
Arabella Lyon

Writing Assignments Across the Curriculum: A National Study of College Writing
Dan Melzer

Close to the Heart: Teacher Authority in a Classroom Community
Steven L. VanderStaay, Beverly A. Faxon, Jack E. Meischen, Karlene T. Kolesnikov, and Andrew D. Ruppel

Brains v. Brawn: Classed and Racialized Masculinity in Literacy Narratives
by Rose, Rodriguez, Villanueva, and Gilyard Christie Launius

Second Language Users and Emerging English Designs
Jay Jordan

”Writing in Electronic Environments”: A Concept and a Course for the Writing and Rhetoric Major
Jeremiah Dyehouse, Michael Pennell, and Linda K. Shamoon

When the Tenets of Composition Go Public: A Study of Writing in Wikipedia
James P. Purdy

Rediscovering the “Back-and-Forthness” of Rhetoric in the Age of YouTube
Brian Jackson and Jon Wallin

Embracing Wicked Problems: The Turn to Design in Composition Studies
Richard Marback

Interchanges: The Value of Book Collecting for Research and Teaching
Merrill D. Whitburn

Interchanges: Solidarity Forever: Why TA Unions Are Good for Writing Programs
Michael Bernard-Donals

CCC Special Symposium: At the Intersections: Rhetoric and Cultural Studies as Situated Practice
Anita Helle, Elaine Richardson, Jay Jordan, Elizabeth A. Flynn, and Lisa Ede

Review Essay: Managing the Freshman Year
Thomas Deans

CCCC Secretary’s Report, 2008–2009

Guidelines for Writers

Announcements and Calls

CCC News

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