Thursday, January 28, 2010

184. TOC: College Composition and Communication

journal toc
Submitted by syntaxfactory on January 24, 2010 - 11:26pm

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

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