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Lunsford, Andrea A. and Karen J. Lunsford. "Mistakes Are a Fact of Life": A National Comparative Study. CCC 59.4 (2008): 781-806.
This essay reports on a study of first-year student writing. Based on a stratified national sample, the study attempts to replicate research conducted twenty-two years ago and to chart the changes that have taken place in student writing since then. The findings suggest that papers are longer, employ different genres, and contain new error patterns.
Raymond, Richard C. "When Writing Professors Teach Literature: Shaping Questions, Finding Answers, Effecting Change." CCC 59.3 (2008): 473-502.
The article explores writing-centered pedagogies that deepen student learning in literature survey courses. More broadly, the article also responds to Richard Fulkerson and Maureen Daly Goggin, who challenge professors of English studies to find disciplinary unity within the diverse epistemologies of rhetoric.
Peters, Brad and Julie Fisher Robertson. "Portfolio Partnerships between Faculty and WAC: Lessons from Disciplinary Practice, Reflection, and Transformation." CCC 59.2 (2007): 206-236.
In portfolio assessment, WAC helps other disciplines increase programmatic integrity and accountability. This analysis of a portfolio partnership also shows composition faculty how a dynamic culture of assessment helps us protect what we do well, improve what we need to do better, and solve problems as writing instruction keeps pace with programmatic change.
Beasley, James P. "'Extraordinary Understandings' of Composition at the University of Chicago." CCC 59.1 (2007): 36-52.
While Richard Weaver, R. S. Crane, Richard McKeon, and Robert Streeter have been most identified with rhetoric at the University of Chicago and its institutional return in the 1950s, the archival record demonstrates that Frederick Champion Ward, dean of the undergraduate "College" from 1947 to 1954, and Henry W. Sams, director of English in the College during Ward's tenure, created the useful tensions for these positions to emerge.
Downs, Douglas, and Elizabeth Wardle. "Teaching about Writing, Righting Misconceptions: (Re)Envisioning 'First-Year Composition' as 'Introduction to Writing Studies.'" CCC 58.4 (2007): 552-584.
In this article we propose, theorize, demonstrate, and report early results from a course that approaches first-year composition as Introduction to Writing Studies. This pedagogy explicitly recognizes the impossibility of teaching a universal academic discourse and rejects that as a goal for first-year composition. It seeks instead to improve students' understanding of writing, rhetoric, language, and literacy in a course that is topically oriented to reading and writing as scholarly inquiry and that encourages more realistic conceptions of writing.
Mutnick, Deborah. "Inscribing the World: An Oral History Project in Brooklyn." CCC 58.4 (2007): 626-647.
This essay reports on a university-school oral history project at an elementary school in Brooklyn, New York. It theorizes the dialectic of place and history as expressed in the voices of the school community and goes on to suggest some tenets for a public sphere pedagogy rooted in material rhetoric and economic geography.
Miller, Thomas P., and Brian Jackson. "Questions: What Are English Majors For?" CCC 58.4 (2007): 682-708.
Mattingly, Carol. "Uncovering Forgotten Habits: Anti-Catholic Rhetoric and Nineteenth-Century American Women's Literacy." CCC 58.2 (2006): 160-181.
This article examines the connection between religion and literacy efforts on behalf of girls and young women in the early nineteenth-century United States by looking at the rapid proliferation of Catholic convent academies and the anti-Catholic sentiment that spurred the growth of proprietary academies, such as those of Mary Lyon and Catharine Beecher. It also examines how religious rhetoric influenced the curriculum in both Catholic and proprietor schools.
Heilker, Paul. "Twenty Years In: An Essay in Two Parts." CCC 58.2 (2006): 182-212.
Part I of this essay traces the evolution of my understanding of the exploratory essay as a discursive form and a genre for teaching writing. Part II explores my motivations for advocating a polarized definition of the essay and then concludes with a call to expand the purview of composition beyond first-year courses.
Canagarajah, A. Suresh. "The Place of World Englishes in Composition: Pluralization Continued." CCC 57.4 (2006): 586-619.
Contesting the monolingualist assumptions in composition, this article identifies textual and pedagogical spaces for World Englishes in academic writing. It presents code meshing as a strategy for merging local varieties with Standard Written English in a move toward gradually pluralizing academic writing and developing multilingual competence for transnational relationships.