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Barton, Ellen. "Further Contributions from the Ethical Turn in Composition/Rhetoric: Analyzing Ethics in Interaction." CCC 59.4 (2008): 596-632.


In this essay, I propose that the field of composition/rhetoric can make important contributions to the understanding of ethics based on our critical perspective on language as interactional and rhetorical. The actual language of decision making with ethical dimensions has rarely been studied directly in the literature, a crucial gap our field can usefully fill. To illustrate this approach, I analyze the language of research recruitment in two biomedical and behavioral studies, arguing that different ethical frameworks-- a principle-based ethics of rights and a context-based ethic of care--license different kinds of interaction and rhetorical persuasion. The findings identify and complicate certain concepts and assumptions within these ethical frameworks, with implications for the context of regulated research in the university.

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.

Ortmeier-Hooper, Christina. "English May Be My Second Language, but I'm Not 'ESL'". CCC 59.3 (2008): 389-419.


In this essay, I present three case studies of immigrant, first-year students, as they negotiate their identities as second language writers in mainstream composition classrooms. I argue that such terms as "ESL" and "Generation 1.5" are often problematic for students and mask a wide range of student experiences and expectations.

Danielewicz, Jane. "Personal Genres, Public Voices." CCC 59.3 (2008): 420-450.


Writing in personal genres, like autobiography, leads writers to public voices. Public voice is a discursive quality of a text that conveys the writer's authority and position relative to others. To show how voice and authority depend on genre, I analyze the autobiographies of two writers who take opposing positions on the same topic. By producing texts in genres with recognizable social functions, student writers gain agency.

MacDonald, Susan Peck. "The Erasure of Language." CCC 58.4 (2007): 585-625.


This article traces a decline in CCCC sessions on language along with a shift toward more reductive definitions. It analyzes early CCCC treatment of language issues, the Students' Right document, changes in demographics and linguistics, and shifts within English departments that have left us overdue for professional reexamination of our role as teachers of language.

Schneider, Stephen. "Freedom Schooling: Stokely Carmichael and Critical Rhetorical Education." CCC 58.1 (2006): 46-69.


"Freedom Schooling" looks at a Freedom School class taught by Black Power activist Stokely Carmichael (Kwame Ture). Specifically, this article explores the philosophies of language and education that informed this class and the organic relationship fostered between the classroom and the political goals of African American communities during the civil rights era.

Valentine, Kathryn. "Plagiarism as Literacy Practice: Recognizing and Rethinking Ethical Binaries." CCC 58.1 (2006): 89-109.


In this article, I assert that plagiarism is a literacy practice that involves social relationships, attitudes, and values as much as it involves rules of citation and students' texts. In addition, I show how plagiarism is complicated by a discourse about academic dishonesty, and I consider the implications that recognizing such complexity has for teaching.

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.

Wible, Scott. "Pedagogies of the "Students' Right" Era: The Language Curriculum Research Group's Project for Linguistic Diversity." CCC 57.3 (2006): 442-478.


This essay examines a Brooklyn College-based research collective that placed African American languages and cultures at the center of the composition curriculum. Recovering such pedagogies challenges the perception of the CCCC's 1974 "Students' Right to Their Own Language" resolution as a progressive theory divorced from the everyday practices and politics of the composition classroom.

Marzluf, Phillip P. "Diversity Writing: Natural Languages, Authentic Voices." CCC 57.3 (2006): 503-522.


Though diversity serves as a valuable source for rhetorical inquiry, expressivist instructors who privilege diversity writing may also overemphasize the essential authenticity of their students' vernaculars. This romantic and salvationist impulse reveals the troubling implications of eighteenth-century Natural Language Theory and may, consequently, lead to exoticizing and stereotyping students' linguistic performances.