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Smitherman, Geneva. "CCCC's Role in the Struggle for Language Rights." CCC 50.3 (1999): 349-376.
This 50-year history looks at two CCCC policies on language rights: the 1974 "Students' Right to Their Own Language," and the 1988 "National Language Policy." Smitherman documents the conversations and debates about languages rights published in CCC and the political effects of and uses to which the policies were put, successful and not so successful.
Roemer, Marjorie, Lucille Schultz, and Russel Durst. "Reframing the Great Debate on First-Year Writing." CCC 50.3 (1999): 377-392.
Roemer, et al lay out past and present debates about the first-year writing requirement and answer back to pro-abolitionist claims that FYC hinders progress toward disciplinary respect and prestige for composition. They argue that composition's strong scholarship and pedagogy that has come from working with and through issues like interdisciplinarity, diversity, and politics of access through language and literacy that arise in the complex student populations that occur in FYC.
Daniell. Beth. "Narratives of Literacy: Connecting Composition to Culture." CCC 50.3 (1999): 393-410.
Daniell shows how the two debates in literacy scholarship of the 1980s, cultural literacy (E.D. Hirsch) and the Great Divide theory, are challenged by ethnographic narratives and social construction ideology. She suggests that thinking and writing about literacy in context-specific, material locations makes it more appropriate to speak of literacies rather than a single identifiable literacy.
Selfe, Cynthia L. "Technology and Literacy: A Story about the Perils of Not Paying Attention." CCC 50.3 (1999): 411-436.
Selfe observes that deeply ingrained humanist traditions keep composition professionals from paying attention to the linkages between technology and literacy. Discomfort with technology has kept it in the background, making increased educational and social inequities resulting from the tech-literacy link less visible, implying an unethical negligence on the part of the profession.
Lewiecki-Wilson, Cynthia and Jeff Sommers. "Professing at the Fault Lines: Composition at Open Admissions Institutions." CCC 50.3 (1999): 438-462.
Not at the "margins" of the profession, the authors urge readers to think of teaching at open-admission site as central to the historical formation of the field, particularly in terms of creating equal access to higher education. This essay is intended to be a corrective for commonly held opinions about open-admission first-year composition students, classrooms, and teaching professionals.
Boquet, Elizabeth H. "'Our Little Secret': A History of Writing Centers, Pre- to Post-Open Admissions." CCC 50.3 (1999): 463-482.
This history of writing centers, and their precursor the "writing lab," teases apart the differences between writing centers identified with methods to empower critical thinking and writing centers identified as a site for discursive regulation. Boquet asks compelling questions about the future of writing centers and the need for further critically intellectual investigation into the relationship between writing center work and the teaching of writing and vice versa.
Yancey, Kathleen Blake. "Looking Back as We Look Forward: Historicizing Writing Assessment." CCC 50.3 (1999): 483-503.
Yancey uses a wave metaphor for the overlapping trends in writing assessment since 1950. Assessment as a practice has become a rhetorical act with ideological and ethical dimensions, and continues to evolve from focus on singular writing acts by individuals to multiple writing samples collected in portfolios, consideration of writer identity, programmatic assessment, and knowledge-making in the teaching of and research about writing.
Hawhee, Debra. "Composition History and the Harbrace College Handbook." CCC 50.3 (1999): 504-523.
Hawhee writes a 65-year critical history of John C. Hodges' The Harbrace College Handbook to examine how it 1) writes the discipline of composition, and 2) creates particular subjectivities for both teacher and student. Her research is based on the John C. Hodges archival collection held at the University of Tennessee Knoxville Special Collections Library.