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Bordelon, Suzanne. "George Pierce Baker's Principles of Argumentation: 'Completely Logical'?" CCC 57.3 (2006): 416-441.

In preparing Suzanne Bordelon's article for the February issue of CCC (57.3), the editorially unthinkable happened: An earlier version of her fine article replaced the final, well-revised version as it went to the printer. In addition to my profuse apologies to Professor Bordelon, I have decided to publish the correct version of the article, delaying until September my publication of Janet Eldred's review essay of several books on technology. The silver lining, in this instance, is a teachable moment, a rare glimpse for readers of CCC into an accountable but ultimately human (and I hope humane) editorial process: Bordelon's article, quite good to begin with, was judged an "accept with revisions," and she revised the article extensively and well, passing muster with a final read by one of the first reviewers and me. Comparing the two versions, the article erroneously sent to the printer in February and the most current version, in this issue should in itself demonstrate the complexities and hard work of the editing, reviewing, and authoring processes. Most significantly, I hope they also demonstrate that human beings, for better or worse, are behind even the most careful, accountable, and efficient editorial work. I am indebted to Professor Bordelon for her graciousness in light of this error, and I'm pleased to be able to make things right.

Deborah H. Holdstein


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

Abstract:

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.


Kates, Susan. "Literacy, Voting Rights, and the Citizenship Schools in the South, 1957-70." CCC 57.3 (2006): 479-502.

Abstract:

This essay examines the history of a massive literacy campaign called the Citizenship School Program that began as a response to the racist literacy tests that disenfranchised countless African American voters throughout the Southern United States between 1945 and 1965. The Citizenship Schools prepared thousands of African Americans to pass the literacy test by using materials that critiqued white supremacism and emphasized the twentieth-century struggle for civil rights.


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

Abstract:

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.


McLeod, Susan H.. "Re-Visions: Rethinking Hairston's 'Breaking Our Bonds.'" CCC 57.3 (2006): 523-534.


Harris, Joseph. "Re-Visions: D�jà Vu All Over Again." CCC 57.3 (2006): 534-442.


Swearingen, C. Jan. "Review Essay: Feminisms and Composition." Rev. of Fractured Feminisms: Rhetoric, Context, and Contestation, Laura Gray-Rosendale and Gil Harootunian, eds.; Feminism and Composition: A Critical Sourcebook, Gesa E. Kirsch, Faye Spencer Maor, Lance Massey, Lee Nickoson-Massey, Mary P. Sheridan-Rabideau, eds.; A Way to Move: Rhetorics of Emotion and Composition Studies, Dale Jacobs and Laura R. Micciche, eds. CCC 57.3 (2006): 443-551.