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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.

Abstract:

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.


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

Abstract:

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.


Mutnick, Deborah. "Inscribing the World: An Oral History Project in Brooklyn." CCC 58.4 (2007): 626-647.

Abstract:

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.


Powers, M. Karen and Catherine Chaput. "'Anti-American Studies' in the Deep South: Dissenting Rhetorics, the Practice of Democracy, and Academic Freedom in Wartime Universities." CCC 58.4 (2007): 648-681.

Abstract:

Using Frederic Jameson, we outline concentric circles of the political unconscious structuring debates about academic freedom at the national and state levels. By drawing parallels between the World War I university and the contemporary university, we suggest that such circles function historically, always bearing traces of an earlier time. To illustrate implications at one local site, we discuss the "Anti-American Studies" fliers repeatedly posted in our department and end by emphasizing the importance of using critical writing pedagogies to encourage opportunities for dissenting rhetorics.


Miller, Thomas P., and Brian Jackson. "Questions: What Are English Majors For?" CCC 58.4 (2007): 682-708.


Johnson, Robert. "Musings: What Calls for Naming? A Meditation on Meaning in Technical, Professional, and Scientific Communication Programs." CCC 58.4 (2007): 709-714.


Eubanks, Philip. "Review Essay: People, Places, and Writing." Rev. of Relations, Locations, Positions: Composition Theory for Writing Teachers by Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon, eds.;  Writing with Authority: Students' Roles as Writers in Cross-National Perspective by David Foster; On Austrian Soil: Teaching Those I Was Taught to Hate by Sondra Perl. CCC 58.4 (2007): 715-720.


Villanueva, Victor. "Review Essay: The Layerings of Silences." Rev. of Unspoken: A Rhetoric of Silence by Cheryl Glenn. CCC 58.4 (2007): 721-731.