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Lerner, Neal. "Rejecting the Remedial Brand: The Rise and Fall of the Dartmouth Writing Clinic." CCC 59.1 (2007): 13-35.


"Branding" a university in an effort to attract student applicants and alumni dollars is increasingly commonplace. The history of the Dartmouth Writing Clinic attests to the ways student writers represent an institution's brand and provides a troubling picture of a world in which under-prepared students are branded out of existence.

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.

Price, Margaret. "Accessing Disability: A Nondisabled Student Works the Hyphen." CCC 59.1 (2007): 53-76.


This article challenges current assumptions about the teaching and assessment of critical thinking in the composition classroom, particularly the practice of measuring critical thinking through individual written texts. Drawing on a case study of a class that incorporated disability studies discourse, and applying discourse analysis to student work, "Accessing Disability" argues that critical thinking can be taught more effectively through multi-modal methods and a de-emphasis on the linear progress narrative.

Harker, Michael. "The Ethics of Argument: Rereading Kairos and Making Sense in a Timely Fashion." CCC 59.1 (2007): 77-97.


This study challenges the prevailing interpretations of the Greek rhetorical principle of kairos: "saying the right thing at the right time": and attempts to draw on a more nuanced understanding of the term in order to provide generative re-readings of three Braddock Award-winning essays.

Hammill, Bobbi Ann. "Teaching and Parenting: Who Are the Members of Our Profession?" CCC 59.1 (2007): 98-124.


This qualitative investigation explores the perceptions of four women compositionists regarding mothers, teaching, and scholarship in the field of composition. I examine narrative case studies about four women who have PhDs in composition from the same doctoral program. Findings indicate that each of these four women perceives her mother as a literacy sponsor and sees her father as a literacy doer. Participants reveal that their mothers supported their educational decisions and encouraged them to gain more education than they themselves had. Participants pursued a doctorate for practical reasons such as proximity, cost, job security, promotion, and tenure as well as knowing someone else who had done it. In addition, each of the four participants identifies as a teacher first and scholar second, and each also expresses self-doubt regarding her ability to write and publish academic discourse. Participants view teaching as an ethical responsibility much like mothering and protect the memory of their mothers in various ways. Although participants separated from their mothers in order to pursue higher education, they still exemplified rhetorical ties to them.

Whitaker, Elaine. "Interchanges. Peers and Plagiarism: The Role of Student Judicial Boards." CCC 59.1 (2007): 125-127.

Severino, Carol. "Review Essay: English Contact Languages and Rhetorics: Implications for U.S. English Composition." Rev. of Dialects, Englishes, Creoles, and Education by Shondel J. Nero, ed.; African American Literacies Unleashed: Vernacular English and the Composition Classroom by Arnetha F. Ball and Ted Lardner; Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric by LuMing Mao. CCC 59.1 (2007): 128-138.

Rutz, Carol. "Review Essay: Scoring By Machine." Rev. of Machine Scoring of Student Essays: Truth and Consequences by Patricia Freitag Ericsson and Richard Haswell, eds. CCC 59.1 (2007): 139-144.