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Kelly Ritter. Before Mina Shaughnessy: Basic Writing at Yale, 1920-1960.

Ritter, Kelly. "Before Mina Shaughnessy: Basic Writing at Yale, 1920-1960." CCC 60.1 (2008): 12-45.

Abstract:

This article examines Yale's "Awkward Squad" of basic writers between 1920 and 1960. Using archival materials that illustrate the socioeconomic conditions of this early, "pre-Shaughnessy" site of remedial writing instruction, I argue for a re-definition of basic in composition studies using local, institutional values rather than generic standards of correctness applied uniformly to all colleges and universities.


Steve Lamos. Literacy Crisis and Color-Blindness: The Problematic Racial Dynamics of Mid-1970s Language and Literacy Instruction for "High-Risk" Minority Students.

Lamos, Steve. "Literacy Crisis and Color-Blindness: The Problematic Racial Dynamics of Mid-1970s Language and Literacy Instruction for 'High-Risk' Minority Students." CCC 60.1 (2008): 46-81.

Abstract:

This article argues that mid-1970s discourses of literacy crisis prompted a problematic shift toward color-blind ideologies of language and literacy within both disciplinary and institutional discussions of writing instruction for "high-risk" minority students. It further argues that this shift has continuing import for contemporary antiracist writing instruction.


Sean Zwagerman. The Scarlet P: Plagiarism, Panopticism, and the Rhetoric of Academic.

Zwagerman, Sean. The Scarlet P: Plagiarism, Panopticism, and the Rhetoric of Academic. CCC 59.4 (2008): 676-710.

Abstract:

This article is a rhetorical analysis of the anxious and outraged discourse employed in response to the "rising tide" of cheating and plagiarism. This discourse invites actions that are antithetical to the goals of education and the roles of educators, as exemplified by the proliferation of plagiarism-detection technologies.


Andrea A. Lunsford and Karen J. Lunsford. "Mistakes Are a Fact of Life": A National Comparative Study.

Lunsford, Andrea A. and Karen J. Lunsford. "Mistakes Are a Fact of Life": A National Comparative Study. CCC 59.4 (2008): 781-806.

Abstract:

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.


Philip Eubanks and John D. Schaeffer. A Kind Word for Bullshit: The Problem of Academic Writing.

Eubanks, Philip and John D. Schaeffer. "A Kind Word for Bullshit: The Problem of Academic Writing." CCC 59.3 (2008): 372-388.

Abstract:

The phrase "academic bullshit" presents compositionists with a special dilemma. Because compositionists study, teach, and produce academic writing, they are open to the accusation that they both tolerate and perpetuate academic bullshit. We argue that confronting this problem must begin with a careful definition of "bullshit" and "academic bullshit." In contrast to Harry Frankfurt's checklist method of definition, we examine "bullshit" as a graded category. We suggest that some varieties of academic bullshit may be both unavoidable and beneficial.


Christina Ortmeier-Hooper. "English May Be My Second Language, but I'm Not 'ESL.'"

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

Abstract:

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.


Barry M. Kroll. Arguing with Adversaries: Aikido, Rhetoric, and the Art of Peace.

Kroll, Barry M. "Arguing with Adversaries: Aikido, Rhetoric, and the Art of Peace." CCC 59.3 (2008): 451-472.

Abstract:

The Japanese martial art of aikido affords a framework for understanding argument as harmonization rather than confrontation. Two movements, circling away (tenkan) and entering in (irimi), suggest tactics for arguing with adversaries. The ethical imperative of aikido involves protecting one's adversary from harm, using the least force necessary, and, when possible, transforming aggression into cooperation.


Richard C. Raymond. When Writing Professors Teach Literature: Shaping Questions, Finding Answers, Effecting Change.

Raymond, Richard C. "When Writing Professors Teach Literature: Shaping Questions, Finding Answers, Effecting Change." CCC 59.3 (2008): 473-502.

Abstract:

The article explores writing-centered pedagogies that deepen student learning in literature survey courses. More broadly, the article also responds to Richard Fulkerson and Maureen Daly Goggin, who challenge professors of English studies to find disciplinary unity within the diverse epistemologies of rhetoric.


Dale Jacobs. Marveling at The Man Called Nova: Comics as Sponsors of Multimodal Literacy.

Jacobs, Dale. "Marveling at The Man Called Nova: Comics as Sponsors of Multimodal Literacy." CCC 59.2 (2007): 180-205.

Abstract:

This essay theorizes the ways in which comics, and Marvel Comics in particular, acted as sponsors of multimodal literacy for the author. In doing so, the essay demonstrates the possibilities that exist in examining comics more closely and in thinking about how literacy sponsorship happens in multimodal texts.


Brad Peters and Julie Fisher Robertson. Portfolio Partnerships between Faculty and WAC: Lessons from Disciplinary Practice, Reflection, and Transformation.

Peters, Brad and Julie Fisher Robertson. "Portfolio Partnerships between Faculty and WAC: Lessons from Disciplinary Practice, Reflection, and Transformation." CCC 59.2 (2007): 206-236.

Abstract:

In portfolio assessment, WAC helps other disciplines increase programmatic integrity and accountability. This analysis of a portfolio partnership also shows composition faculty how a dynamic culture of assessment helps us protect what we do well, improve what we need to do better, and solve problems as writing instruction keeps pace with programmatic change.