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Recently in 103 - Theory Category

Barton, Ellen. "Further Contributions from the Ethical Turn in Composition/Rhetoric: Analyzing Ethics in Interaction." CCC 59.4 (2008): 596-632.


In this essay, I propose that the field of composition/rhetoric can make important contributions to the understanding of ethics based on our critical perspective on language as interactional and rhetorical. The actual language of decision making with ethical dimensions has rarely been studied directly in the literature, a crucial gap our field can usefully fill. To illustrate this approach, I analyze the language of research recruitment in two biomedical and behavioral studies, arguing that different ethical frameworks-- a principle-based ethics of rights and a context-based ethic of care--license different kinds of interaction and rhetorical persuasion. The findings identify and complicate certain concepts and assumptions within these ethical frameworks, with implications for the context of regulated research in the university.

Kopelson, Karen. Sp(l)itting Images; or, Back to the Future of (Rhetoric and?) Composition. CCC 59.4 (2008): 750-780.


This article places responses received from an open-ended survey of graduate students and faculty in dialogue with published commentary on the scope of composition studies as a discipline to explore three interrelated disciplinary dilemmas: the "pedagogical imperative," the "theory-practice split," and the increasingly complicated relationship between "rhetoric" and "composition" as our field's titular terms.

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


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.

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


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.

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


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.

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.

Pennell, Michael. "'If Knowledge Is Power, You're About to Become Very Powerful': Literacy and Labor Market Intermediaries in Postindustrial America." CCC 58.3 (2007): 345-384.


This article explores the connections between literacy, economy, and place through an examination of labor market intermediaries (LMIs). In particular, the article addresses the shifting role of LMIs over the past thirty years in Lake County, Indiana, and how they have developed as literacy sponsors.

Bizzell, Patricia. "Rationality as Rhetorical Strategy at the Barcelona Disputation, 1263: A Cautionary Tale." CCC 58.1 (2006): 12-29.


Often, composition teachers present public debate as if it occurs on a rhetorically level playing field, with victory going to the person who argues most logically. Real-world contestants are seldom so equal in power. We can enrich our pedagogy by studying such encounters; example: the 1263 disputation at Barcelona between Rabbi Nachmanides and Friar Paul Christian.

Schneider, Stephen. "Freedom Schooling: Stokely Carmichael and Critical Rhetorical Education." CCC 58.1 (2006): 46-69.


"Freedom Schooling" looks at a Freedom School class taught by Black Power activist Stokely Carmichael (Kwame Ture). Specifically, this article explores the philosophies of language and education that informed this class and the organic relationship fostered between the classroom and the political goals of African American communities during the civil rights era.