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Trainor, Jennifer Seibel. "The Emotioned Power of Racism: An Ethnographic Portrait of an All-White High School." CCC 60.1 (2008): 82-112.


This article explores the emotioned dimensions of racist discourses at an all-white public high school. I argue that students' racist assertions do not always or even often originate in students' racist attitudes or belief. Instead, racist language functions metaphorically, connecting common racist ideas to nonracist feelings, values, beliefs, and associations that are learned in the routine practices and culture of school.

Spring, Suzanne B. "Seemingly Uncouth Forms": Letters at Mount Holyoke Female Seminary. CCC 59.4 (2008): 633-675.


Dispelling historical narratives in composition and rhetoric that largely depict nineteenth- century student compositions as "vacuous" themes, this archival study examines women's compositions at Mount Holyoke Female Seminary as complex generic hybrids, in which the composition is fused with common social and dialogic forms. By focusing particularly on two related hybrid forms--the letter composition and the sermon composition--this article demonstrates the discursive nature of women's intellectual work as it circulated within and beyond seminary walls, in both written and oral forms, serving as localized evidence of a gendered antebellum epistolary culture.

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.

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


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.

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.


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.

Anokye, Akua Duku. "2007 CCCC Chair's Address: Voices of the Company We Keep." CCC 59.2 (2007): 263-275.



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.

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.

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.


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.