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McKee, Heidi and James E. Porter. The Ethics of Digital Writing Research: A Rhetorical Approach. CCC 59.4 (2008): 711-749.


The study of writers and writing in digital environments raises distinct and complex ethical issues for researchers. Rhetoric theory and casuistic ethics, working in tandem, provide a theoretical framework for addressing such issues. A casuistic heuristic grounded in rhetorical principles can help digital writing researchers critically interrogate their research designs, carefully examine their relationships with research participants, and make sound ethical judgments.

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

Simmons, W. Michele, and Jeffrey T. Grabill. "Toward a Civic Rhetoric for Technologically and Scientifically Complex Places: Invention, Performance, and Participation." CCC 58.3 (2007): 419-448.


The spaces in which public deliberation most often takes place are institutionally, technologically, and scientifically complex. In this article, we argue that in order to participate, citizens must be able to invent valued knowledge. This invention requires using complex information technologies to access, assemble, and analyze information in order to produce the professional and technical performances expected in contemporary civic forums. We argue for a civic rhetoric that expands to research the complicated nature of interface technologies, the inventional practices of citizens as they use these technologies, and the pedagogical approaches to encourage the type of collaborative and coordinated work these invention strategies require.

Moskovitz, Cary and David Kellogg. "Primary Science Communication in the First-Year Writing Course." CCC 57.2 (2005): 307-334.


Despite the widespread acceptance of many kinds of nonliterary texts for first-year writing courses, primary scientific communication (PSC) remains largely absent. Objections to including PSC, especially that it is not rhetorically appropriate or sufficiently rich, do not hold. We argue for including PSC and give some practical suggestions for developing courses and designing assignments using PSC.

Logan, Shirley Wilson. "Changing Missions, Shifting Positions, and Breaking Silences." CCC. 55.2 (2003): 330-342.

An earlier version of this article was delivered as the Chair's Address at the Opening General Session of the CCCC Convention in New York, March 2003. I review the current mission and position statements of the organization by calling attention to the ways in which our current social and political climate challenges our ability to meet our goals and support our positions. I weave into my text the "voices" of historical black women who called for response in their own time and even in ours.

George, Diana. "From Analysis to Design: Visual Communication in the Teaching of Writing." CCC. 54.1 (2002): 11-39.


In an attempt to bring composition studies into a more thoroughgoing discussion of the place of visual literacy in the writing classroom, I argue that throughout the history of writing instruction in this country the terms of debate typical in discussions of visual literacy and the teaching of writing have limited the kinds of assignments we might imagine for composition.

Beason, Larry. "Ethos and Error: How Business People React to Errors." CCC. 53.1 (2001): 33-64.


Errors seem to bother nonacademic readers as well as teachers. But what does it mean to be "bothered" by errors? Questions such as this help transform the study of error from mere textual issues to larger rhetorical matters of constructing meaning. Although this study of fourteen business people indicates a range of reactions to errors, the findings also reveal patterns of qualitative agreement: certain ways in which these readers constructed a negative ethos of the writer.

Winsor, Dorothy A. "Engineering Writing/Writing Engineering." CCC 41.1 (1990): 58-70.


The author, using both a file of engineering documents and interviews with a engineer with his PhD in mechanical engineering, seeks to discredit the notion held among engineers that language is only a way to transmit knowledge, not to discover it. She claims that engineers need writing in order to analyze their physical data and convert it into knowledge that can be shared with others and used in conjunction with other information in later experiments. Engineers also use language to "write themselves as engineers": their reports transform their often creative, non-linear decisions in an experiment to an ostensibly logical progression of choices, since engineering values facts and data, not tacit knowledge.

Schwartz, Helen J., and Lillian S. Bridwell-Bowles. "A Selected Bibliography on Computers in Composition: An Update." CCC 38.4 (1987): 453-457.


This bibliography updates the 1984 CCC bibliography on computers in composition. All the material in the bibliography was published between 1984 and 1987.

Freed, Richard C., and Glenn J. Broadhead. "Discourse Communities, Sacred Texts, and Institutional Norms." CCC 38.2 (1987): 154-165.


The authors argue that analyzing the written materials and terminology of discourse communities is a powerful way to understand the values and the systems of those communities. It is vital that students understand how to analyze the discourse communities they are writing to and in so that they can most effectively and persuasively construct their messages. The authors advocate teaching students ethnographic methods for learning about different discourse communities and cultures. Also, instructors should employ an ethnographic perspective on their own teaching and courses to discover what assumptions exist in their pedagogy.