College Composition and Communication, Vol. 70, No. 1, September 2018
Table of Contents
Abstract: This article explores how assemblage and affect theories can enable research into the formation of a collective working-class identity, inclusive of written, print, publication, and organizational literacies through the origins of the Federation of Worker Writer and Community Publishers, an organization that expanded its collectivity as new heritages, ethnicities, and immigrant identities altered the organization’s membership and “class” identity.
Keywords: Assemblage, community literacy, Ethnicity, Ethnography, Working-Class Identity
Abstract: Acknowledging students’ and instructors’ desires for grades as affective carriers of achievement, belonging, and identity can move us beyond ideals of socially just assessment, making space for decolonizing action and explorations of how the classroom community and the field grapple with the dissonance between being a writer and being a student.
Keywords: Affect, Assessment, Course Contracts, Grades
Abstract: This article offers a genealogy of the deliberative policymaking of the WPA Outcomes Statement 3.0 Revision Task Force. Interviews with Task Force members reveal that the revised statement presents composing, technology, and genre as “boundary objects,” in order to preserve the document’s kairos for as long as possible.
Keywords: Community Policies, Digital Composing, First-Year Composition, Outcomes Statement
Abstract: FORUM: Issues about Part-Time and Contingent Faculty is a peer-reviewed publication concerning working conditions, professional life, activism, and perspectives of non-tenure-track faculty in college
Abstract: The emotional dynamics for community members involved in university-community partnerships remain untheorized and often unrecognized. This article explores the fear minoritized high school students expressed about working with college composition students, offering suggestions for how composition teachers can use the strategies of personalismo, affirmation, rigor, and role fluidity to create more responsive community partnerships. Grounded in insights from community partners, the study suggests that knowledge making might change in community-based pedagogies if dominant epistemologies can shift to understand community members as producers of knowledge.
Keywords: Community partnerships, High School and University Partnerships, Pedagogy, Service Learning
Naming What We Know: Threshold Concepts in Writing Studies, Linda Adler-Kassner and Elizabeth Wardle, editors, Logan: Utah State UP, 2015. 232 pp.
Rewriting Composition: Terms of Exchange, Bruce Horner, Carbondale: Southern Illinois UP, 2016. 264 pp.
Microhistories of Composition, Bruce McComiskey, editor, Logan: Utah State UP, 2016. 319 pp.
Keywords: book reviews, Composition, Epistemologies
Abstract: The Exemplar Award is presented to a person who has served or serves as an exemplar of our organization, representing the highest ideals of scholarship, teaching, and service to the entire profession.
Keywords: Exemplar Award, Speech
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