College Composition and Communication, Vol. 58, No. 4, June 2007

Click here to view the individual articles in this issue at http://www.ncte.org/cccc/ccc/issues/v58-4

Villanueva, Victor. “Review Essay: The Layerings of Silences.” Rev. of Unspoken: A Rhetoric of Silence by Cheryl Glenn. CCC 58.4 (2007): 721-731.

Works Cited

Cintrón, Ralph. Angels’ Town: Chero Ways, Gang Life, and Rhetorics of the Everyday . Boston: Beacon, 1997.

hooks, bell. Yearning: Race, Gender, and Cultural Politics. Boston: South End, 1990.

Huehuehtlahtolli: Testimonios de la Antigua Palabra. Trans. (from Náhuatl to Castellano) by Librado Silva Galeana. Mexico, D.F.: Sectretaría de Educación Publica, Fondo de Cultura Económica, 1991.

Lyons, Richard Scott. “Rhetorical Sovereignty: What Do American Indians Want from Writing?” CCC (2000): 447-68.

Mihesuah, Devon Abbott. Indigenous American Women: Decolonization, Empowerment, Activism. Lincoln: U of Nebraska P, 2003.

—. So You Want to Write about American Indians? A Guide for Writers, Students, and Scholars. Lincoln: U of Nebraska P, 2005.

Monroe, Barbara. Crossing the Digital Divide: Race, Writing, and Technology in the Classroom . New York: Teachers College P, 2004.

Romano, Susan. “Tlaltelolco: The Grammatica-Rhetorical Indios of Colonial Mexico. College English (2004): 257-77.

Smith, Linda Tuhiwai. Decolonizing Methodologies: Research and Indigenous Peoples. London: Zed and Dunedin: U Otago P, 1999.

Tuck, Jim. “History of Mexico: BartolomŽ de las Casas: Father of Liberation Theology.” http://www.mexconnect.com/mex_/history/jtuck/jtbartolome.html. Accessed 20 October 2006.

wa Thiong’o, Ngugi. Penpoints, Gunpoints, and Dreams: Towards a Critical Theory of the Arts and the Sate in Africa . New York: Oxford UP, 1998.

Eubanks, Philip. “Review Essay: People, Places, and Writing.” Rev. of Relations, Locations, Positions: Composition Theory for Writing Teachers by Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon, eds.;  Writing with Authority: Students’ Roles as Writers in Cross-National Perspective by David Foster; On Austrian Soil: Teaching Those I Was Taught to Hate by Sondra Perl. CCC 58.4 (2007): 715-720.

Work Cited

Fulkerson, Richard. “Composition at the Turn of the Twenty-First Century.” CCC 56.4 (June 2005): 654–87.

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

Keywords:

ccc58.4 Naming Programs Consequences TechnicalWriting ProfessionalWriting ScientificWriting TechComm Institutions

Works Cited

Heidegger, Martin. What Is Called Thinking? New York: Harper & Row, 1968.

Rich, Adrienne. What Is Found There. New York: W. W. Norton, 1993.

Miller, Thomas P., and Brian Jackson. “Questions: What Are English Majors For?” CCC 58.4 (2007): 682-708.

Keywords:

ccc58.4 Writing EnglishMajors Courses Departments EnglishStudies Literacy Disciplines Composition Education Field Institutions Survey Research

Works Cited

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ADE 2001-2002 Ad Hoc Committee on the English Major. “The Undergraduate English Major.” ADE Bulletin 134-135 (2003): 68-91.

Armstrong, Paul B. “The English Coalition and the English Major.” ADE Bulletin 96 (1990): 30-33.

Beidler, Peter G. “What English Majors Do Out There, How They Feel about It, and What We Do about It.” ADE Bulletin 133 (2003): 29-35.

Bishop, Wendy. “Suddenly Sexy: Creative Nonfiction Rear Ends Composition.” College English 65 (2003): 257-75.

Bizzaro, Patrick. “Research and Reflection in English Studies: The Special Case of Creative Writing.” College English 66 (2004): 294-309.

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Schwartz, Lawrence. “The Postmodern English Major: A Case Study.” ADE Bulletin 133 (2003): 16-24.

Shamoon, Linda K., ed. Coming of Age: The Advanced Writing Curriculum. Portsmouth, NH: Boynton/Cook, 2000.

Shepard, Alan. “Gumbo? On the Logic of Undergraduate Curricula in English Studies.” ADE Bulletin 133 (2003): 25-28.

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Wenger, Morton G. “The Case of Academia: Demythologization in a Non-Profession.” Professions for the People: The Politics of Skill. Ed. Joel Gerstl and Glenn Jacobs. New York: Schenkman Pub., 976. 95-152.

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“Writing Majors at a Glance.” Conference on CCC. April 2006. 10 November, 2006. /cccc/gov/committees/majorrhetcomp?source=gs.

Yancey, Kathleen Blake. “Made Not Only in Words: Composition in a New Key.” CCC 56.2 (2004): 297-328.

Powers, M. Karen and Catherine Chaput. “‘Anti-American Studies’ in the Deep South: Dissenting Rhetorics, the Practice of Democracy, and Academic Freedom in Wartime Universities.” CCC 58.4 (2007): 648-681.

Abstract:

Using Frederic Jameson, we outline concentric circles of the political unconscious structuring debates about academic freedom at the national and state levels. By drawing parallels between the World War I university and the contemporary university, we suggest that such circles function historically, always bearing traces of an earlier time. To illustrate implications at one local site, we discuss the “Anti-American Studies” fliers repeatedly posted in our department and end by emphasizing the importance of using critical writing pedagogies to encourage opportunities for dissenting rhetorics.

Keywords:

ccc58.4 AcademicFreedom University War Students Georgia Professors Education ACTA AntiAmerican Fliers FJameson Dissent Democracy History DHorowitz Classroom Rhetoric

Works Cited

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Mutnick, Deborah. “Inscribing the World: An Oral History Project in Brooklyn.” CCC 58.4 (2007): 626-647.

Abstract:

This essay reports on a university-school oral history project at an elementary school in Brooklyn, New York. It theorizes the dialectic of place and history as expressed in the voices of the school community and goes on to suggest some tenets for a public sphere pedagogy rooted in material rhetoric and economic geography.

Keywords:

ccc58.4 School Students Project History OralHistory Community Stories Legacies Brooklyn PublicSphere Pedagogy MaterialRhetoric ElementarySchool

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MacDonald, Susan Peck. “The Erasure of Language.” CCC 58.4 (2007): 585-625.

Abstract:

This article traces a decline in CCCC sessions on language along with a shift toward more reductive definitions. It analyzes early CCCC treatment of language issues, the Students’ Right document, changes in demographics and linguistics, and shifts within English departments that have left us overdue for professional reexamination of our role as teachers of language.

Keywords:

ccc58.4 Language English SROL Students Grammar CCCC Linguistics Teaching Teachers Composition Writing Research RBraddock Knowledge ESL

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—. “The Erasure of the Sentence.” CCC 52 (2000): 96–128.

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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.

Abstract:

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.

Keywords:

ccc58.4 Writing Students Research Course WritingStudies FYC REading Pedagogy Field Content Discourse AcademicWriting Knowledge Skills

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