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College Composition and Communication, Vol. 57, No. 3, February 2006

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Swearingen, C. Jan. “Review Essay: Feminisms and Composition.” Rev. of Fractured Feminisms: Rhetoric, Context, and Contestation , Laura Gray-Rosendale and Gil Harootunian, eds.; Feminism and Composition: A Critical Sourcebook , Gesa E. Kirsch, Faye Spencer Maor, Lance Massey, Lee Nickoson-Massey, Mary P. Sheridan-Rabideau, eds.; A Way to Move: Rhetorics of Emotion and Composition Studies, Dale Jacobs and Laura R. Micciche, eds. CCC 57.3 (2006): 443-551.

Harris, Joseph. “Re-Visions: D�jà Vu All Over Again.” CCC 57.3 (2006): 534-442.

Works Cited

Bartholomae, David. “Freshman English, Composition, and CCCC.” CCC 40 (1989): 38-50.
—. “Postscript: The Profession.” Writing on the Margins: Essays on Composition and Teaching. Boston: Bedford, 2005. 372-79.
Bousquet, Marc. “Composition as Management Science: Towards a University without a WPA.” JAC 22 (2002): 493-526.
Coalition on the Academic Workforce. “Who Is Teaching in U.S. College Classrooms? A Collaborative Study of Undergraduate Faculty, Fall 1999.” 22 Nov. 2000. 25 Nov. 2005
Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCC 36 (1985): 272-82.
Harris, Joseph. “Thinking like a Program.” Pedagogy 4 (2004): 357-64.
—. “Undisciplined Writing.” Delivering Composition. Ed. Kathleen Blake Yancey. Logan: Utah State UP, forthcoming 2006.
Hillard, Van, and Joseph Harris. “Making Writing Visible at Duke University.” Peer Review 6.1 (Fall 2003): 15-17.
McLeod, Susan H. “‘Breaking Our Bonds and Reaffirming Our Connections,’ Twenty Years Later.” CCC 56 (2006): 524-533.
Williams, Raymond. “Structures of Feeling.” Marxism and Literature. London: Oxford UP, 1977. 128-35.

McLeod, Susan H.. “Re-Visions: Rethinking Hairston’s ‘Breaking Our Bonds.'” CCC 57.3 (2006): 523-534.


ccc57.3 Literature Research Composition EnglishDepartments Faculty Writing MHairston Field Discipline

Works Cited

ADE Ad Hoc Committee on the English Major Report. Profession 2004. New York: MLA, 2004. 178-217.
Anson, Chris M., and Robert L. Brown, Jr. “Subject to Interpretation: The Role of Research in Writing Programs and Its Relationship to the Politics of Administration in Higher Education.” The Writing Program Administrator as Researcher: Inquiry in Action and Reflection . Ed. Shirley K. Rose and Irwin Wiser. Portsmouth, NH: Boynton, 1999.
Bartholomae, David. “Freshman English, Composition, and CCCC.” CCC 40.1 (Feb. 1989): 38-50.
Brown, Stuart C., Rebecca Jackson, and Theresa Enos. “The Arrival of Rhetoric in the Twenty-First Century: The 1999 Survey of Doctoral Programs in Rhetoric.” Rhetoric Review 18:2 (2000): 233-373.
Goggin, Maureen Daly. Authoring a Discipline: Scholarly Journals and the Post-World War II Emergence of Rhetoric and Composition . Mahwah, NJ: Erlbaum, 2000.
Hairston, Maxine. “Breaking Our Bonds and Reaffirming Our Connections.” CCC 36 (1985): 272-82.
—. “Some Speculations about the Future of Writing Programs.” WPA: Writing Program Administration 11.3 (Spring 1988): 9-16.
Haswell, Richard. “Documenting Improvement in College Writing: A Longitudinal Approach.” Written Communication 17 (July 2000): 307-52.
—. “NCTE/CCCC’s Recent War on Scholarship.” Written Communication 22.2 (Apr. 2005): 198-223.
Holbrook, Sue Ellen. “Women’s Work: The Feminizing of Composition.” Rhetoric Review 9.2 (Spring 1991): 201-29.
Little, Sherry Burgus, and Shirley K. Rose. “A Home of Our Own: Establishing a Department of Rhetoric and Writing Studies at San Diego State University.” WPA: Writing Program Administration 18 (Fall/Winter 1994): 16-27.
McLeod, Susan H. “Celebrating Diversity (in Methodology).” Composition Studies in the New Millennium: Rereading the Past, Rewriting the Future. Ed. Lynn Z. Bloom, Donald A. Daiker, and Edward M. White. Carbondale: Southern Illinois UP, 2003. 151-54.
Modern Language Association. “Trends in Employment Placements of New English PhDs: Ten MLA Surveys of PhD Placement, 1976-1996.” 22 Nov. 2005
National Association for Music Education. “A Research Agenda for Music Education.” 22 Nov. 2005
Parker, William Riley. “Where Do English Departments Come From?” College English 28 (Feb. 1967): 339-51.
Rose, Phyllis. “The Coming of the French: My Life as an English Professor.” American Scholar (Winter 2005): 59-68.
Syfer, Judy. “I Want a Wife.” Ms. preview issue. New York Magazine 20-21 Dec. 1971: 56.
Tingle, Nicholas, and Judy Kirscht. “A Place to Stand: The Role of a Union in the Development of a Writing Program.” Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education . Ed. Eileen E. Schell and Patricia Lambert Stock. Urbana, IL: NCTE, 2001. 218-32.
U.S. Department of Education. National Center for Educational Statistics. “Bachelor’s Degrees Granted in English, 1950-1997.” 22 Nov. 2005
Yancey, Kathleen Blake. ” Made Not Only in Words: Composition in a New Key .” CCC 56 (December 2004): 297-328.
Witte, Stephen P. Rev. of Research on Written Communication, by George Hillocks, Jr. CCC 38 (1987): 202-07.

Marzluf, Phillip P. “Diversity Writing: Natural Languages, Authentic Voices.” CCC 57.3 (2006): 503-522.


Though diversity serves as a valuable source for rhetorical inquiry, expressivist instructors who privilege diversity writing may also overemphasize the essential authenticity of their students’ vernaculars. This romantic and salvationist impulse reveals the troubling implications of eighteenth-century Natural Language Theory and may, consequently, lead to exoticizing and stereotyping students’ linguistic performances.


ccc57.3 Language Students Writing Diversity Voice Discourse PElbow Theory Linguistic Natural Authentic

Works Cited

Aarsleff, Hans. From Locke to Saussure: Essays on the Study of Language and Intellectual History . Minneapolis: U of Minnesota P, 1982.
Applebee, Arthur N. Tradition and Reform in the Teaching of English: A History . Urbana, IL: NCTE, 1974.
Berlin, James A. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985 . Carbondale: Southern Illinois UP, 1987.
Bizzell, Patricia. “The Intellectual Work of ‘Mixed’ Forms of Academic Discourse.” Alt Dis: Alternative Discourses and the Academy . Ed. Christopher L. Schroeder, Helen Fox, and Patricia Bizzell. Portsmouth, NH: Boynton, 2002. 1-10.
Blair, Hugh. Lectures on Rhetoric and Belles Lettres . Delmar, NY: Scholars’ Facsimiles and Reprints, 1993.
Campbell, Kermit E. “‘Real Niggaz’s Don’t Die’: African American Students Speaking Themselves into Their Writing.” Writing in Multicultural Settings. Ed. Carol Severino, Juan C. Guerra, and Johnnella E. Butler. New York: MLA, 1997. 67-78.
Clegg, Roger. “Why I’m Sick of the Praise for Diversity on Campuses.” Chronicle of Higher Education 14 July 2000: B8.
Comas, James. “Ethics, Ethos, Habitation.” Ethical Issues in College Writing. Ed. Fredric G. Gale, Phillip Sipiora, and James L. Kinneavy. New York: Lang, 1999. 75-89.
Elbow, Peter. Everyone Can Write: Essays toward a Hopeful Theory of Writing and Teaching Writing . New York: Oxford UP, 2000.
—. “Vernacular Englishes in the Writing Classroom?” Alt Dis: Alternative Discourses and the Academy. Ed. Christopher Schroeder, Helen Fox, and Patricia Bizzell. Portsmouth, NH: Boynton, 2002. 126-38.
—. Writing with Power: Techniques for Mastering the Writing Process. New York: Oxford UP, 1981.
—. Writing without Teachers. 2nd ed. New York: Oxford UP, 1998.
Emerson, Ralph Waldo. Emerson’s Prose and Poetry . Ed. Joel Porte and Saundra Morris. New York: Norton, 2001.
Gates, Henry Louis, Jr. Loose Canons: Notes on the Culture Wars . New York: Oxford UP, 1992.
Hashimoto, I. “Voice as Juice.” CCC 38.1 (1987): 70-79.
Hillocks, George, Jr. Teaching Writing as Reflective Practice . New York: Teachers College P, 1995.
Hobbs, Catherine. Rhetoric on the Margins of Modernity: Vico, Condillac, Monboddo . Carbondale: Southern Illinois UP, 2002.
Holmes, David G. Revisiting Racialized Voice: African American Ethos in Language and Literature . Carbondale: Southern Illinois UP, 2004.
hooks, bell. “‘When I Was a Young Soldier for the Revolution’: Coming to Voice.” Landmark Essays on Voice and Writing . Ed. Peter Elbow. Davis, CA: Hermagoras, 1994. 51-58.
Kennedy, George A. Comparative Rhetoric: An Historical and Cross-Cultural Introduction . New York: Oxford UP, 1998.
Lindquist, Julie. “Class Affects, Classroom Affectations: Working through the Paradoxes of Strategic Empathy.” College English 67.2 (2004): 187-209.
Logan, Shirley Wilson. “‘When and Where I Enter’: Race, Gender, and Composition Studies.” Feminism and Composition Studies: In Other Words . Ed. Susan C. Jarratt and Lynn Worsham. New York: MLA, 1998. 45-57.
Marshall, Ian, and Wendy Ryden. “Interrogating the Monologue: Making Whiteness Visible.” CCC 52.2 (2000): 240-59.
Miller, Thomas P. The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces .  Pittsburgh: U of Pittsburgh P, 1997.
Mio, Jeffery Scott, and Gene I. Awakuni. Resistance to Multiculturalism: Issues and Interventions. Philadelphia: Brunner, 2000.
Mirzoeff, Nicholas. Silent Poetry: Deafness, Sign, and Visual Culture in Modern France . Princeton, NJ: Princeton UP, 1995.
Paley, Karen. I-Writing: The Politics and Practice of Teaching First-Person Writing . Carbondale: Southern Illinois UP, 2001.
Reid, Thomas. An Inquiry into the Human Mind: On the Principles of Common Sense . Ed. Derek R. Brookes. University Park: Pennsylvania State UP, 1997.
Rodriguez, Amardo. Diversity as Liberation (II): Introducing a New Understanding of Diversity . Cresskill, NJ: Hampton, 2003.
Smitherman, Geneva. “The Historical Struggle for Language Rights in CCCC.” Language Diversity in the Classroom: From Intervention to Practice . Ed. Geneva Smitherman and Victor Villanueva. Carbondale: Southern Illinois UP, 2003. 7-39.
The Tilford Group. “Multicultural Competencies.” Kansas State University. 28 Mar. 2002. 21 May 2005
Troutman, Denise. “Whose Voice Is It Anyway? Marked Features in the Writing of Black English Speakers.” Writing in Multicultural Settings . Ed. Carol Severino, Juan C. Guerra, and Johnnella E. Butler. New York: MLA, 1997. 27-39.
Williams, Bronwyn. ” Speak for Yourself? Power and Hybridity in the Cross-Cultural Classroom .” CCC 54.4 (2003): 586-609.
Young, Vershawn Ashanti. ” Your Average Nigga .” CCC 55.4 (2004): 693-715.

Kates, Susan. “Literacy, Voting Rights, and the Citizenship Schools in the South, 1957-70.” CCC 57.3 (2006): 479-502.


This essay examines the history of a massive literacy campaign called the Citizenship School Program that began as a response to the racist literacy tests that disenfranchised countless African American voters throughout the Southern United States between 1945 and 1965. The Citizenship Schools prepared thousands of African Americans to pass the literacy test by using materials that critiqued white supremacism and emphasized the twentieth-century struggle for civil rights.


ccc57.3 Literacy Citizenship School CitizenshipSchool AfricanAmerican CivilRights Voting Highlander Campaigns Education VoterRegistration

Works Cited

Arnove, Robert F., and Harvey J. Graff. Introduction. National Literacy Campaigns: Historical and Comparative Perspectives. Ed. Arnove and Graff. New York: Perseus, 1987. 1-28. Rpt. in Literacy: A Critical Sourcebook. Ed. Ellen Cushman, Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Boston: Bedford, 2001. 591-615.
Ball, Kevin, and Amy M. Goodburn. “Composition Studies and Service Learning: Appealing to Communities?” Composition Studies 28.1 (2000): 79-94.
Branch, Taylor. Parting the Waters: America in the King Years 1954-63 . New York: Simon, 1988.
Clark, Septima, with Cynthia Stokes Brown. Ready from Within: Septima Clark and the Civil Rights Movement. Trenton: Africa World, 1990.
Freire, Paulo. Pedagogy of the Oppressed . Trans. Myra Bergman Ramos. New York: Seabury, 1973.
Gere, Anne Ruggles. ” Kitchen Tables and Rented Rooms: The Extracurriculum of Composition .” CCC 45 (1994): 75-92.
Glen, John M. Highlander: No Ordinary School 1932-1962 . Lexington: UP of Kentucky, 1988.
Horton, Myles, with Judith Kohl and Herbert Kohl. The Long Haul: An Autobiography. New York: Teachers College P, 1998.
Levine, David Paul. “Citizenship Schools.” Diss. U of Wisconsin-Madison, 2000.
Lincoln, C. Eric, and Lawrence H. Mamiya. The Black Church in the African American Experience. Durham, NC: Duke UP, 1990.
Oldendorf, Sandra Brenneman. “Highlander Folk School and the South Carolina Sea Island Citizenship Schools: Implications for the Social Studies.” Diss. U of Kentucky, 1987.
Patterson, James T. Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy . New York: Oxford UP, 2001.
Prendergast, Catherine. Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education. Carbondale: Southern Illinois UP, 2003.
Robinson, Bernice. “Using the GED as a Vehicle for Community and Labor Education.” Text of talk given at Highlander Center, New Market, TN. 17-18 Nov. 1979.
Robinson, Bernice, and Septima Clark. Citizenship School Workbook. Southern Christian Leadership Conference. 1961. Box 1 Folder 10. Highlander Folk School Archives, New Market, TN.
Royster, Jacqueline Jones, and Jean C. Williams. ” History in the Spaces Left: African American Presence and Narratives of Composition Studies .” CCC 50 (1999): 563-84.
Schutz, Aaron, and Anne Ruggles Gere. “Service Learning and English Studies: Rethinking �’Public’ Service.” College English 60.2 (1998): 129-49.
Scribner, Sylvia. “Literacy in Three Metaphors.” In Perspectives on Literacy. Ed. Eugene R. Kitgen, Barry M. Kroll, and Mike Rose. Carbondale: Southern Illinois UP, 1988. 71-81.
Stuckey, J. Elspeth. The Violence of Literacy . Portsmouth: Boynton, 1991.
Whisnant, David E. All That Is Native and Fine: The Politics of Culture in an American Region . Chapel Hill: U of North Carolina P, 1983.

Wible, Scott. “Pedagogies of the “Students’ Right” Era: The Language Curriculum Research Group’s Project for Linguistic Diversity.” CCC 57.3 (2006): 442-478.


This essay examines a Brooklyn College-based research collective that placed African American languages and cultures at the center of the composition curriculum. Recovering such pedagogies challenges the perception of the CCCC’s 1974 “Students’ Right to Their Own Language” resolution as a progressive theory divorced from the everyday practices and politics of the composition classroom.


ccc57.3 Students SROL History Langauge Teachers BEV Textbook LCRG Composition Writing Linguistics Research Dialect Pedagogy

Works Cited

Avidon, Elaine. Letter to Carol Reed. 26 Apr. 1972. PA70-444. Ford Foundation Archives.
Bailey, Beryl L. “Report to the Ford Foundation on Project Initiated by the Language Curriculum Research Group.” June 1972. PA70-444. Ford Foundation Archives.
Baugh, John. Out of the Mouths of Slaves: African American Language and Educational Malpractice . Austin: U of Texas P, 1999.
Baum, Joan. “An Exhortation for Teachers of English in Open-Admissions Programs.” CCC 25 (1974): 292-97.
Baxter, Milton. “Educating Teachers about Educating the Oppressed.” College English 37 (1976): 677-81.
—. Letter to Marjorie Martus. 6 Oct. 1976. PA70-444. Ford Foundation Archives.
Berlinger, Manette. Letter to Carol Reed. 11 May 1972. PA70-444. Ford Foundation Archives.
Brodinsky, Ben. “Back to the Basics: The Movement and Its Meaning.” Phi Delta Kappan 58 (1977): 522-26.
Bruch, Patrick, and Richard Marback. “Critical Hope, ‘Students’ Right,’ and the Work of Composition Studies.” Introduction. Bruch and Marback vii-xvii.
—, eds. The Hope and the Legacy: The Past, Present, and Future of “Students’ Right to Their Own Language.” Cresskill, NJ: Hampton, 2005.
Bruffee, Kenneth A. Letter to Carol Reed. 2 June 1972. PA70-444. Ford Foundation Archives.
Burling, Robbins. English in Black and White . New York: Holt, 1973.
CCCC Language Policy Committee. Language Knowledge and Awareness Survey. Urbana, IL: NCTE Research Foundation, 2000.
Clark, Romy, and Roz Ivanic. The Politics of Writing. London: Routledge, 1997.
Committee on CCCC Language Statement. “Students’ Right to Their Own Language.” Spec. issue of CCC 25.3 (1974): 1-32.
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Fleischauer, John F. “James Baldwin’s Style: A Prospectus for the Classroom.” CCC 26 (1975): 141-48.
Ford Foundation Archives. Ford Foundation Research Center, New York, NY.
Gilyard, Keith. ” African American Contributions to Composition Studies .” A Usable Past: CCC at 50, Part 2 . Spec. issue of CCC 50 (1999): 626-44.
Grognet, Allene Guss. Letter to Richard Lacey. 2 July 1974. PA70-444. Ford Foundation Archives.
Hall, Edward T. The Silent Language . Garden City, NJ: Doubleday, 1959.
Hall, Robert A. Linguistics and Your Language . Garden City, NJ: Anchor, 1960.
Hartwell, Patrick. “Dialect Interference in Writing: A Critical View.” Research in the Teaching of English 14 (1980): 101-18.
Hirsch, E. D., Jr. The Philosophy of Composition . Chicago: U of Chicago P, 1977.
Horner, Bruce. ” Discoursing Basic Writing .” CCC 47 (1996): 199-222.
Kelly, Ernece B. “Murder of the American Dream.” CCC 19 (1968): 106-08.
Lacey, Richard A. Letter to the Language Curriculum Research Group. 18 July 1974. PA70-444. Ford Foundation Archives.
—. Memorandum to Marjorie Martus. 12 July 1974. PA70-444. Ford Foundation Archives.
—. Memorandum to Marjorie Martus. 29 July 1974. PA70-444. Ford Foundation Archives.
Language Curriculum Research Group. “Final Report to Ford Foundation.” 15 July 1975. PA70-444. Ford Foundation Archives.
—. “Students’ Manual for Teaching Standard English Writing to Speakers Showing Black English Influences in Their Writing.” Ms. 1972. PA70-444. Ford Foundation Archives.
—. “Teachers’ Manual for Teaching Standard English Writing to Speakers Showing Black English Influences in Their Writing.” Ms. 1973. PA70-444. Ford Foundation Archives.
“LCRG-CUNY Teacher-Training Workshop Sign-up Sheet.” N.d. Appendix. Language Curriculum Research Group. “Final Report to Ford Foundation.” 15 July 1975. PA70-444. Ford Foundation Archives.
Lu, Min-Zhan. “Composing Postcolonial Studies.” Crossing Borderlands: Composition and Postcolonial Studies . Ed. Andrea A. Lunsford and Lahoucine Ouzgane. Pittsburgh: U of Pittsburgh P, 2004. 9-32.
Moore, Samuel A. Letter to Marjorie Martus. 28 Mar. 1972. PA70-444. Ford Foundation Archives.
Musgrave, Marian E. “Failing Minority Students: Class, Caste, and Racial Bias in American Colleges.” CCC 22 (1971): 24-29.
O’Neil, Wayne. “The Politics of Bidialectalism.” College English 33 (1972): 433-38.
Parks, Stephen. Class Politics: The Movement for the Students’ Right to Their Own Language . Urbana, IL: NCTE, 2000.
Pennell, Michael. “Implementing ‘Students’ Right to Their Own Language’: Language Awareness in the First Year Composition Classroom.” Bruch and Marback 227-44.
Phillipson, Robert. Linguistic Imperialism . Oxford: Oxford UP, 1992.
Reed, Carol. “Adapting TESL Approaches to the Teaching of Written Standard English as a Second Dialect to Speakers of American Black English Vernacular.” TESOL Quarterly 7 (1973): 289-307.
—. “Back to Square ‘2’: Starting Over in the 80’s.” Writing Problems after a Decade of Open Admissions: Proceedings of the Fifth Annual CUNY Association of Writing Supervisors (CAWS) Conference, April 3, 1981 . Ed. Carol Schoen. New York: Instructional Resource Center, 1981. 7-10.
—. Telephone interview. 9 Nov. 2003.
—. Telephone interview. 7 Dec. 2003.
—. “Why Black English in the College Curriculum?” Afro-American Institute of Brooklyn College Lecture Series. Brooklyn. 10 Nov. 1971.
Reed, Carol, Milton Baxter, and Sylvia Lowenthal. “A CUNY Demonstration Project to Effect Bidialectalism in Users of Nonstandard Dialects of English.” Proposal to the Ford Foundation. 24 Mar. 1970. PA70-444. Ford Foundation Archives.
Richardson, Elaine. African American Literacies . London: Routledge, 2003.
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Shaughnessy, Mina P. Errors and Expectations: A Guide for the Teacher of Basic Writing . New York: Oxford UP, 1977.
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Simpkins, G., G. Holt, and C. Simpkins. Bridge: A Cross-Cultural Reading Program. Boston: Houghton Mifflin, 1977.
Sledd, James. “Doublespeak: Dialectology in the Service of Big Brother.” College English 33 (1972): 439-56.
Smith, Ernie. “What Is Black English? What Is Ebonics?” The Real Ebonics Debate: Power, Language, and the Education of African-American Children . Ed. Theresa Perry and Lisa Delpit. Boston: Beacon, 1998. 49-58.
Smitherman, Geneva. ” CCCC’s Role in the Struggle for Language Rights .” A Usable Past: CCC at 50, Part 1 . Spec. issue of CCC 50 (1999): 349-76.
—. Personal interview. 26 Mar. 2004.
—. Talkin and Testifyin: The Language of Black America . Detroit: Wayne State UP, 1977.
—. Talkin that Talk: Language, Culture, and Education in African America . London: Routledge, 1999.
Smitherman, Geneva, and Victor Villanueva. Introduction. Language Diversity in the Classroom: From Intention to Practice . Ed. Smitherman and Villanueva. Carbondale: Southern Illinois UP, 2003. 1-6.
Soliday, Mary. The Politics of Remediation: Institutional and Student Needs in Higher Education . Pittsburgh: U of Pittsburgh P, 2002.
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“Student Course-Evaluation Questionnaire.” 4 Mar. 1975. Appendix. Language Curriculum Research Group. “Final Report to Ford Foundation.” 15 July 1975. PA70-444. Ford Foundation Archives.
Trimbur, John. “Literacy and the Discourse of Crisis.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and Trimbur. Portsmouth, NH: Boynton, 1991. 277-95.
Ward, F. Champion. “Request for Grant Action.” 22 June 1970. PA70-444. Ford Foundation Archives.
Wolfram, Walt. “Reaction to: For Teaching Standard English . . .” July 1974. PA70-444. Ford Foundation Archives.
Wright, Richard. “Reaction to For Teaching SE . . .” July 1974. PA70-444. Ford  Foundation Archives.

Bordelon, Suzanne. “George Pierce Baker’s Principles of Argumentation: ‘Completely Logical’?” CCC 57.3 (2006): 416-441.


In preparing Suzanne Bordelon’s article for the February issue of CCC (57.3), the editorially unthinkable happened: An earlier version of her fine article replaced the final, well-revised version as it went to the printer. In addition to my profuse apologies to Professor Bordelon, I have decided to publish the correct version of the article, delaying until September my publication of Janet Eldred’s review essay of several books on technology. The silver lining, in this instance, is a teachable moment, a rare glimpse for readers of CCC into an accountable but ultimately human (and I hope humane) editorial process: Bordelon’s article, quite good to begin with, was judged an “accept with revisions,” and she revised the article extensively and well, passing muster with a final read by one of the first reviewers and me. Comparing the two versions, the article erroneously sent to the printer in February and the most current version, in this issue should in itself demonstrate the complexities and hard work of the editing, reviewing, and authoring processes. Most significantly, I hope they also demonstrate that human beings, for better or worse, are behind even the most careful, accountable, and efficient editorial work. I am indebted to Professor Bordelon for her graciousness in light of this error, and I’m pleased to be able to make things right.

Deborah H. Holdstein

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