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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.
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Johnson, Robert. “Musings: What Calls for Naming? A Meditation on Meaning in Technical, Professional, and Scientific Communication Programs.” CCC 58.4 (2007): 709-714.
ccc58.4 Naming Programs Consequences TechnicalWriting ProfessionalWriting ScientificWriting TechComm Institutions
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Miller, Thomas P., and Brian Jackson. “Questions: What Are English Majors For?” CCC 58.4 (2007): 682-708.
ccc58.4 Writing EnglishMajors Courses Departments EnglishStudies Literacy Disciplines Composition Education Field Institutions Survey Research
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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.
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.
ccc58.4 AcademicFreedom University War Students Georgia Professors Education ACTA AntiAmerican Fliers FJameson Dissent Democracy History DHorowitz Classroom Rhetoric
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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.
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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.
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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.
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.
ccc58.4 Writing Students Research Course WritingStudies FYC REading Pedagogy Field Content Discourse AcademicWriting Knowledge Skills
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