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2011 December CCC, v63.2

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College Composition and Communication
Volume 63, Number 2, December 2011

Level(s): College

ISBN/ISSN: 0010-096X

Stock No.: CC


College Composition and Communication
Volume 63, Number 2, December 2011

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From the Editor: Composition, Contexts, Cultures
Kathleen Blake Yancey

Ecological, Pedagogical, Public Rhetoric
Nathaniel A. Rivers and Ryan P. Weber
Abstract: Public rhetoric pedagogy can benefit from an ecological perspective that sees change as advocated not through a single document but through multiple mundane and monumental texts. This article summarizes various approaches to rhetorical ecology, offers an ecological read of the Montgomery bus boycotts, and concludes with pedagogical insights on a first-year composition project emphasizing rhetorical ecologies.

Re-envisioning Religious Discourses as Rhetorical Resources in Composition Teaching: A Pragmatic Response to the Challenge of Belief
Michael-John DePalma
Abstract: In this essay, I offer William James’s notion of pragmatic belief as a framework for re-envisioning religious discourses as rhetorical resources in composition teaching. Adopting a Jamesian pragmatic framework in composition teaching, I argue, entails two pragmatic adjustments to current approaches. The first adjustment concerns the way we think about the relationship between academic discourse and religious discourse. And the second adjustment relates to the stances we adopt when responding to religious students’ texts. Along with outlining these adjustments, I illustrate the ways James’s framework productively informed my response to a faith-based narrative that an evangelical student wrote in one of my first-year writing courses.

A Textbook Argument: Definitions of Argument in Leading Composition Textbooks
A. Abby Knoblauch
Abstract: This essay examines the definitions and practices of argument perpetuated by popular composition textbooks, illustrating how even those texts that appear to forward expansive notions of argument ultimately limit it to an intent to persuade. In doing so, they help perpetuate constricted practices of argument within undergraduate composition classrooms.

Toward a Multilingual Composition Scholarship: From English Only to a Translingual Norm
Bruce Horner, Samantha NeCamp, and Christiane Donahue
Abstract: Against the limitations English monolingualism imposes on composition scholarship, as evident in journal submission requirements, frequency of references to non-English medium writing, bibliographical resources, and our own past work, we argue for adopting a translingual approach to languages, disciplines, localities, and research traditions in our scholarship, and propose ways individuals, journals, conferences, and graduate programs might advance composition scholarship toward a translingual norm.

2011 CCCC Chair’s Address: It’s Bigger than Comp/Rhet: Contested and Undisciplined
Gwendolyn D. Pough
Abstract: This is a written version of the address Gwendolyn D. Pough gave at the CCCC convention in Atlanta on Thursday, April 7, 2011.

Review Essay: New Media Affordances and the Connected Life
Kristine L. Blair
Abstract: Reviewed are:
Hamlet’s Blackberry: A Practical Philosophy for Building a Good Life in the Digital Age, William Powers
Rhetorics and Technologies: New Directions in Writing and Communication,Stuart Selber, editor
From A to <A>: Keywords of Markup, Bradley Dilger and Jeff Rice, editors
Technological Ecologies & Sustainability, Dànielle Nicole DeVoss, Heidi McKee, and Richard Selfe, editors
Generaciones’ Narratives: The Pursuit and Practice of Traditional and Electronic Literacies on the U.S.-Mexico Borderlands, John Scenters-Zapico

2011 CCCC Chair’s Letter
Gwendolyn D. Pough

CCCC Secretary’s Report, 2010–2011
Duane Roen

Poster Page 8: Vocabulary

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