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2012 February CCC, v63.3

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College Composition and Communication
Volume 63, Number 3, February 2012

Level(s): College

ISBN/ISSN: 0010-096X

Stock No.: CC


College Composition and Communication
Volume 63, Number 3, February 2012

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From the Editor: A Blueprint for the Future: Lessons from the Past
Kathleen Blake Yancey

Inspecting Shadows of Past Classroom Practices: A Search for Students’ Voices
Patricia Sullivan
Abstract: Our pedagogical histories lean on textbooks, institutional records, and the words of famous teachers. Students rarely appear in situ. Here, the voices of two very different Progressive Era students cast spotlights on the shadows of long-ago classroom practices—offering a liveliness that is difficult to recover, but worth seeking.

“Ladies Who Don’t Know Us Correct Our Papers”: Postwar Lay Reader Programs and Twenty-First Century Contingent Labor in First-Year Writing
Kelly Ritter
Abstract: I draw upon Eileen Schell’s notions of “maternal pedagogy” and an “ethic of care” to analyze archival material from the National Education Association and Educational Testing Service pilot “lay reader” programs of the 1950s and 1960s. I argue that there are striking similarities between the material and social circumstances of these postwar lay readers’ labor and that of contingent faculty in first-year composition today. I additionally contend that lay reader program narratives and policies evince a longer historical trajectory of labor problems in the teaching of writing than we typically recognize. This trajectory illustrates a continual need for various types of “help” in achieving effective writing instruction, yet paradoxically values labor-intensive models for teachers that emphasize the personal (and interpersonal). Such conditions create a problematic “motherly” discourse for the discipline that is magnified by the gendered imbalance already typically found in the first-year writing teacher workforce.

At a Mirror, Darkly: The Imagined Undergraduate Writers of Ten Novice Composition Instructors
Dylan B. Dryer
Abstract: While reading a series of undergraduate essay drafts, ten newly appointed graduate teaching assistants consistently projected their own anxieties about academic writing onto the authors of the papers, with two exceptions: the students were imagined neither to have the teachers’ compositional agency nor to feel their ambivalence about the academic writing conventions in question. Suggestions for repurposing the intellectual work of the TA-training practicum follow.

Rhetorical Scarcity: Spatial and Economic Inflections on Genre Change
Risa Applegarth
Abstract: This study examines how changes in a key scientific genre supported anthropology’s early twentieth-century bid for scientific status. Combining spatial theories of genre with inflections from the register of economics, I develop the concept of rhetorical scarcity to characterize this genre change not as evolution but as manipulation that produces a manufactured situation of intense rhetorical constraint.

2011 CCCC Exemplar Award Acceptance Speech
Edward M. White

Reviews of Academically Adrift: Limited Learning on College Campuses
by Richard Arum and Josipa Roksa
Abstract:The reviews (and reviewers) are:

Methodologically Adrift
Richard H. Haswell

Everything That Rises . . .
Jeanne Gunner

Important Focus, Limited Perspective
Carolyn Calhoon-Dillahunt

An HBCU Perspective on Academically Adrift
Teresa Redd

Review Essay: Resisting Entropy
Geoffrey Sirc
Abstract: Titles reviewed: The Evolution of College English: Literacy Studies from the Puritans to the Postmoderns
Thomas Miller

A Counter-History of Composition: Toward Methodologies of Complexity
Byron Hawk

Toward A Composition Made Whole
Jody Shipka

Teaching with Student Texts: Essays toward an Informed Practice
Joseph Harris, John D. Miles, Charles Paine, editors

Clyde Moneyhun
Abstract: Response to Doug Hesse’s “The Place of Creative Writing in Composition Studies”
Clyde Moneyhun

Response to Clyde Moneyhun
Doug Hesse

CCC Poster Page 9: Writing Assessment


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