College Composition and Communication
Volume 64, Number 4, June 2013
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From the Editor: Past as Only Prologue
Kathleen Blake Yancey
Abstract: The editor introduces the articles in this issue and previews upcoming special themed issues.
Local Assessment: Using Genre Analysis to Validate Directed Self-Placement
Anne Ruggles Gere, Laura Aull, Moisés Damián Perales Escudero, Zak Lancaster, and Elizabeth Vander Lei
Abstract: Grounded in the principle that writing assessment should be locally developed and controlled, this article describes a study that contextualizes and validates the decisions that students make in the modified Directed Self-Placement (DSP) process used at the University of Michigan. The authors present results of a detailed text analysis of students’ DSP essays, showing key differences between the writing of students who self-selected into a mainstream first-year writing course and that of students who self selected into a preparatory course. Using both rhetorical move analysis and corpus-based text analysis, the examination provides information that can, in addition to validating student decisions, equip students with a rhetorically reflexive awareness of genre and offer an alternative to externally imposed writing assessment.
Meaningful Engagements: Feminist Historiography and the Digital Humanities
Jessica Enoch and Jean Bessette
Abstract: This essay explores potential connections between feminist historiography in rhetoric and the digital humanities. We investigate how specific digital innovations might invigorate feminist historiographic study, and we pause to consider how a turn to the digital might run counter to feminist methodological imperatives.
Flowing and Freestyling: Learning from Adult Students about Process Knowledge Transfer
Michelle Navarre Cleary
Abstract: A study of twenty-five newly returned adult students finds that students with more process experience used more and more specific process analogies to construct their writing processes for school assignments than those with less process experience. Cues from peers and sense of academic identity also influenced transfer of process knowledge.
Symposium on Massive Open Online Courses
Abstract: MOOC Response about “Listening to World Music”
Steven D. Krause
What I Learned in MOOC
Review Essay: Rhetorical Technologies, Technological Rhetorics
Stephen A. Bernhardt
On the Blunt Edge: Technology in Composition’s History and Pedagogy
Shane Borrowman, editor
Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Scholars
Amy C. Kimme Hea, editor
Rhetorical Delivery as Technological Discourse: A Cross-Historical Study
Digital Detroit: Rhetoric and Space in the Age of the Network
Technologies of Wonder: Rhetorical Practice in a Digital World
Susan H. Delagrange
Poster Page 14: Digital Rhetoric
CCC Reviewers for 2012–2013
Index to Volume 64