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2014 June CCC, v65.4

Non-Member Price: $18.75

NCTE Member Price: $6.25

Level(s): College

ISBN/ISSN: 0010-096X

Description

College Composition and Communication
Volume 65, Number 4, June 2014


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From the Editor: A Field with a View
Kathleen Blake Yancey

Expanding the Aims of Public Rhetoric and Writing Pedagogy: Writing Letters to Editors
Brian Gogan
Abstract: This article outlines a three-part pedagogy capable of responding to the risks, rewards, and headaches associated with public rhetoric and writing. To demonstrate the purchase of this pedagogy, I revisit one of the oldest and most misunderstood public rhetoric and writing assignments: the letter-to-the-editor assignment.

“A Revelation and a Delight”: Nineteenth-Century Cambridge Women, Academic Collaboration, and the Cultural Work of Extracurricular Writing
L. Jill Lamberton
Abstract: This article surveys the extracurricular writing of the first women to attend Girton and Newnham Colleges at Cambridge University. It argues that such student writing did more than promote intellectual formation or rehearse new knowledge; indeed, it changed institutional culture and the social horizons for middle-class women’s lives.

The Legal and the Local: Using Disparate Impact Analysis to Understand the Consequences of Writing Assessment
Mya Poe, Norbert Elliot, John Aloysius Cogan Jr., and Tito G. Nurudeen Jr.
Abstract: In this article, we investigate disparate impact analysis as a validation tool for understanding the local effects of writing assessment on diverse groups of students. Using a case study data set from a university that we call Brick City University, we explain how Brick City’s writing program undertook a self-study of its placement exam using the disparate impact process followed by the Office for Civil Rights of the US Department of Education. This three-step process includes analyzing placement rates through (1) a threshold statistical analysis, (2) a contextualized inquiry to determine whether the placement exam meets an important educational objective, and (3) a consideration of less discriminatory assessment alternatives. By employing such a process, Brick City re-conceptualized the role of placement testing and basic writing at the university in a way that was less discriminatory for Brick City’s diverse student population.

What Can Design Thinking Offer Writing Studies?
James P. Purdy
Abstract: Through sharing results of an analysis of design language use in several writing studies journals, this article explores why we invoke design in published scholarship. After defining the approach to composing known as design thinking, it then moves to a comparison of design thinking and the writing process and looks at an example application of design thinking in the field. I argue that design thinking not only offers a useful approach for tackling multimodal/multimedia composing tasks, but also situates the goal of writing studies as textual action and asks us to reconsider writing’s home in the university.

Symposium on Internationalization
Abstract:
  • "Sisters and Brothers of the Struggle: Teachers of Writing in Their Worlds"
    Charles Bazerman
  • "Internationalization, English L2 Writers, and the Writing Classroom: Implications for Teaching and Learning"Terry Myers Zawacki and Anna Sophia Habib

Review Essay: Considering What It Means to Teach “Composition” in the Twenty-First Century
Elizabeth Wardle
Abstract: Reviewed are:
  • Multimodal Literacies and Emerging Genres
    Tracey Bowen and Carl Whithaus, eds.
  • Redesigning Composition for Multilingual Realities
    Jay Jordan
  • First Semester: Graduate Students, Teaching Writing, and the Challenge of Middle Ground
    Jessica Restaino

Interchange
Abstract:
  • Darryl J. M. Balacanao responding to Michael Bunn
  • Michael Bunn responding to Darryl J. M. Balacanao

Poster Page 18: Process

CCCC News

Announcements and Calls

CCC Reviewers for 2013–2014

Index to Volume 65


 


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