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2015 December CCC, v67.2

Non-Member Price: $18.75

NCTE Member Price: $6.25

Level(s): College

ISBN/ISSN: 0010-096X


College Composition and Communication
Volume 67, Number 2, December 2015

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From the Editor
Jonathan Alexander

“Is College Worth It?” Arguing for Composition’s Value with the Citizen-Worker
Chase Bollig
Abstract: This article demonstrates that the terms of the debate over whether college is “worth it” undermine composition’s mainstay arguments for relevance. In light of students’ market-driven motivations, the article posits a citizen-worker perspective in composition that refuses the compartmentalization of economic, cultural, and civic functions of college.

When Writing Becomes Content
Lisa Dush
Abstract: This essay explores content, a word and concept now often associated with writing in fields including marketing, journalism, publishing, and technical communication. I present a definition of content appropriate to writing studies and explore a range of issues and practices that the content metaphor can bring to our professional, scholarly, and pedagogical attention.

Prototypical Reading: Volume, Desire, Anxiety
Amy E. Robillard
Abstract: Motivated by a fear that she may have plagiarized, the author considers the possibility that plagiarism might be understood as a transgression against reading as well as against writing. Drawing on Philip Eubanks’s work in Metaphor and Writing, the article proposes that one reason for composition studies’ ambivalent relationship to reading is that we possess a reading prototype that equates all reading with literature. A significant effect of the prototype is a conceptualization of reading in terms of volume, which understandably transmutes reading desire into reading anxiety. This article suggests that paying attention to the ways in which we find the things we read can help to assuage this anxiety.

Archival Literacy: Reading the Rhetoric of Digital Archives in the Undergraduate Classroom
Jessica Enoch and Pamela VanHaitsma
Abstract: This essay explores the pedagogical project of integrating digital archival research into the undergraduate classroom. We contend that rather than simply asking students to conduct such research, we should teach them first to read digital archives critically. We define this archival literacy by identifying how students might assess the rhetorical properties of various digital archives.

Interrogating Disciplines/Disciplinarity in WAC/WID: An Institutional Study
Anne Ruggles Gere, Sarah C. Swofford, Naomi Silver, and Melody Pugh
Abstract: Examination of the perspectives and experiences of faculty, graduate student instructors, and undergraduates participating in a WAC/WID program shows how discipline-focused WAC/WID principles are often resisted, interrogated, and subverted by all three groups of stakeholders. New disciplinarity, especially its concepts of borderlands and elasticity, offers a promising focus for WAC/WID.

2015 CCCC Chair’s Address: Ain’t No Walls behind the Sky, Baby! Funk, Flight, Freedom
Adam Banks
Abstract: This is a written version of the address that Adam Banks gave at the CCCC Convention in Tampa, Florida, on Thursday, March 19, 2015.

2015 CCCC Chair’s Letter
Howard Tinberg

Review Essay: Cross-Disciplinary Approaches to Style
Nora Bacon
Abstract: Reviewed are:
Stylish Academic Writing by Helen Sword

The Sense of Style: The Thinking Person’s Guide to Writing in the 21st Century by Steven Pinker


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