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2015 June CCC, v66.4

Non-Member Price: $18.75

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Level(s): College

ISBN/ISSN: 0010-096X

Description

College Composition and Communication
Volume 66, Number 4, June 2015


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From the Editor
Jonathan Alexander

“White Guys Who Send My Uncle to Prison”: Going Public within Asymmetrical Power
Ben Kuebrich
Abstract: Examining the context and production of a community publication, I Witness: Perspectives on Policing in the Near Westside, this essay analyzes the ways in which local neighborhood authors situate themselves rhetorically when engaging with police issues within conditions of asymmetrical power. Furthermore, it describes the collective processes neighborhood residents used to empower their perspectives. The essay applies this case study to debates over open-hand and closed-fist rhetorics and the roles of scholars as sponsors to such rhetorical forms.

Difficulty Paper (Dis)Connections: Understanding the Threads Students Weave between Their Reading and Writing
Meghan A. Sweeney and Maureen McBride
Abstract: Using Mariolina Salvatori’s difficulty paper assignment to explore student experiences when reading, this paper examines basic writing students’ difficulties with reading inthe composition classroom. The authors argue that examining difficulty can provide an entry point for understanding how students experience the (dis)connections betweentheir assigned reading and writing.

Tracing Transfer across Media: Investigating Writers’ Perceptions of Cross-Contextual and Rhetorical Reshaping in Processes of Remediation
Michael-John DePalma
Abstract: This qualitative study examines how writers perceive the mobilization and adaptation of their print-based writing knowledge and multiple literacies when remediating written essays into digital stories. It also outlines a pedagogical tool that can help writers reflect on what they might transfer as they compose across media.

Strategic Disingenuousness: The WPA, the “Scribbling Women,” and the Problem of Expertise
Faye Halpern
Abstract: We in composition studies have countered the suspicion that what we do is “simplistic in method and impoverished in content” by insisting on our own disciplinary expertise, an insistence that has gained us administrative support and, arguably, better working conditions. Yet this article explores a problem that arose for the author as a result of her own insistence on disciplinary expertise: she had great difficulty recruiting faculty from other disciplines to teach first-year writing classes. This article suggests a solution to this problem, a strategic disingenuousness derived from the strategy developed by popular sentimental women authors of nineteenth-century America to counter the disciplinary expertise of professional male orators and rhetoricians, who looked down on the untrained speaker. The stance of strategic disingenuousness that this article advocates is more radical than the denial of expertise touted by recent scholarship in WAC and WID: it requires WPAs to withhold their expertise in the absence of any assurance that the faculty they are training already have within themselves the knowledge they need to teach writing. An admittedly inefficient and often exasperating stance, it nonetheless represents a way for WPAs to entice faculty to teach writing and build a strong community with them.

Review Essay: Validation: The Pursuit
Norbert Elliot
Abstract: Reviewed: Standards for Educational and Psychological Testing, 6th ed.

Symposium: Critical Retrospections on the 1987 CCCC Position Statement “Scholarship in Composition: Guidelines for Faculty, Deans, and Department Chairs,” Part Two
Abstract: Responses from Mary P. Sheridan, Scott Wible, Asao B. Inoue, Madelyn Flammia, Natasha N. Jones, Yvonne CLeary, and Johndan Johnson-Eilola and Anne Wysocki.

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Index to Volume 66

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