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2015 May College English, v77.5

Non-Member Price: $12.50

NCTE Member Price: $4.25

Level(s): College

ISBN/ISSN: 0010-0994


College English
Volume 77, Number 5, May 2015

From the Editor
Kelly Ritter

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Emerging Voices: Emissaries of Literacy: Representations of Sponsorship and Refugee Experience in the Stories of the Lost Boys of Sudan
Michael T. MacDonald
Abstract: Abstract for this article is currently not available.

Rhetoric, Mathematics, and the Pedagogies We Want: Empowering Youth Access to Twenty-First Century Literacies
Paul Feigenbaum
Abstract: As the people most directly harmed by standardized education, students must lead both local and national fights for progressive, alternative pedagogies. This article exhorts writing teachers to help cultivate youth agency by establishing a Rhetoric Project in concordance with the Algebra Project, which employs mathematics literacy and community organizing as tools for promoting quality education. Specific Rhetoric Project efforts can include building cultures of rhetorical literacy and updating traditional organizing methods for twenty-first-century contexts. The Rhetoric Project is framed as an initial step toward a potential interdisciplinary alliance of writing and mathematics teachers and students.

Rewriting Composition: Moving beyond a Discourse of Need
Bruce Horner
Abstract: This essay argues that calls to end, move beyond, or expand composition participate in a discourse of need that accepts and reinforces the legitimacy of dominant, and restricted, definitions of not only composition but also alternatives to it: what we are led to believe is “new,” “different,” and therefore “better” than composition as conventionally defined. I analyze the operation of this discourse in David Smit’s The End of Composition Studies, Sidney Dobrin’s Postcomposition, and calls to make up for composition’s ostensible lacks by supplementing it with rhetoric or multimodal composition or by renaming it “writing studies.” Drawing on J. K. Gibson-Graham’s The End of Capitalism (as We Knew It) and Theresa Lillis’s The Sociolinguistics of Writing, I outline strategies by which to rethink dominant disciplinary discourse, and use James Slevin’s Introducing English and David Bartholomae’s accounts of composition to illustrate how we might enable a recuperation of composition’s potential.

Review: Rhetoric, Deliberation, and Democracy in an Era of Standards
Amy J. Wan
Abstract: This review takes on the assumption that readers of College English believe in democratic practice and the possibility that education can play a role in supporting and cultivating those practices. The books reviewed here are a good reminder that education does not have to be focused on competition and achievement, about defining intelligence through academic aptitude, a reminder well served as the Common Core and its impending assessment shape the nature of public education and its goals.

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A Professional Association of Educators in English Studies, Literacy, and Language Arts