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2015 September College English, v78.1

Non-Member Price: $12.50

NCTE Member Price: $4.25

Level(s): College

ISBN/ISSN: 0010-0994


College English
Volume 78, Number 1, September 2015

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From the Editor
Kelly Ritter

Emerging Voices: Upvoting the Exordium: Literacy Practices of the Digital Interface
Rebecca Tarsa
Abstract: This article uses data from a study of college students' digital reading and writing to examine the influence of interface on literacy activity within participatory online spaces. While most existing work treats activity within these spaces largely as a function of individual interest in a space's content, students' firsthand accounts suggest that interface features and design play a significant role as well, particularly as students transition from one form of engagement or activity to another. Using Teena Carnegie's framing of the interface as digital exordium, the author argues that, since participatory interfaces and the composition classroom share several central goals, students' experiences with interface offer important lessons for translating that engagement to an academic setting.

New Pedagogical Engagements with Archives: Student Inquiry and Composing in Digital Spaces
Pamela VanHaitsma
Abstract: This essay advances a new pedagogical approach to engaging with archives in undergraduate courses. Through this approach, students not only examine traditional archival materials from the past, but also create new online archives of present-day sources they identify as related. Rather than training undergraduate students to become archival specialists, this pedagogy invites them to inquire into the relevance of archival materials to their own everyday lives and composing practices in digital spaces.

The Blurry Borders of College Writing: Remediation and the Assessment of Student Readiness
Holly Hassel and Joanne Giordano
Abstract: The essay reports the findings of a study of 911 students' academic outcomes in relation to their placement profiles and a closer, qualitative analysis of 54 participating students' writing from 2010–2012. The authors assessed the alignment between students' initial placement and their academic outcomes after the first year of college. The manuscript draws attention to the "blurry borders" between what is called "remedial," "developmental," or "non-credit-bearing" curricula in English and college-credit coursework and the students who are quickly sifted into either of those academic spaces. In the essay, the authors call for disciplinary and institutional recognition of the blurriness of these boundaries.

Review: Rhetoric in the Archives: Histories of Women Physicians, Literacy Educators, and Students
Lori Ostergaard
Abstract: Current historical research is shifting its gaze away from metalevel studies of the field that examine the discipline’s history on the national level toward archival histories and case studies of underrepresented individuals, groups, and movements that aim to shine a light on the darkened corners of our past and provide alternative or parallel narratives of the field’s development while also hinting at the expanse of rhetorical and disciplinary history yet to be uncovered. With this observational frame in mind, the author launches into a rich and detailed review of three recent books on the history of localized populations. Each of these books adds to the field literature on the idea of microhistories; on histories of rhetoric and public voice; on the education and professional preparation of nineteenth- and early-twentieth-century women; and on race and racism during this same time period.

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