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2016 December CCC, v68.2

Non-Member Price: $18.75

NCTE Member Price: $6.25

Level(s): College

ISBN/ISSN: 0010-096X


From the Editor
Jonathan Alexander

What Writers Do: Behaviors, Behaviorism, and Writing Studies
Chris W. Gallagher
Abstract: This article offers a fuller account than we currently have of the complex, uneasy relationship between behaviorism and writing studies in order both to complicate our disciplinary historiography and to encourage writing scholars, teachers, and program administrators to articulate productive and unproductive understandings of writing behaviors.

The Physical Mundane as Topos: Walking/Dwelling/Using as Rhetorical Invention
Jeffrey A. Bacha
Abstract: Borrowing from rhetorically based theories of usability, this article offers an invention tactic designed to help students understand how mundane features of everyday dwelling places have significant impacts on their educational experiences. Additionally, the offered tactic helps students understand how to craft rhetorical critiques in contexts inside and outside academia.

Mobile Bodies: Triggering Bodily Uptake through Movement
Jennifer Lin LeMesurier
Abstract: This article explores bodily movement practices as a foundational component of rhetorical awareness. Through ethnographic study of dance pedagogy, the author demonstrates how genre uptake is enabled by bodily experience; learned ways of moving produce inclinations toward certain rhetorical pathways over others.Enabling students to uptake new genres means teaching them to be aware of the intersection of bodily and intellectual resources.

Doing Translingual Dispositions
Jerry Won Lee and Christopher Jenks
Abstract: Translingual dispositions, characterized by a general openness to plurality and difference in the ways people use language, are central for all users of English in a globalized society, and the fostering of such proclivities is an imperative to the contemporary composition classroom. In this article, we analyze student writing that emerged from a global classroom partnership between a US university and a Hong Kong university designed to facilitate the fostering of translingual dispositions. We show that an examination of writing provides a window into the varied ways in which students negotiate their linguistic identities and construct their ideological commitments to language difference. Although composition can become a space that facilitates opportunities for students to “do” translingual dispositions, these dispositions are constitutive of a constellation of highly complex sociocultural issues and experiences and therefore cannot be expected to be articulated in a preconceived and uniform manner.

Veterans in the Writing Classroom: Three Programmatic Approaches to Facilitate the Transition from the Military to Higher Education
D. Alexis Hart and Roger Thompson
Abstract: Drawing upon a two-year study of student-veterans in college writing classrooms, this article analyzes three types of courses developed in an effort to respond to increased military-affiliated student enrollments: veterans-only, veteran-focused, and veteran-friendly. The article concludes with recommendations for an asset-based approach to professional development for writing faculty.

Joanne Addison responding to Zachary C. Beare and Marcus Meade; Marcus Meade and Zachary C. Beare responding to Joanne Addison

2016 CCCC Chair’s Address: Making, Disrupting, Innovating
Joyce Locke Carter

2016 CCCC Chair’s Letter
Joyce Locke Carter

CCCC Secretary’s Report, 2015–2016
Jessie L. Moore


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