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2016 February CCC, v67.3

Non-Member Price: $18.75

NCTE Member Price: $6.25

Level(s): College

ISBN/ISSN: 0010-096X


College Composition and Communication
Volume 67, Number 3, February 2016
From the Editor
Jonathan Alexander
Adventuring into MOOC Writing Assessment: Challenges, Results, and Possibilities
Denise K. Comer and Edward M. White
Abstract: This article shares our experience designing and deploying writing assessment in English Composition I: Achieving Expertise, the first-ever first-year writing Massive Open Online Course (MOOC). We argue that writing assessment can be effectively adapted to the MOOC environment and that doing so reaffirms the importance of mixed-methods approaches to writing assessment and drives writing assessment toward a more individualized, learner-driven, and learner-autonomous paradigm.
Appendixes to Comer and White
Denise K. Comer and Edward M. White
Abstract: Explore the appendixes to Comer and White's article.
Around 1986: The Externalization of Cognition and the Emergence of Postprocess Invention
Kristopher M. Lotier
Abstract: Around 1986, inventional researchers began to presuppose an externalist philosophy of mind, thereby ushering in the postprocess era. Ecological composition and posthumanism, now understood as postprocess inventional models, present direct pedagogical applications, allowing different objects (e.g., databases, search engines) to qualify as writing and favoring rhetorical impact over “originality.”
Metanoic Movement: The Transformative Power of Regret
Kelly A. Myers
Abstract: The concept of metanoia illuminates the spaces that exist around and beyond opportune moments. As such, metanoia offers ways to reframe the affective elements of teaching and learning, writing and revising. This essay examines emotion, agency, and transformationin the concept of metanoia as a way to expand “opportunity” in writing processes.
Composing Post-Multiculturalism
Daniel Barlow
Abstract: Drawing from cultural studies and social justice education, this essay argues for the productive potential of racial inquiry in composition scholarship and pedagogy. Ethical imperatives facing rhetoric and composition are also pedagogical opportunities: to rethink multiculturalism, politicize student affect, and develop student-centered writing processes predicated upon deliberative critical inquiry.
Do Academics Really Write This Way? A Corpus Investigation of Moves and Templates in “They Say / I Say”
Zak Lancaster
Abstract: Gerald Graff and Cathy Birkenstein’s writing textbook, “They Say / I Say,” has triggered important debates among writing professionals. Not included within these debates, however, is the empirical question of whether the textbook’s templates reflect patterns of language use in actual academic discourses. This article uses corpus-based discourse analysis to examine how two particular “moves” discussed in the textbook are realized in three large corpora of professional and student academic writing. The analysis reveals important differences between the textbook’s wordings and those preferred by student and professional writers. It also uncovers differences in use of “interpersonal” functions of language by experienced and less experienced writers. In offering this detailed analysis of academic prose, I aim to extend calls to recenter language in writing research and instruction. I conclude with implications for discussing academic argumentation with students.
Symposium: Barack Obama’s Significance for Rhetoric and Composition
Edited by Ira Allen and Elizabeth A. Flynn
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