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2019 June CCC, v70.4

Non-Member Price: $18.75

NCTE Member Price: $6.25

Level(s): College

ISBN/ISSN: 0010-096X

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From the Editor
Jonathan Alexander

Turning Archives into Data: Archival Rhetorics and Digital Literacy in the Composition Classroom
Courtney Rivard
Abstract: Using assignments drawn from a first-year composition course that centers the Southern Life Histories Collection, part of the New Deal’s Federal Writers’ Project, this paper argues for a pedagogical approach that teaches students digital literacy through archival rhetorics by converting archival texts into data.

Tracing Connections and Disconnects: Reading, Writing, and Digital Literacies across Contexts
Xiqiao Wang
Abstract: Positioning reading as a site of meaning negotiation, this article provides a detailed account of one multilingual, transnational student’s literacy practices for personal, academic, and disciplinary purposes across spaces. Drawing on the notion of disconnect, I examine the tensions and fissures that disrupt the flow of literacies across spaces.

The Emotional Work of Revision
Bruce Ballenger and Kelly Myers
Abstract: Forty years ago, Nancy Sommers identified dissonance and the ways in which writers respond to incongruities between “intention and execution” as a core competency of revision. While still a challenge for student writers, dissonance now takes different forms, particularly for advanced student writers who embrace theories of revision but struggle to implement the practices. Unspoken, these experiences of dissonance become internalized as fear-based narratives and scripts that negatively  impact student writers. Through in-process reflection, this study surfaces the ways in which students navigate the dissonance by adapting, or rescripting, their fear into a productive element of writing and revision. To better understand the interplay of strategy and struggle, we argue that revision pedagogies for advanced student writers must take the emotional work of revision into consideration.

“Can I Get a Witness?”: Writing with June Jordan
Aneil Rallin
Abstract: With June Jordan’s voice lodged inside my head, I traverse history and the here and now as queer immigrant scholar/teacher of color via a transnational critical optic, alert to the ravages of power. I write using experimental form to break the hold of dominant (white) rhetorical traditions that are failing us, intertwining my words with Jordan’s words amidst ongoing assaults on our lives/imaginations.

Redefining Writing for the Responsive Workplace
Claire Lauer and Eva Brumberger
Abstract: In this article we argue that mobile, design, content, and social media technologies have fundamentally redefined the role of the writer in the workplace. Rather than the originator of content, the writer is becoming a sort of multimodal editor who revises, redesigns, remediates, and upcycles content into new forms, for new audiences, purposes, and media. This article discusses data gathered from over one hundred hours of embedded workplace research shadowing nine different professional communicators. The data demonstrate the iterative, detailed, product-focused types of work happening within a range of workplace constraints and, in turn, emphasize the need for writers and teachers of writing to recognize the importance of developing a broad skillset to prepare for this kind of work.

Review Essay: Crip Disruptions: Agency, Anti-Compliance, and Autistext
Tara Wood
Abstract: Tara Wood challenges and expands our understanding of “disability” with a review of four books: Affective Disorder and the Writing Life: The Melancholic Muse, edited by Stephanie Stone Horton; Living Chronic: Agency and Expertise in the Rhetoric of Diabetes by Lora Arduser; Crip Times: Disability, Globalization, and Resistance by Robert McRuer; and Authoring Autism: On Rhetoric and Neurological Queerness by Melanie Yergeau.

CCCC Statement on Globalization in Writing Studies Pedagogy and Research
Abstract: Members of the CCCC Committee on Globalization of Postsecondary Writing Instruction and Research drafted the following policy statement between 2014 and 2017. Composing the policy statement has been a key charge for the committee since its inception in 2009; the impetus for both the committee and the statement arises out of CCCC’s recognition that the processes of globalization influence all members of the discipline, including writing program administrators, teachers, students, and researchers. We hope that the definitions, guidelines, recommendations, and suggestions for further reading offered in the policy statement ultimately serve CCCC constituents in teaching, research, and outreach. The statement has also been published on the CCCC website.

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Index to Volume 70


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