College Composition & Communication - Volume 64, Issue 3, 2013

This article offers a case study of how three African American students enrolled in a first-year writing course employ Ebonics-based phonological and syntactical patterns across writing assignments, including those that also require students to compose multigenre essays.

Drawing on qualitative research conducted at the University of Michigan, this article examines the extent to which composition instructors theorize and teach reading-writing connections and argues that explicitly teaching reading-writing connections may increase student motivation to complete assigned reading. The article also discusses using model texts as an effective means of teaching those connections.

This article situates the Framework for Success in Postsecondary Writing in current educational policy and in the discipline of rhetoric and composition. It argues the Framework positions the discipline to address gaps in American education by reinvigorating historical and traditional frames for writing instruction—ancient rhetoric and the liberal arts tradition. Although this realignment challenges technocratic assumptions about education, it raises pragmatic and ethical questions about assessing habits of mind that rhetoric and composition must consider.

This is a written version of the acceptance speech the Mike Rose gave at the CCCC Convention in St. Louis on March 22, 2012.

Three scholars review the following: College: What It Was, Is, and Should Be by Andrew Delbanco and We’re Losing Our Minds: Rethinking American Higher Education by Richard P. Keeling and Richard H. Hersh

Rhetoric Matters: Why Denial May Not Work This Time Dominic DelliCarpini

Jeremiad and Insularity Rita Malenczyk

Asking the Right Questions Marlene R. Miner

The Cherokee Syllabary: Writing the People’s Perseverance Ellen Cushman

Keepin’ It Hushed: The Barbershop and African American Hush Harbor Rhetoric Vorris L. Nunley

Diverse by Design: Literacy Education within Multicultural Institutions Christopher Schroeder

Code-Meshing as World English: Pedagogy, Policy, Performance Vershawn Ashanti Young and Aja Y. Martinez, editors