College Composition & Communication - Volume 66, Issue 2, 2014

This article details the material, locational, and time-use dimensions of student writing processes in two networked social spaces. Drawing on case examples, the findings show how composing habits grounded in the materiality of places can build persistence for learning in a mobile culture. Public social spaces support these habits, enabling some students to control social availability and manage proximity to resources.

To underline the value of composition’s international and multilingual history, this article presents an account of language attitudes, policies, and pedagogies at Syrian Protestant College (Beirut) between 1866 and 1902, which also provides a historical dimension to contemporary conversations about international and translingual approaches to writing research and pedagogy.

Through an examination of archival texts produced at sites of suppressed local rhetorics, this essay situates Oklahoma as a location of writing at the intersection of ecocomposition theory, critical regionalism, and composition pedagogy to establish the need for using local texts and transrhetorical analysis in writing classrooms.

This is a written version of the address that Howard Tinberg gave at the CCCC Convention in Indianapolis, Indiana, on Thursday, March 20, 2014.

Reviewed are:

From Form to Meaning: Freshman Composition and the Long Sixties, 1957–1974 David Fleming

Interests and Opportunities: Race, Racism, and University Writing Instruction in the Post–Civil Rights Era

Steve Lamos

Retention and Resistance: Writing Instruction and Students Who Leave Pegeen Reichert Powell

Rhetoric of Respect: Recognizing Change at a Community Writing Center Tiffany Rousculp

Transnational Literate Lives in Digital Times Patrick W. Berry, Gail E. Hawisher, and Cynthia L. Selfe