- NCTE Publications Home
- All Journals
- College Composition & Communication
- Previous Issues
- Volume 73, Issue 4, 2022
College Composition & Communication - Volume 73, Issue 4, 2022
Volume 73, Issue 4, 2022
- Articles
-
-
-
White Language Supremacy in Course Descriptions
Author(s): Bethany DavilaThis article argues that our course descriptions may perpetuate White language supremacy (WLS) by regularly using specific terms and policing racialized student populations for written standardness more so than White student populations.
-
-
-
-
Rhetorical (In)visibility: How High-Achieving Appalachian Students Navigate their College Experience
Author(s): Amanda Berardi TennantThis article shows how high-achieving Appalachian college students engage in rhetorical (in)visibility to conceal their Appalachian identity and strategically deploy markers of difference in their writing. The article challenges the assumption that Appalachian students are empowered through visibility and offers an alternative framework for understanding how students negotiate stigmatized cultural identities.
-
-
-
Who Is It Really For? Trigger Warnings and the Maintenance of the Racial Status Quo
Author(s): Mara Lee GraysonThis essay examines the discourse around the trigger warning through the analytic paradigm of racial literacy and the rhetorical frames of colorblind racism to illuminate how the trigger warning as currently conceptualized, even when framed as a means of equitable engagement, is mediated by and upholds the racial status quo.
-
-
-
Writing Towards Access: Collaboration and Community
Author(s): Jess LibowIn this praxis-focused article, I reflect on incorporating what disability justice activists call “collective access” into the composition classroom through a semester-long, class-wide “Accessibility Best Practices” assignment. I show how asking students to recursively address access together helped them approach writing itself as a collaborative and revisionary process.
-
-
-
How and What Students Learn in Hybrid and Online FYC: A Multi-Institutional Survey Study of Student Perceptions
Author(s): Mary K. Stewart, Jennifer M. Cunningham, Natalie Stillman-Webb and Lyra HilliardThis multi-institutional study surveyed undergraduate students (n=669) about how and what they learned in hybrid and online first-year composition (FYC) classes, employing the Community of Inquiry (CoI) Framework to analyze their responses. The data illustrated a significant difference in hybrid versus online students’ perceptions of the student-teacher relationship.
-
-
-
Archiving Our Own: The Digital Archive of Rhetoric and Composition at the University of Texas at Austin, 1975–1995
As the discipline of rhetoric and composition engages archival studies, we must not only theorize and narrate primary-source research, but also build archival exhibits. Describing our effort to construct a digital exhibit of primary source material relevant to the history of writing instruction at the University of Texas at Austin 1975–1995 (RhetCompUTX, rhetcomputx.dwrl.utexas.edu), we explain how this project speaks to current historiographic debates about the status and the shape of the discipline. We argue that, to make the shift towards an institutional-material perspective, historians and scholars in rhetoric and composition will need to build our own archives of primary-source material, archives that feature four types of items: items relevant to classroom practice, items documenting the institutional circumstances, items recording the disciplinary conversation, and items capturing the political situation. RhetCompUTX not only features all four types of items, but also encourages the user to see the relations among these layers of practice. By describing this exhibit, by summarizing its argument, and by explaining how we described and assembled its items, we encourage other researchers to build similar archival exhibits and to move towards institutional-material historiography.
-
Volumes & issues
-
Volume 76 (2024)
-
Volume 75 (2023 - 2024)
-
Volume 74 (2022 - 2023)
-
Volume 73 (2021 - 2022)
-
Volume 72 (2020 - 2021)
-
Volume 71 (2019 - 2020)
-
Volume 70 (2018 - 2019)
-
Volume 69 (2017 - 2018)
-
Volume 68 (2016 - 2017)
-
Volume 67 (2015 - 2016)
-
Volume 66 (2014 - 2015)
-
Volume 65 (2013 - 2014)
-
Volume 64 (2012 - 2013)
-
Volume 63 (2011 - 2012)
-
Volume 62 (2010 - 2011)
-
Volume 61 (2009 - 2010)
-
Volume 60 (2008 - 2009)
-
Volume 59 (2007 - 2008)
-
Volume 58 (2006 - 2007)
-
Volume 57 (2005 - 2006)
-
Volume 56 (2004 - 2005)
-
Volume 55 (2003 - 2004)
-
Volume 54 (2002 - 2003)
-
Volume 53 (2001 - 2002)
-
Volume 52 (2000 - 2001)
-
Volume 51 (1999 - 2000)
-
Volume 50 (1998 - 1999)
-
Volume 49 (1998)
-
Volume 48 (1997)
-
Volume 47 (1996)
-
Volume 46 (1995)
-
Volume 45 (1994)
-
Volume 44 (1993)
-
Volume 43 (1992)
-
Volume 42 (1991)
-
Volume 41 (1990)
-
Volume 40 (1989)
-
Volume 39 (1988)
-
Volume 38 (1987)
-
Volume 37 (1986)
-
Volume 36 (1985)
-
Volume 35 (1984)
-
Volume 34 (1983)
-
Volume 33 (1982)
-
Volume 32 (1981)
-
Volume 31 (1980)
-
Volume 30 (1979)
-
Volume 29 (1978)
-
Volume 28 (1977)
-
Volume 27 (1976)
-
Volume 26 (1975)
-
Volume 25 (1974)
-
Volume 24 (1973)
-
Volume 23 (1972)
-
Volume 22 (1971)
-
Volume 21 (1970)
-
Volume 20 (1969)
-
Volume 19 (1968)
-
Volume 18 (1967)
-
Volume 17 (1966)
-
Volume 16 (1965)
-
Volume 15 (1964)
-
Volume 14 (1963)
-
Volume 13 (1962)
-
Volume 12 (1961)
-
Volume 11 (1960)
-
Volume 10 (1959)
-
Volume 9 (1958)
-
Volume 8 (1957)
-
Volume 7 (1956)
-
Volume 6 (1955)
-
Volume 5 (1954)
-
Volume 4 (1953)
-
Volume 3 (1952)
-
Volume 2 (1951)
-
Volume 1 (1950)
Most Read This Month
