College Composition & Communication - Current Issue
Volume 75, Issue 2, 2023
- Articles
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Readiness to Learn: Variations in How Students Engage with the Teaching for Transfer Curriculum
This article outlines the concept of readiness to learn (RTL) as a framework for explaining students’ differentiated engagement with the Teaching for Transfer (TFT) curriculum. As documented in student voices, RTL operates along a continuum ranging from preparing to engage, on one end, to enacting TFT, on the other, with beginning to engage in the middle.
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The Institute, the Archive, and the Smoke-Filled Room
Author(s): Elizabeth MazzoliniArchived tobacco industry documents reveal a relationship in the 1970s and 1980s between the author of a first-year writing textbook and the Tobacco Institute, a tobacco industry trade group. I present details of this relationship to argue for an expanded account of institutional influence on rhetoric and writing studies.
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The Shortest Distance: Using Play to Build Comfort in the Writing Classroom
Author(s): Joseph SerioUsing classroom play to promote comfort between composition students, encouraging greater participation and experimentation by helping students feel safe traversing educational and social boundaries, is supported in a theoretical lens connecting play to both pedagogy and various literacies valued in college writing. One practical framework, with student interviews, is described.
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Toward a Black Rhetoric of Voicing
Author(s): Alexis McGeeThis article argues for repositioning voice within BIPOC histories and contributions to the fields of English/rhetoric/composition studies. By reinvestigating the affordances and constraints of Expressivist-driven definitions of “voice” and the contemporary applications of imitation writing assignments, this article demonstrates alternative approaches to teaching and thinking through voice in writingbased courses.
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Making Good on Our Promises to Language Justice: Spheres of Coalitional Possibilities across the Discipline
Author(s): Nick Sanders, Floyd Pouncil, Stephanie Aguilar-Smith, Trixie G. Smith and Grace PregentIn this article, we argue for a coalitional orientation for writing programs and centers to advance language justice and make good on the promises delineated over fifty years ago in the Conference of College Composition and Communication’s publication of the Students’ Right to Their Own Language. Specifically, we argue that writing centers are ripe sites of teaching and learning—not merely auxiliary support for the composition classroom. Indeed, as we demonstrate, many writing centers actively push for language justice by, for example, publishing language diversity/inclusion statements and championing concrete, pedagogically just practices. Accordingly, we urge the discipline of composition and writing centers to work together as coalitional partners to advance language justice across the discipline and, ultimately, beyond.
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Toward Disruptive Agency
Author(s): Heather Bastian and Jennifer NishWe take up disruption in this article to consider what sustained attention to disruption and its relationship to agency can bring to scholars and educators. We do so by revealing the ideological commitments, relationships, and labor that make disruption possible and valuable. We also look to Indigenous studies and new materialism to explore matter and ethical responsibilities at the interstices of rhetorical practice and work. From this, we propose a theory of disruptive agency that seeks to understand how disruptions emerge and how they can be rhetorically engaged for progressive change.
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Decentering the History of the Writing Center: A Case for the Mesopotamian Edubba as an Early Writing Center
Author(s): Kathryn Rosser RaignThis paper tells the story of the edubba, the Mesopotamian scribal school. First, the edubba’s pedagogy demonstrates that the first formalized center for teaching writing was more akin to the modern writing center than to the composition classroom. Second, unlike many modern writing centers, the edubba was multilingual. It is easy to look at the past and congratulate ourselves on how much better we’ve made the future, but the edubba has something to teach us beyond the fact that it preceded the composition classroom. A circle has no beginning, and both the writing center and the writing classroom are part of one circle—equally important to the students they serve.
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2023 CCCC Chair’s Address: “I’m So Glad Trouble Don’t Last Always”: Reclaiming Our Discipline’s Influence on Higher Education
Author(s): Staci M. Perryman-ClarkThis is an edited version of the Chair’s Address delivered at the 2023 CCCC Annual Convention.
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Volumes & issues
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Volume 75 (2023)
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Volume 74 (2022 - 2023)
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Volume 73 (2021 - 2022)
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Volume 72 (2020 - 2021)
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Volume 71 (2019 - 2020)
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Volume 70 (2018 - 2019)
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Volume 69 (2017 - 2018)
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Volume 68 (2016 - 2017)
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Volume 67 (2015 - 2016)
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Volume 66 (2014 - 2015)
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Volume 65 (2013 - 2014)
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Volume 64 (2012 - 2013)
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Volume 63 (2011 - 2012)
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Volume 62 (2010 - 2011)
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Volume 61 (2009 - 2010)
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Volume 60 (2008 - 2009)
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Volume 59 (2007 - 2008)
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Volume 58 (2006 - 2007)
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Volume 57 (2005 - 2006)
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Volume 56 (2004 - 2005)
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Volume 55 (2003 - 2004)
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Volume 54 (2002 - 2003)
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Volume 53 (2001 - 2002)
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Volume 52 (2000 - 2001)
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Volume 51 (1999 - 2000)
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Volume 50 (1998 - 1999)
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Volume 49 (1998)
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Volume 48 (1997)
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Volume 47 (1996)
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Volume 46 (1995)
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Volume 45 (1994)
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Volume 44 (1993)
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Volume 43 (1992)
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Volume 42 (1991)
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Volume 41 (1990)
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Volume 40 (1989)
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Volume 39 (1988)
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Volume 38 (1987)
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Volume 37 (1986)
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Volume 36 (1985)
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Volume 35 (1984)
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Volume 34 (1983)
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Volume 33 (1982)
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Volume 32 (1981)
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Volume 29 (1978)
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Volume 27 (1976)