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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.

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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

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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.

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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.

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Dear Colleagues:I am writing this letter amidst the splendor of a New England fall, a time of year marked by transition from a leafy and robust spring and summer to the inevitable, if brilliant, decline preceding the coming of winter. This fall feels different, however. The loss that fall signifies seems deeper this year, its reach extending back to early summer. I'm referring to the passing of our beloved and inspiring NCTE Executive Director, colleague and friend Kent Williamson. Those who were fortunate to have known and worked with Kent can attest to his singular qualities. A visionary with a clear grasp of the here-and-now, Kent, like no other leader that I've known, saw the Big Picture-he was the best strategic thinker that I've seen-while recognizing the importance of paying attention to the details. He also had the gift of leading while making it seem as if WE were initiating. In other words, Kent was a first-rate listener and believed with his heart and soul that no group can thrive without the full engagement and collaboration of its members. In his memory and with his spirit, the CCCC Officers and NCTE staff will attempt to carry on Kent's work to the best of our abilities. I know that he would expect no less. Now onto my report. . . .FinancesThis organization continued to make investment gains ($216,922) even as it went $120,411 over budget on operations. We ran a genuine loss last year, as spending exceeded income from operations. In FY15 there were a few areas that led to the loss. Membership dues, as an example, are declining. Feedback on the work of the organization was positive, but many could get all they need from CCCC without being members. In the end, we were $13,938 below projections on membership dues.Ultimately, we need to focus more on strategic items based on our vision. We have $2.29 million in the contingency fund, but spending it wisely requires careful planning and making choices.Activities for FY16:* In addition to extending our substantial investment in access and equity ($32,829 for the PEP program to provide registration/support to contingent and adjunct faculty who need help to attend the CCCC Convention), we earmarked up to $3,000 of spending to match funds raised from the membership to provide a CCCC Contingent Faculty Travel Assistance Fund for convention attendance, and $3,000 to support the Chair's Scholarship Fund.* Now that the 5% amount from our contingency reserve is over $120,000, the FY16 budget splits that amount between research grants selected through an open application project (at least $100,000), and the cost of developing a database of graduate and undergraduate writing programs. This makes our investment in member research larger than it has been any year except for FY15, while also providing funds to build a renewable resource of benefit to students, faculty, and program administrators alike.* We included videotaping of member interviews and advocacy training across the convention.* We again provided $8,000 in funding to support a CCCC Policy Fellow position. This person has been working with our DC office to help coordinate follow-through actions in support of reports filed by our new state-based network of higher education policy analysts, and has provided research summaries and expert testimony/insights drawn from professional practice on public policy issues of concern to our organization. The funding provides a small honorarium ($3,000) and travel fund ($5,000) to help support these activities. The CCCC Policy Fellow is selected by the CCCC Chair and Secretary-Treasurer.* Under publications, we extended a third year of funding to support a CCCC Social Media Coordinator. This person works with staff as an independent contractor to both produce online events/discussions of interest to CCCC members (on the Connected Community and across other online social media platforms as well), and to more readily connect members to each other in social media contexts. …

https://opus.govst.edu/faculty_pubs/1004/thumbnail.jpg

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Reporting on a year-and-a-half-long study of Latina/Latino multilingual students transitioning from high school to a community college or university on the US-Mexico border, this article explores how writing instruction was shaped across the three institutional locations by a variety of internal and external forces such as standardized testing pressures, resource disparities, and individual instructors. In concluding comments, the author suggests ways for composition teachers, researchers, and administrators to build connections between different locations of writing and facilitate student transitions between institutions.

Reviewed are: Placing the Academy: Essays on Landscape, Work, and Identity Jennifer Sinor and Rona Kaufman The Locations of Composition Christopher J. Keller and Christian R. Weisser, editors What Is “College-Level Writing”? Vol. 2: Assignments, Readings, and Student Writing Samples Patrick Sullivan, Howard Tinberg, and Sheridan Blau, editors Teaching Writing in Thirdspaces: The Studio Approach Rhonda C. Grego and Nancy S. Thompson Generaciones’ Narratives: The Pursuit and Practice of Traditional and Electronic Literacies on the U.S.-Mexico Borderlands John Scenters-Zapico

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Challenging histories of male-dominated composition instruction during the nineteenth century, this article recovers composition practices at the Cherokee National Female Seminary, locating the practices at the intersections of gender, race, and colonization. Through Indigenous storytelling and archival research methods, the author asserts that our cultural locations landscape our writing histories.

This article examines text-based locations (textrooms) as a third strand of the extracurriculum of composition. Through a diachronic analysis, I examine the nineteenth-century periodical Godey’s Lady’s Book and three twenty-first-century blogs as coauthored classrooms or powerful sites of women’s informal writing education.

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What methods do graduate students take up for their dissertation projects? This article shares findings from distant reading of 2,711 abstracts, suggesting that humanist approaches predominate within the Consortium of Doctoral Programs in Rhetoric and Composition, but not without some methodological pluralism. A large number of studies outside the consortium are also considered.

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This article explores shared language development in secondary to postsecondary transitions. Based on survey findings of secondary students, the authors advocate using a shared language corpus to access and collect student and instructor language about writing to smooth secondary to postsecondary transitions and transitions beyond the FYC classroom.

Sisters and Brothers of the Struggle: Teachers of Writing in Their Worlds Charles Bazerman Internationalization, English L2 Writers, and the Writing Classroom: Implications for Teaching and Learning Terry Myers Zawacki and Anna Sophia Habib

Reviewed are: Multimodal Literacies and Emerging Genres Tracey Bowen and Carl Whithaus, eds. Redesigning Composition for Multilingual Realities Jay Jordan First Semester: Graduate Students, Teaching Writing, and the Challenge of Middle Ground Jessica Restaino

In this article, we investigate disparate impact analysis as a validation tool for understanding the local effects of writing assessment on diverse groups of students. Using a case study data set from a university that we call Brick City University, we explain how Brick City’s writing program undertook a self-study of its placement exam using the disparate impact process followed by the Office for Civil Rights of the US Department of Education. This three-step process includes analyzing placement rates through (1) a threshold statistical analysis, (2) a contextualized inquiry to determine whether the placement exam meets an important educational objective, and (3) a consideration of less discriminatory assessment alternatives. By employing such a process, Brick City re-conceptualized the role of placement testing and basic writing at the university in a way that was less discriminatory for Brick City’s diverse student population.

Dear Colleagues and Friends~~This month's issue includes various genres- articles, symposium contributions, review essay, exchange, and poster page-that tap both time and space. In these collective texts, we have historical perspectives helping us understand our own past and allowing us to update our present; linkages to other fields of endeavor so as to enhance our own; connections across spaces to other sites of writing around the world; and closer looks at our own sites-hence the title of this introduction. As represented here, our field includes a capacious view, and as we expand sites of inquiry and activity, we have a more robust and complex view. In this introduction, then, I'll summarize each of these contributions before taking up two other tasks: (1) outlining the treat in store for us, in the combined September and December special issue of College Composition and Communication, we will learn from colleagues about various and diverse Locations of Writing; and (2) sharing with readers our new policy on rememberingIn our first article, Expanding the Aims of Public Rhetoric and Writing Peda- gogy, Writing Letters to Editors, Brian Gogan takes up how the conventional assignment of the letter to the editor can be located in what he calls an ap- proach to public rhetoric and writing pedagogy that is conducted according to the tripartite aims of publicity, authenticity, and efficacy. Drawing on his work with students, Gogan expands on these single-concept aims to situate them in relationships: publicity-as-condition and publicity-as-action, authenticity- as-location and authenticity-as-legitimation, and efficacy-as-persuasion and efficacy-as-participation. Gogan also argues that we should separate and emphasize the participation the letter-to-the-editor genre entails from the persuasion that may be its aspiration: when the efficacy of the letter-to-the- editor assignment is expanded so that it is understood in terms of participation that may lead to persuasion, public rhetoric and writing pedagogy embraces the fullness of the ecological model [of writing] by seeing the wide range of effects-persuasive or not-there within.Continuing recent work recovering our collective writing pasts, our next article details the experiences of several 19th century women, some of them from the U.S., making their educational way at Cambridge University. In 'A Revelation and a Delight': Nineteenth-Century Cambridge Women, Academic Collaboration, and the Cultural Work of Extracurricular Writing, L. Jill Lam- berton focuses on the writing these women engaged in, especially outside the classroom, in order both to succeed in the classroom and to affect wider spheres of influence. Defining this writing as a form of collaborative peer activity foster- ing agency, Lamberton identifies three benefits accruing to her 19th century subjects: (1) use of extracurricular writing that augmented and enriched cur- ricular learning; (2) use of writing to develop social networks and circulation; and (3) use of such writing to shift public opinion, looking outside the college or university for broader audiences to voice support and agitate for change.Mya Poe, Norbert Elliot, John Aloysius Cogan Jr., and Tito G. Nurudeen Jr. return us to the present as they consider how our writing programs can be enhanced: by adapting a legal heuristic used to determine what in the law is called impact. In The Legal and the Local: Using Disparate Impact Analysis to Understand the Consequences of Writing Assessment, these col- leagues first distinguish between inequities produced by intent from those produced unintentionally-the latter called disparate impact-before outlin- ing a three-part question-driven process that can identify such instances and work toward ways of changing them:Step 1: Do the assessment policies or practices result in adverse impact on students of a particular race as compared with students of other races? …

Darryl J. M. Balacanao responding to Michael Bunn Michael Bunn responding to Darryl J. M. Balacanao