Through sharing results of an analysis of design language use in several writing studies journals, this article explores why we invoke design in published scholarship. After defining the approach to composing known as design thinking, it then moves to a comparison of design thinking and the writing process and looks at an example application of design thinking in the field. I argue that design thinking not only offers a useful approach for tackling multimodal/multimedia composing tasks, but also situates the goal of writing studies as textual action and asks us to reconsider writing’s home in the university.

This article outlines a three-part pedagogy capable of responding to the risks, rewards, and headaches associated with public rhetoric and writing. To demonstrate the purchase of this pedagogy, I revisit one of the oldest and most misunderstood public rhetoric and writing assignments: the letter-to-the-editor assignment.

This article surveys the extracurricular writing of the first women to attend Girton and Newnham Colleges at Cambridge University. It argues that such student writing did more than promote intellectual formation or rehearse new knowledge; indeed, it changed institutional culture and the social horizons for middle-class women’s lives.

Editor Kathleen Blake Yancey introduces the February issue.

Paying for the Party: How College Maintains Inequality Elizabeth A. Armstrong and Laura T. Hamilton Inside the College Gates: How Class and Culture Matter in Higher Education Jenny M. Stuber Going North, Thinking West: The Intersections of Social Class, Critical Thinking, and Politicized Writing Instruction Irvin Peckham Back to School: Why Everyone Deserves a Second Chance at Education Mike Rose The Persistence and Complications of Class Sharon Mitchler The Unseen Weight of Class Bradley Dilger When Institutions and Education Reproduce Social Class Inequities: What Else Factors In? Or, The Problem of Stinky Skin Sue Hum For Whom Does It Profit? Lisa Mahle-Grisez

The Exemplar Award is presented to a person who has served or serves as an exemplar of our organization, representing the highest ideals of scholarship, teaching, and service to the entire profession. This is a written version of the acceptance speech that Keith Gilyard gave at the CCCC Convention in Las Vegas on March 15.

This essay argues that multiculturalism-inflected composition classrooms often “flatten” or efface radical alterities with which students—and teachers—should be encouraged to grapple. The authors demonstrate some of the limitations of such pedagogies, offer examples of provocative texts that celebrate difference—not identity—as a powerful critical and compositional tool for exploring subjectivity and justice, and call for a shift toward acknowledging our potential incommensurability and unknowability as a fruitful way to engage issues of social justice.

Writing Assessment in the 21st Century: Essays in Honor of Edward M. White Norbert Elliot and Les Perelman, eds. Race and Writing Assessment Asao B. Inoue and Mya Poe, eds. Writing Assessment and the Revolution in Digital Texts and Technologies Michael R. Neal Digital Writing: Assessment and Evaluation Heidi A. McKee and Danielle Nicole DeVoss, eds.

Only once in the Bible is Jesus represented as writing. This essay focuses on that brief, intriguing episode (John 7.53–8.11) to explore the rhetorical power of writing as apublic performance, the interplay of orality and literacy, the relationship of writing to reflection, and the rhetoric of silence.

This article discusses what we mean by the term—internship, with special attention to requiritalicents for compensation; explains the issues that appertain to unpaid student internships; and urges broad engagitalicent and individual as well as collective action on this issue.

This article examines founder Frank L. Gilyard’s role in the establishment of the Central Pennsylvania African American Museum in Reading, Pennsylvania, through the dual lenses of African American rhetoric and performance studies. It concludes with an analysis of how these insights informed a community-based research course in honors first-year composition.

This article draws on qualitative research conducted as a part of a writing program assessment to examine the relationship between assessment, valuation, and the economics of first-year writing. It argues that the terms of labor in first-year writing complicate practices of valuation and the processes of consensus building that have become common in assessment models. It explains that if assessment is to be situated at a site and represent the work that happens there faithfully, it needs to account for how power, the economics of staffing, and differing ways of thinking about writing education necessitate struggle and the acknowledgment and representation of dissonance.

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Reviewed are: Networking Arguments: Rhetoric, Transnational Fitalicinism, and Public Policy Writing Rebecca Dingo Conversational Rhetoric: The Rise and Fall of a Women’s Tradition, 1600–1900 Jane Donawerth Fitalicinist Rhetorical Resilience Elizabeth A. Flynn, Patricia Sotirin, and Ann Brady, editors Writing a Progressive Past: Women Teaching and Writing in the Progressive Era— Lisa Mastrangelo— Fitalicinist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies Jacqueline Jones Royster and Gesa E. Kirsch

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This is a written version of the address that Chris Anson gave at the CCCC Convention in Las Vegas, Nevada, on Thursday, March 14, 2013.

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Drawing on findings from three qualitative studies, this article explores the distinct professional identities of two-year college English faculty. We examine full-time faculty patterns of engagement with professional organizations, their assertion of professional authority in institutional decision making, and the role of organizational socialization in the shaping of part-time faculty professional identities.

This essay examines the current state of online writing instruction in light of changing technologies and everyday literacies in order to understand their impact on access to higher education and on the material conditions of teaching writing.

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Reviewed are: Postcomposition Sidney I. Dobrin The Managerial Unconscious in the History of Composition Studies Donna Strickland What We Are Becoming: Developments in Undergraduate Writing Majors Greg A. Giberson and Thomas A. Moriarty, editors

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In a photo taken at the community college where my father Julian Medina taught, he’s wearing a tie and a middle-management, short-sleeved buttonup shirt, shaking hands with farm worker advocate César Chávez. As in my father’s proud image, I too work hard to project a professional appearance, often wearing a tie the first few weeks of the semester. I do so because of the often mistaken assumptions students make about my knowledge and the wisdom of assigning readings by writers of color. Unfortunately, this feeling of insecurity comes from lived experience. When my Anglo mother married my Mexican American father, her father disowned her. Even though my father had earned his bachelor’s degree and his master’s degree and taught English at a community college in central California, his accomplishments did little to diminish my grandfather’s racial prejudice. Before my father died in 2006 at the age of fifty-six, he often told me that I was supposed to surpass his success in the same way as he did with his accomplishment as the first in his family to graduate from college. He did this by changing the family trade of mowing lawns to instead teaching English at the college level.

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Editor Kathleen Blake Yancey introduces this special issue.

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This article considers connections between the work of composition and rhetoric and the growing field of faculty development. It defines faculty development, explores reasons composition and rhetoric scholars might be drawn to and successful in faculty development positions, and examines existing and potential intellectual connections between these two fields of inquiry.

By challenging misconceptions about students and instructors at two-year campuses, this article critically examines practices of knowledge making in writing studies, arguing for the repositioning of writing instruction at two-year and open-admissions colleges from the margins to the center of the profession.

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This essay revisits and expands on Gary A. Olson and Joseph M. Moxley’s 1989 article “Directing Freshman Composition: The Limits of Authority” by looking at revised notions of writing program administrators’ work and authority in 2012. Whereas the original essay surveyed only department chairs, our study includes data from both department chairs and directors of first-year writing to explore issues of authority. The essay complicates Olson and Moxley’s notion of authority, distinguishing among power, authority, and influence, and examining how they inflect the work of directors of first-year writing. In addition, common assumptions about the connections between WPAs’ tenure status and authority are re-examined in light of survey results.

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Based on interviews with fifty-seven scholars in rhetoric and composition, this article addresses multiple topics in relation to the job search process. I emphasize the need for a more critical examination of job market procedures field-wide, taking into consideration the ways in which hiring committees might be unknowingly enacting exclusionary practices.

This article argues that tenure and promotion decisions should reflect the fundamental ways in which the academy and our positions within it have changed. Calling attention to the role senior scholars can play, the article considers the challenges offered by activity in four areas: digital and new-media scholarship, editorial and curatorial work, administration and leadership, and mentoring.

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On the Blunt Edge: Technology in Composition’s History and Pedagogy Shane Borrowman, editor Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Scholars Amy C. Kimme Hea, editor Rhetorical Delivery as Technological Discourse: A Cross-Historical Study Ben McCorkle Digital Detroit: Rhetoric and Space in the Age of the Network Jeff Rice Technologies of Wonder: Rhetorical Practice in a Digital World Susan H. Delagrange

A study of twenty-five newly returned adult students finds that students with more process experience used more and more specific process analogies to construct their writing processes for school assignments than those with less process experience. Cues from peers and sense of academic identity also influenced transfer of process knowledge.

MOOC Response about “Listening to World Music” Steven D. Krause What I Learned in MOOC Jeff Rice

This essay explores potential connections between feminist historiography in rhetoric and the digital humanities. We investigate how specific digital innovations might invigorate feminist historiographic study, and we pause to consider how a turn to the digital might run counter to feminist methodological imperatives.