Books discussed in this essay: Reframing Writing Assessment to Improve Teaching and Learning, Linda Adler-Kassner and Peggy O’Neill Going Public: What Writing Programs Learn from Engagement, Shirley K. Rose and Irwin Weiser, editors The Public Work of Rhetoric: Citizen-Scholars and Civic Engagement, John M. Ackerman and David J. Coogan, editors Activism and Rhetoric: Theories and Contexts for Political Engagement, Seth Kahn and JongHwa Lee, editors

Design is a rhetorical activity that requires creative thinking in response to difficult situations. That creative work ultimately builds new relationships and new contexts. Sustainable design can become an approach to composition that alters ways of thinking about writing situations, keeping ethical and contextual factors in focus, and encouraging students to develop habits of situational creativity.

The Reviews (and reviewers) are: Methodologically Adrift Richard H. Haswell Everything That Rises … Jeanne Gunner Important Focus, Limited Perspective Carolyn Calhoon-Dillahunt An HBCU Perspective on Acaditalicically Adrift Teresa Redd

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This study examines how changes in a key scientific genre supported anthropology’s early twentieth-century bid for scientific status. Combining spatial theories of genre with inflections from the register of economics, I develop the concept of rhetorical scarcity to characterize this genre change not as evolution but as manipulation that produces a manufactured situation of intense rhetorical constraint.

Response to Doug Hesse’s “The Place of Creative Writing in Composition Studies” Clyde Moneyhun Response to Clyde Moneyhun Doug Hesse

I draw upon Eileen Schell’s notions of “maternal pedagogy” and an “ethic of care” to analyze archival material from the National Education Association and Educational Testing Service pilot “lay reader” programs of the 1950s and 1960s. I argue that there are striking similarities between the material and social circumstances of these postwar lay readers’ labor and that of contingent faculty in first-year composition today. I additionally contend that lay reader program narratives and policies evince a longer historical trajectory of labor problems in the teaching of writing than we typically recognize. Thistrajectory illustrates a continual need for various types of “help” in achieving effective writing instruction, yet paradoxically values labor-intensive models for teachers that emphasize the personal (and interpersonal). Such conditions create a problematic “motherly” discourse for the discipline that is magnified by the gendered imbalance already typically found in the first-year writing teacher workforce.

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While reading a series of undergraduate essay drafts, ten newly appointed graduate teaching assistants consistently projected their own anxieties about academic writing onto the authors of the papers, with two exceptions: the students were imagined neither to have the teachers’ compositional agency nor to feel their ambivalence about the academic writing conventions in question. Suggestions for repurposing the intellectual work of the TA-training practicum follow.

The Evolution of College English: Literacy Studies from the Puritans to the Postmoderns Thomas Miller A Counter-History of Composition: Toward Methodologies of Complexity Byron Hawk Toward A Composition Made Whole Jody Shipka Teaching with Student Texts: Essays toward an Informed Practice Joseph Harris, John D. Miles, Charles Paine, editors

Our pedagogical histories lean on textbooks, institutional records, and the words of famous teachers. Students rarely appear in situ. Here, the voices of two very different Progressive Era students cast spotlights on the shadows of long-ago classroom practices—offering a liveliness that is difficult to recover, but worth seeking.

Public rhetoric pedagogy can benefit from an ecological perspective that sees change as advocated not through a single document but through multiple mundane and monumental texts. This article summarizes various approaches to rhetorical ecology, offers an ecological read of the Montgomery bus boycotts, and concludes with pedagogical insights on a first-year composition project emphasizing rhetorical ecologies.

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This is a written version of the address Gwendolyn D. Pough gave at the CCCC convention in Atlanta on Thursday, April 7, 2011.

Reviewed are: Hamlet’s Blackberry: A Practical Philosophy for Building a Good Life in the Digital Age, William Powers. Rhetorics and Technologies: New Directions in Writing and Communication, Stuart Selber, editor. From A to <A>: Keywords of Markup, Bradley Dilger and Jeff Rice, editors. Technological Ecologies & Sustainability, Dànielle Nicole DeVoss, Heidi McKee, and Richard Selfe, editors. Generaciones’ Narratives: The Pursuit and Practice of Traditional and Electronic Literacies on the U.S.-Mexico Borderlands, John Scenters-Zapico.

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Against the limitations English monolingualism imposes on composition scholarship, as evident in journal submission requirements, frequency of references to non-English medium writing, bibliographical resources, and our own past work, we argue for adopting a translingual approach to languages, disciplines, localities, and research traditions in our scholarship, and propose ways individuals, journals, conferences, and graduate programs might advance composition scholarship toward a translingual norm.

In this essay, I offer William James’s notion of pragmatic belief as a framework for re-envisioning religious discourses as rhetorical resources in composition teaching. Adopting a Jamesian pragmatic framework in composition teaching, I argue, entails two pragmatic adjustments to current approaches. The first adjustment concerns the way we think about the relationship between academic discourse and religious discourse. And the second adjustment relates to the stances we adopt when responding to religious students’ texts. Along with outlining these adjustments, I illustrate the ways James’s framework productively informed my response to a faith-based narrative that an evangelical student wrote in one of my first-year writing courses.

This essay examines the definitions and practices of argument perpetuated by popular composition textbooks, illustrating how even those texts that appear to forward expansive notions of argument ultimately limit it to an intent to persuade. In doing so, they help perpetuate constricted practices of argument within undergraduate composition classrooms.

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This essay describes my design and implementation of a composition course focused on the Native American rhetorical device of survivance at work in debates on Indian removal and U.S.-Indian relations in general. Using a contact zone approach, I found that the course improved writing and thinking skills by pushing students out of their ideological and intellectual comfort zones. As a deeper benefit, the study of Native American rhetorical strategies renders the Western rhetorical tradition not only as a framework for inquiry but as an object of analysis and critique itself.

This article discusses how archival documents reveal early nineteenth-century Cherokee purposes for English-language literacy. In spite of Euro-American efforts to depoliticize Cherokee women’s roles, Cherokee female students adapted the literacy tools of an outsider patriarchal society to retain public, political power. Their writing served Cherokee national interests and demonstrated female students’ concerns with the fate of the Cherokee people.

Reviewed are: Mestiz@ Scripts, Digital Migrations, and the Territories of Writing Damián Baca Rhetorics of the Americas: 3114 BCE to 2012 CE Damián Baca and Victor Villanueva, editors Representations: Doing Asian American Rhetoric LuMing Mao and Morris Young, editors Writing in Multicultural Settings Carol Severino, Juan C. Guerra, and Johnnella E. Butler, editors American Indian Rhetorics of Survivance: Word Medicine, Word Magic Ernest Stromberg, editor

The editor introduces this special issue.

Drawing on Malea Powell’s “rhetorics of survivance” and Scott Richard Lyons’s “rhetorical sovereignty” as a framework, we examine how kaona, a Hawaiian rhetorical device, is employed within Queen Lili‘uokalani’s autobiography and Haunani-Kay Trask’s poetry as a call for Hawaiian resistance against American colonialism through allusions to Pele-Hi'iaka stories.

This article examines the intersections between Gerald Vizenor’s theories of survivance, postindian, manifest manners, and transmotion, and some longstanding rhetorical concepts that shape the teaching of writing. It also examines how Vizenor’s terminology may inform our understandings of these terms and help reshape the canon that informs our teaching of writing and rhetoric.

This essay suggests a companion term to literacy sponsors that better mirrors the practice and protection of traditional literacies evident in the cases of two Dakelh elders. Literacy steward introduces a theoretical means to describe community members whose rhetorical decisions depend on traditions that are alternative to dominant literacies.

This essay invites a critique of contact zone theory and rhetoric’s origin story based on a reading of Guaman Poma’s First New Chronicle and Good Government. I read this writer’s argument for indigenous ability and reshaping of space through picture, map, and text as a multimodal effort that invites attention to classroom rhetorical power dynamics and standards.

Exploring language practices, beliefs, and management in a first-year writing program, this article considers the obstacles to and opportunities for transforming languagepolicy and enacting a new multilingual norm in U.S. postsecondary writing instruction. It argues that the articulation of statements regarding language diversity, co-developedby teachers and program administrators, is a valuable step in viewing and constructing the classroom as a multilingual space.

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Review of A Long Way Together and Reading the Past, Writing the Future ,Barbara L’Eplattenier Seeking Connections, Articulating Commonalities: English Education, Composition Studies, and Writing Teacher Education, Janet Alsup, Elizabeth Brockman, Jonathan Bush, and Mark Letcher Preparing Writing Teachers: A Case Study in Constructing a More Connected Future for CCCC and NCTE., Shelley Reid Contesting the Space between High School and College in the Era of Dual-Enrollment, Howard Tinberg and Jean-Paul Nadeau

This article examines the “master” and “little” cultural narratives students perform in literacy narratives. Results show that students incorporate the literacy-equals-successmaster narrative most often, yet they also include in little narratives figures such as the hero, victim, and child prodigy. I consider how these findings can improve instructionon this topic and conclude with pedagogical recommendations.

Learning from Language: Symmetry, Asymmetry, and Literary Humanism, Walter H. Beale Out of Style: Reanimating Stylistic Study in Composition and Rhetoric, Paul Butler Performing Prose: The Study and Practice of Style in Composition, Chris Holcomb and M. Jimmie Killingsworth Academic Writing in a Global Context: The Politics and Practices of Publishing in English, Theresa Lillis and Mary Jane Curry A Taste for Language: Literacy, Class, and English Studies, James Ray Watkins Jr.