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Writing the Successful Thesis and Dissertation: Entering the Conversation by Irene L. Clark; Rewriting: How to Do Things with Texts by Joseph Harris; The Work of Writing: Insights and Strategies for Academics and Professionals by Elizabeth Rankin

Our Sisters’ Keepers: Nineteenth-Century Benevolence Literature by American Women edited by Jill Bergman and Debra Bernardi; From the Garden Club: Rural Women Writing Community by Charlotte Hogg; Whistlin; Women of Appalachia: Literacy Practices Since College by Katherine Kelleher Sohn

An annual review of CCCC’s accomplishments and works in progress by Chair Cheryl Glenn.

Reviewed: Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants Sally Barr Ebest Don’t Call It That: The Composition Practicum Sidney I. Dobrin, editor Concepts in Composition: Theory and Practice in the Teaching of Writing Irene Clark, with Betty Bamberg, Darsie Bowden, John R. Edlund, Lisa Gerrard, Sharon Klein, Julie Neff Lippman, and James D. Williams

Reviewed: Mexican Writers on Writing Margaret Sayers Peden, editor Irish Writers on Writing Eavan Boland, editor Polish Writers on Writing Adam Zagajewski, editor

Reviewed: Local Histories: Reading the Archives of Composition Patricia Donahue and Gretchen Flesher Moon, editors

Reviews of: “Managing Literacy, Mothering America: Women’s Narratives on Reading and Writing in the Nineteenth Century” by Sarah Robbins; “Regendering Delivery: The Fifth Canon and Antebellum Women Writers” by Lindal Buchanan; “Vote and Voice: Women’s Organizations and Political Literacy, 1915–1930” by Wendy B. Sharer.

Reviews of: “Situating Composition: Composition Studies and the Politics of Location” by Lisa Ede; “Crossing Borderlands: Composition and Postcolonial Studies” edited by Andrea A. Lunsford and Lahoucine Ouzgane; “Geographies of Writing: Inhabiting Places and Encountering Difference” by Nedra Reynolds.

Delivering the Goods: How Writing Instruction Really Works by Howard Tinberg; A review of “Rewriting: How to Do Things with Texts” by Joseph Harris and of “Delivering College Composition: The Fifth Canon,” edited by Kathleen Blake Yancey.

Review Essays: Defining Dialect David Johnson American Voices: How Dialects Differ from Coast to Coast Ed. Walt Wolfram and Ben Ward Do You Speak American? Robert MacNeil and William Cran A Teachers’ Introduction to African American English: What a Writing Teacher Should Know Teresa M. Redd and Karen Schuster Webb.

Review Essays: The Literacies of Hip-Hop Nancy Effinger Wilson Roc the Mic Right: The Language of Hip Hop Culture H. Samy Alim “Gettin’ Our Groove On”: Rhetoric, Language, and Literacy for the Hip Hop Generation Kermit E. Campbell Hiphop Literacies Elaine Richardson Word from the Mother: Language and African Americans Geneva Smitherman.

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In preparing Suzanne Bordelon’s article for the February issue of CCC, the editorially unthinkable happened: An earlier version of her fine article replaced the final, wellrevised version as it went to the printer. In addition to my profuse apologies to Professor Bordelon, I have decided to publish the correct version of the article, delaying until September my publication of Janet Eldred’s review essay of several books on technology. The silver lining, in this instance, is a teachable moment, a rare glimpse for readers of CCC into an accountable but ultimately human (and I hope humane) editorial process: Bordelon’s article, quite good to begin with, was judged an “accept with revisions,” and she revised the article extensively and well, passing muster with a final read by one of the first reviewers and me.

Review Essay: Language, Identity, and Citizenship Keith Gilyard Black Identity: Rhetoric, Ideology and Nineteenth-Century Black Nationalism Dexter B. Gordon, Carbondale: Southern Illinois UP, 2003 Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education. Catherine Prendergast, Carbondale: Southern Illinois UP, 2003 Latino/a Discourses: On Language, Identity and Literacy Education, Michelle Hall Kells, Valerie Balester, and Victor Villanueva, eds., Portsmouth, NH: Boynton, 2004.

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Beverly Sauer has spent a decade in the United States, Great Britain, and South Africa analyzing the ways in which the hazards of coal mining are documented and, consequently, the ways in which these hazards are or might be reduced.

“Should we make our tape about police brutality and youth crime or about how to become a hip-hop star?” (23). For Steven Goodman, founder of New York’s Educational Video Center (EVC), this question reveals a conflict that low-income minority students face when representing their experiences in collaborative, inquiry-based video projects.

“Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That any person who is the head of a family … shall … be entitled to enter one quarter section or a less quantity of unappropriated public lands, upon which said person may have filed a preemption claim. …” So begins the Homestead Act of 1862, signed into law on the 20th of May by President Abraham Lincoln. The work of this extraordinary piece of writing is well known: more than 270 million acres of public land were parceled out to private citizens before the act’s repeal in 1976. Famously, the Homestead Act encouraged widespread Euramerican settlement of the western states and territories, but in so doing, it accelerated the infamous expropriation of land from native peoples and intensified federal initiatives that hastened their relocation, confinement, and genocide.

In this intriguing and sometimes frustrating book, Kurt Spellmeyer argues that “the humanities must change” (3), that they have become “isolated from the life of the larger society” (4) and instead need “to offer people freedom, and beyond that, to express real solidarity with the inner life of ordinary citizens” (223). His argument has many intriguing facets: it rejects the trickle-down vision of culture; it questions the value of Professionalization of academic disciplines; it excoriates the “prepackaged analytical systems”

In The Rhetoric and Ideology of Genre, the editors have assembled a collection of new essays about genre, rhetoric, and writing that are relevant for scholars with a diverse range of interests in composition studies, including rhetoric, professional and scientific communication, computers and writing, writing-across-the-disciplines, literacy studies, and literacy education. The engaging editorial introduction recalls Donald Murray’s suggestion that writers ask of drafts, “Does it work?”

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We argue against the metaphor of the “level playing field” and its natural coercive power; in so doing, we call for an end to the invisibility that the debate over accommodations has imposed on learning disabilities in the past decade. A literature review of LD in composition shows how this invisibility has manifested itself in our field through limited professional discussion of LD. In response, we propose not a level playing field but a new playing field altogether, a visible one that actively promotes alternative assistance for student writers with LD in first-year composition programs. We seek to show how the LD and composition fields could create a powerful partnership by serving students with LD through the principle of the liberal theory of distributive justice.

This article links failed reform to failed education through a case study of an annual collaborative revision of a program textbook in the Composition Program at the University of California at Irvine. Review of successive editions of the program’s Student Guide to Writing at UCI reveals a progressive retreat from the program’s pedagogical commitments and the reappearance of product-oriented instruction.

Rhetoric and Composition As Intellectual Work, edited by Gary A. Olson, reviewed by Joseph Harris; The Politics of Remediation: Institutional and Student Needs in Higher Education, by Mary Soliday, reviewed by Bruce Horner; The Testing Trap, by George Hillocks, Jr., reviewed by Joan A. Mullin; An African Athens: Rhetoric and the Shaping of Democracy in South Africa, by Philippe-Joseph Salazar, reviewed by John Trimbur; Writing and Revising the Disciplines, by Jonathan Monroe, reviewed by Carl G. Herndl.

Book reviews by Nedra Reynolds, Lynn Worsham, Robert R. Johnson, Christopher Wilkey, Scott Warnock, and Tim Fountaine.

Review of the book Kitchen Cooks, Plate Twirlers, and Troubadours: Writing Program Administrators Tell Their Stories (edited by Diana George).

The two volumes under review make strange companions in many ways, but they share a concern for this perennial student who thinks of “course simply as credit.” They both deplore the mercenary and the expedient in higher education, particularly in writing instruction. They both are for learning, foremost and last. But their remedies to the credit syndrome are quite different, even antithetical. In part this is because their frames of reference are so different, the one never looking beyond course itself, the other holding to a longer view. This difference in frame of reference deserves some thought.

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Susan Wells’ Sweet Reason: Rhetoric and the Discourses of Modernity is an often brilliant but at times frustrating book. It undertakes a project that has been suspended by those who want to re-validate rhetoric (and rhetoricians) within hermeneutics, especially by following the laborious normalizing work involved in Richard Rorty’s anti-foundational relocation of “truth” in the play of interpretative methods. Wells would herself suspend the competitive and entirely disciplinary contest between Aristotelian classical rhetoric (on her account, modernized by Brian Vickers and Jasper Neel, for instance) and hermeneutic rhetoricians who prefer reading the Phaedrus.

In short, Cheryl Glenn’s Rhetoric Retold asks nothing less than that we consider what the history of rhetoric is and (more importantly) what it ought to be.

At first glance, Assuming the Positions, which is subtitled Cultural Pedagogy and the Politics of Commonplace Writing, looks like a work of archival historical research. This book is not really, however, a work of history or historical research. The purpose of this book is emphatically not to describe the contents of these commonplace texts as they reflected external historical events or indicated large shifts in general lifeways. This book is, instead, a record of one brilliant mind reading historical materials that happen to fall within its gaze.

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