Reviewed are: Literacy, Economy, and Power: Writing and Research after Literacy in American Lives John Duffy, Julie Nelson Christoph, Eli Goldblatt, Nelson Graff, Rebecca S. Nowacek, and Bryan Trabold, eds. Writing Home: A Literacy Autobiography Eli Goldblatt PHD (Po H# on Dope) to Ph.D.: How Education Saved My Life Elaine Richardson Rhetoric of Respect: Recognizing Change at a Community Writing Center Tiffany Rousculp

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

Preview this article: Vignette: Splintered Literacies, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/66/2/collegecompositionandcommunication26216-1.gif

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

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

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.

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

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.

The Cherokee Syllabary: Writing the People’s Perseverance Ellen Cushman Keepin’ It Hushed: The Barbershop and African American Hush Harbor Rhetoric Vorris L. Nunley Diverse by Design: Literacy Education within Multicultural Institutions Christopher Schroeder Code-Meshing as World English: Pedagogy, Policy, Performance Vershawn Ashanti Young and Aja Y. Martinez, editors

Drawing on qualitative research conducted at the University of Michigan, this article examines the extent to which composition instructors theorize and teach reading-writing connections and argues that explicitly teaching reading-writing connections may increase student motivation to complete assigned reading. The article also discusses using model texts as an effective means of teaching those connections.

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

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.

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.

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 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.

Through an eighty-one-year-old woman’s literacy narrative, I argue that literacy researchers should pay greater attention to elder writers, readers, and learners. Particularly asnotions of literacy shift in digital times, the perspective of a lifespan can reveal otherwise hidden complexities of literacy, including the motivational impact of affective histories and embodied practices over time.

Vision, Rhetoric, and Social Action in the Composition Classroom Kristie S. Fleckenstein Rhetorics, Literacies, and Narratives of Sustainability Peter N. Goggin, ed. Rhetoric and the Republic: Politics, Civic Discourse, and Education in Early America. Mark Garrett Longaker The Responsibilities of Rhetoric Michelle Smith and Barbara Warnick, eds. Active Voices: Composing a Rhetoric for Social Movements Sharon McKenzie Stevens and Patricia M. Malesh, eds.

As new ways of creating and interpreting texts complicate ideas of how and why writing happens, the field of rhetoric and composition needs to be more conscious of how ourinstitutional responsibilities and scholarly attention to college writing have limited its vision of writing and literacy. It is time to move beyond consolidating our identity asa field focused on college writing, reach out to other literacy-related fields, and form a broader, more comprehensive, and more flexible identity as part of a larger field ofliteracy and rhetorical studies.

This article argues that tracing multimodal-multilingual literacy practices across official and unofficial spaces is key to moving composition into the twenty-first century. Key tothis remixing of the field is a situated framework that locates multimodal-multilingual activities in wider genre, cultural, national, and global ecologies.

Responses to Rosalie’ Morales Kearns’s “Voice of Authority: Theorizing Creative Writing Pedagogy” and Johnathan Alexander’s “Gaming Student Literacies and the Composition Classroom: Some Possibilities for Transformation.”

We argue that the Federation of Worker Writers and Community Publishers, with its dual emphasis on literacy and occupational skills, can serve as a new model for writing classrooms and writing program administrators. We further contend that the “contact zone” classroom should be replaced with community-based “federations.”

The article describes and analyzes the exclusion of LGBT content in composition courses by reporting on a study of how queerness is (and is not) incorporated into first-year writing courses. The authors critically examine the presence or absence of LGBT issues in first-year composition readers; offer analyses of how some first-year readers handle issues of queerness; and consider how queerness, when it is included in composition textbooks, is framed rhetorically as a subject for writing. The article concludes with recommendations for those seeking to explore issues of sexuality in ways that are productive for students, other faculty, and our profession. Ultimately, the authors demonstrate that, while some ground has been gained in understanding sexual difference as an important domain for students to explore, there is still much work to be done in creating textbooks that invite students to think critically and usefully about the interconnections among sexuality, literacy, and writing.

Web 2.0 applications such as YouTube have made it likely that students participate in online back-and-forth exchanges that influence their rhetorical literacy. Because of the back-and-forth nature of online communities, we turn to the procedural, critical, and progressive qualities of dialectic as a means of accounting for what makes public deliberation effective and how we can teach students to deliberate.

In this article, I test claims made about rhetorical education for women in the late nineteenth and early twentieth centuries by examining Florida State College for Women (FSCW), one of eight public women’s colleges in the South. I recover the voices of instructors and students by looking both at the interweaving strands of literature, journalism, and speech instruction in the English curriculum and how students publicly represented themselves through writing. I argue that the rhetorical environment at FSCW created a robust climate of expression for students that complicates our understanding of the development of women’s education in speaking and writing.

A feminist reading of four prominent literacy narratives—Mike Rose’s Lives on the Boundary, Richard Rodriguez’s Hunger of Memory, Victor Villanueva’s Bootstraps, and Keith Gilyard’s Voices of the Self—shows that conflicts and anxieties about the consequences of schooling on working-class masculinity animate these texts. Each of these writers experiences, manages, and ultimately resolves, to greater or lesser degrees, his conflicts over masculinity, at least textually speaking, and does so, moreover, in ways that are linked to his views on literacy and education.

This article argues that mid-1970s discourses of literacy crisis prompted a problematic shift toward color-blind ideologies of language and literacy within both disciplinary and institutional discussions of writing instruction for “high-risk” minority students. It further argues that this shift has continuing import for contemporary antiracist writing instruction.

Review of Your Average Nigga Performing Race Literacy and Masculinity by Vershawn Ashanti Young

This article examines how the South African Committee for Higher Education used the resources of print culture to design forms of writing and delivery systems that provided students and post-literate adults in the anti-apartheid struggle of the 1980s with the means to recognize and represent themselves as rhetorical agents, for whom reading and writing were tools of deliberation and social action to participate in building a non-racial political future.

This essay offers an earlier chapter in the history of African American literacy by examining colonial literacy campaigns within the eighteenth-century Atlantic world. The discussion focuses on one such transatlantic effort spanning from London to Barbados, South Carolina, and West Africa, which used enslaved teachers as agents of literacy.

This article examines how the South African Committee for Higher Education used the resources of print culture to design forms of writing and delivery systems that provided students and post-literate adults in the anti-apartheid struggle of the 1980s with the means to recognize and represent themselves as rhetorical agents, for whom reading and writing were tools of deliberation and social action to participate in building a non-racial political future.

This article briefly analyzes the Spellings Commission Report on Higher Education, places it in the context of other American education reforms, and suggests ways for literacy educators to respond to this latest call for accountability in ways that are cognizant of political realities without compromising the integrity of our profession.

This article explores the literacy narratives of two “gamers” to demonstrate the kinds of literacy skills that many students actively involved in computer and video gaming are developing during their play. This analysis becomes part of a larger claim about the necessity of re-visioning the place of gaming in composition curricula. Ultimately, the author argues that we should use complex computer games as primary “texts” in composition courses as a way to explore with our students transformations in what literacy means.

Academic institutions mediate online literacy practices in meaningful and significant ways. This essay explores the nature of that mediational process, using a visual-spatial method to map out and conceptualize dynamics and structures that have a bearing on the work of composition. A key argument is that composition teachers are intellectually positioned to influence institutional approaches to academic computing.x

Review of three books: Community Literacy and the Rhetoric of Public Engagement Linda Flower Because We Live Here: Sponsoring Literacy beyond the College Curriculum Eli Goldblatt Making Writing Matter: Composition in the Engaged UniversityAnn M. Feldman

Chinese migrant narratives suggest a parodic reworking of China’s official market ideology, “socialism with Chinese characteristics,” as well as new rhetorics that bring worker solidarity and opportunities for positive change.

This article argues for approaching pedagogical outcomes as ends-in-view that guide, but do not determine or limit, pedagogical possibilities. Reflecting on moments from a service-learning literacy course, the writers argue that experiences of chaos in the classroom, while often uncomfortable, can open opportunities for reflection and inquiry.

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

Drawn from a longitudinal ethnographic study, this article elaborates the trajectories linking one undergraduates extracurricular journaling to her school writing and her emerging identity as a journalist. This portrait of literate development highlights how our sense of ourselves as literate persons is forged in the interplay of multiple encounters with literacy, private as well as public, and how authoring a literate life means engaging in the ongoing work of reconciling the conflicts and synergies among them.

This article presents the concept of heritage literacy, a decision-making process by which people adopt, adapt, or alienate themselves from tools and literacies passed on between generations of people. In an auto-ethnographic study, four generations of a single family and Amish participants from the surrounding community were interviewed to explore the concept.

Like other seemingly ordinary materials (cookbooks, street art, scrapbooks, etc.) the subject of our investigation “holy cards or (in Italian) immaginette” often function as rich repositories of personal and cultural memory as well as indicators of popular literacy practices. But to relegate them to the category of ephemera, as is customary with materials of this sort, diverts attention from their significant cultural and pedagogical value.

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.

This essay analyzes the ways in which subtly but powerfully racist ideologies of language and literacy shaped the institutional development of one writing program for “high-risk” African American college students during the late 1960s and early 1970s. It further theorizes the value of such institutional analysis for counteracting racism within present-day writing programs.

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.

This essay theorizes the ways in which comics, and Marvel Comics in particular, acted as sponsors of multimodal literacy for the author. In doing so, the essay demonstrates the possibilities that exist in examining comics more closely and in thinking about how literacy sponsorship happens in multimodal texts.

In this article we propose, theorize, demonstrate, and report early results from a course that approaches first-year composition as introduction to Writing Studies. This pedagogy explicitly recognizes the impossibility of teaching a universal academic discourse and rejects that as a goal for first-year composition. It seeks instead to improve students’ understanding of writing, rhetoric, language, and literacy in a course that is topically oriented to reading and writing as scholarly inquiry and that encourages more realistic conceptions of writing.

This article explores the connections between literacy, economy, and place through an examination of labor market intermediaries (LMIs). In particular, the article addresses the shifting role of LMIs over the past thirty years in Lake County, Indiana, and how they have developed as literacy sponsors.

This article examines the connection between religion and literacy efforts on behalf of girls and young women in the early nineteenth-century United States by looking at the rapid proliferation of Catholic convent academies and the anti-Catholic sentiment that spurred the growth of proprietary academies, such as those of Mary Lyon and Catharine Beecher. It also examines how religious rhetoric influenced the curriculum in both Catholic and proprietor schools.

In this article, I assert that plagiarism is a literacy practice that involves social relationships, attitudes, and values as much as it involves rules of citation and students’ texts. In addition, I show how plagiarism is complicated by a discourse about academic dishonesty, and I consider the implications that recognizing such complexity has for teaching.