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Responses from Mary P. Sheridan, Scott Wible, Asao B. Inoue, Madelyn Flammia, Natasha N. Jones, Yvonne CLeary, and Johndan Johnson-Eilola and Anne Wysocki.

This issue’s symposium consists of what I call “critical retrospections” on a CCCC position statement from 1987, “Scholarship in Composition: Guidelines for Faculty, Deans, and Department Chairs.” The authors of the statement intended it to be useful to faculty and administrators called upon to justify or explain the work of composition studies as an academic and scholarly field. The statement calls attention to our field’s methodological “diversity” as well as to how our work “reach[es] outside the traditional methods of literary studies.” I invited several scholars and teachers from across the field to reflect on this statement, asking them if it still represents the range of interests and commitments within our discipline.

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This essay examines James Britton’s role in the development of composition studies as an academic discipline and considers the relevance of his work in the field today. It contends that his influence arose, paradoxically, through his construction of an antidisciplinary theory of the role of language in teaching and learning. Finally, in response to calls for composition studies to move away from its longstanding focus on instruction, it argues instead for an increased emphasis on pedagogical inquiry.

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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? …

Editor Kathleen Blake Yancey introduces the February issue.

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Editor Kathleen Blake Yancey introduces this special issue.

The editor introduces the articles in this issue and previews upcoming special themed issues.

Editor Kathleen Yancey introduces articles for this issue.

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