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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.

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

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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.

The editor introduces this special issue.

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Response to Paul Lynch’s “Composition as a Thermostatic Activity”, Matthew Abraham Response to Matthew Abraham, Paul Lynch

2011 marks the Centennial of the National Council of Teachers of English, and to commemorate this milestone, CCC will publish two Symposia, one in this issue of the journal, and a second in June. Here we learn from Erika Lindemann about the founding of both NCTE and CCCC; about how both groups have developed; and, drawing from these histories, about how we might move into the next hundred years. From Keith Gilyard, who authors the second Symposium article, we learn about how activism has been at the heart of both organizations; about how language activism in particular has separatedNCTE and CCCC—and brought us together; and about how current concerns can evoke a shared agenda as we move forward into NCTE’s second century.

Individual agency is necessary for the possibility of rhetoric, and especially for deliberative rhetoric, which enables the composition of what Latour calls a good common world. Drawing on neurophenomenology, this essay defines individual agency as the process through which organisms create meanings through acting into the world and changing their structure in response to the perceived consequences of their actions. Conceiving of agency in this way enables writers to recognize their rhetorical acts, whether conscious or nonconscious, as acts that make them who they are, that affect others, and that can contribute to the common good. Responsible rhetorical agency entails being open to and responsive to the meanings of concrete others, and thus seeing persuasion as an invitation to listeners as also always agents in persuasion.

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For different reasons, composition studies and creative writing have resisted one another. Despite a historically thin discourse about creative writing within College Compositionand Communication, the relationship now merits attention. The two fields’ common interest should link them in a richer, more coherent view of writing for each other, forstudents, and for policymakers. As digital tools and media expand the nature and circulation of texts, composition studies should pay more attention to craft and to composingtexts not created in response to rhetorical situations or for scholars.

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The editor introduces the articles in this issue and previews September’s special issue on the future of rhetoric and composition.

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.”

This article compares essays written in response to the ACT Essay prompt and a locally developed prompt used for placement. The two writing situations differ by time and genre: the ACT Essay is timed and argumentative; the locally developed is untimed and explanatory. The article analyzes the differences in student performance and predictive validity.

Past Editor of CCC, 1962–64

Doug Hesse has written a commentary on “The Movement of Air, the Breath of Meaning: Aurality and Multimodal Composing” by Cynthia L. Selfe, which appeared in College Composition and Communication 60.4 (June 2009): 616–63. The full text of the original article is available at the CCC website: www.ncte.org/cccc/ccc.

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Cynthia L. Selfe respondes to Doug Hesse’s comment on her CCC article.