The world of knowledge about the book is seemingly inexhaustible, and part of the quest is an endless pursuit of information about the artifact itself.

The following essays are adapted and extended from a CCCC roundtable session in New York in March 2007 entitled “At the Intersections: Rhetoric and Cultural Studies as Situated Practice,” with contributions by Lisa Ede (chair), Elizabeth A. Flynn, Anita Helle, Jay Jordan, and Elaine Richardson.

The editor introduces this issue, the last of her editorial term.

The author suggests three ways in which unions-and cantracts-are good for writing programs.

Deborah Holdstein introduces the September issue.

There has been little discussion of hospitality as a practice in college writing courses. Possible misuses of hospitality as an educational and ethical practice are explored, and three traditional and still tenable modes of hospitality are described and historicized: Homeric, Judeo-Christian, and nomadic. Application of these modes to instructional situations may lead to new and sometimes counter-establishment methods, in terms of course objectives, shared labor of teacher and students, writing assignments, response to writing, and assessment of student work. Perhaps the most radical form is transformative hospitality, which accepts the possibility that host and guest, teacher and students, will all be changed by their encounter, a potentiality that is characterized by risk taking, restlessness, and resistance to educational entrenchments. Traditional hospitality as practiced in writing classrooms does not mark a return to student-centered pedagogies of past decades but does stake out a position that might be considered marginal apropos the current political and educational climate in the United States.

Editor Holdstein introduces the June issue.

Two authors remember a colleague

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The essays in this special symposium on Chinese rhetoric join the work of other cross-cultural rhetorical scholars in proposing new contrastive as well as comparative approaches and exploring structures that are dialectical and literary as well as rhetorical. In this work can be observed the formation of a new contact zone.

In any course about the Holocaust, students become engaged, or rather entangled, in ways that I had never dreamed possible in a school setting. The reader becomes the subject of the course as much as Eli Wiesel or Nelly Sachs or Primo Levi. And difficulty becomes the operating principle. Research into readers’ response to Holocaust literature, therefore, becomes imperative, as does research into faculty expectations when assigning the literature of trauma.

Tracy Santa and Harvey Wiener have each written a commentary on Andrea A. Lunsford and Karen J. Lunsford’s article Mistakes Are a Fact of Life: A National Comparative Study, which appeared in the June 2008 issue of CCC.

Information for CCC Authors

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Closed Systems and Standardized Writing Tests by Chris M. Anson; "Information Illiteracy and Mass Market Writing Assessments" by Les Perelman "Genre, Testing, and the Constructed Realities of Student Achievement" by Mya Poe; "The Call of Research: A Longitudinal View of Writing Development" by Nancy Sommers.

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Writing about Writing as the Heart of a Writing Studies Approach to FYC: Response to Douglas Downs and Elizabeth Wardle, “Teaching about Writing, Righting Misconceptions” and to Libby Miles et al., “Thinking Vertically” by Barbara Bird; “Response to Miles et al.” by Douglas Downs; “Continuing the Dialogue: Follow-Up Comments on “Teaching about Writing, Righting Misconceptions”” by Elizabeth Wardle.

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This article is a rhetorical analysis of the anxious and outraged discourse employed in response to the “rising tide” of cheating and plagiarism. This discourse invites actions that are antithetical to the goals of education and the roles of educators, as exemplified by the proliferation of plagiarism-detection technologies.

Heather Lettner-Rust has written a commentary on David Coogan’s article “Service Learning and Social Change: The Case for Materialist Rhetoric,” which appeared in the June 2006 issue of CCC. David Coogan responds to Heather Lettner-Rust’s commentary. The full text of the original article is available at http://inventio.us/ccc.

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William Irmscher, past president of NCTE (1983) and past chair of CCCC (1979), passed away just before Christamas.

The next entry into our “Re-Visions” feature—a series that offers reconsiderations of particularly significant work in CCC—is a reappraisal of Joseph Janangelo’s “Joseph Cornell and the Artistry of Composing Persuasive Hypertexts,” which originally appeared in February of 1998 (volume 49.1, 24– 44). In addition to commentaries by Anne Frances Wysocki, Collin Gifford Brooke, and Jeff Rice is a “comment on the comments” by Joseph Janangelo. The subject of these commentaries is readily available for reference at the CCC Online Archive (www.inventio.us/ccc). I welcome your feedback on this feature and suggestions for subjects of future “Re-Visions.”

Douglas Downs and Elizabeth Wardle’s “Teaching about Writing, Righting Misconceptions: (Re)Envisioning” First-Year Composition’ as “Introduction to Writing Studies’” in the June 2007 issue of CCC (volume 58.4, 552–84) has raised a good deal of debate, and I welcome more contributions from readers as we discuss the Downs-Wardle article in these pages. Joshua Kutney’s written response came in time for publication in this issue. In addition to the print copies of the journal, the original article is featured on the CCC Online Archive (www.inventio.us/ccc).

By reflecting on Japanese internment camps executed by the U.S. government in World War II, this article examines camp schools’ curricula and writing assignments and an English teacher’s response to student essays to show how racially profiled students and their Caucasian teacher negotiated the political meanings of civil rights and freedom.

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