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This social-constructionist review of research illuminates the ways in which feedback, reflection, and revision are all inherently relational processes. Research suggests that university students’ perceptions of feedback shape their revision processes, though it appears that their preferred types of feedback may not always lead them to make effective revisions.

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Books reviewed:Writing against Racial Injury: The Politics of Asian American Student Rhetoric by Haivan V. Hoang. Pittsburgh: U of Pittsburgh P, 2015. 180 pp. Del Otro Lado: Literacy and Migration across the U.S.-Mexican Border by Susan V. Meyers. Carbondale: Southern Illinois UP, 2014. 195 pp. Transiciones: Pathways of Latinas and Latinos Writing in High School and College by Todd Ruecker. Logan: Utah State UP, 2015. 219 pp.

Books reviewed: Still Life with Rhetoric: A New Materialist Approach for Visual Rhetorics by Laurie E. Gries. Logan: Utah State UP, 2015. 324 pp. Dialectical Rhetoric by Bruce McComiskey. Logan: Utah State UP, 2015. 228 pp. Hospitality and Authoring: An Essay for the English Profession by Richard Haswell and Janis Haswell. Logan: Utah State UP, 2015. 232 pp.

Reviewed books: Trained Capacities: John Dewey, Rhetoric, and Democratic Practice Brian Jackson and Gregory Clark, editors Columbia: U of South Carolina P, 2014. 256 pp. Political Literacy in Composition and Rhetoric: Defending Academic Discourse against Postmodern Pluralism Donald Lazere Carbondale: Southern Illinois UP, 2015. 342 pp. Producing Good Citizens: Literacy Training in Anxious Times Amy J. Wan Pittsburgh: U of Pittsburgh P, 2014. 232 pp.

Reviewed are:—Vernacular Insurrections: Race, Black Protest, and the New Century in Composition-Literacies Studies Carmen Kynard A Language and Power Reader: Representations of Race in a “Post-Racist” Era Robert Eddy and Victor Villanueva, editors

Reviewed are: Stylish Academic Writing Helen Sword The Sense of Style: The Thinking Person’s Guide to Writing in the 21st Century Steven Pinker

Reviewed are: Literacy as Translingual Practice: Between Communities and Classrooms A. Suresh Canagarajah, editor Translingual Practice: Global Englishes and Cosmopolitan Relations A. Suresh Canagarajah Shaping Language Policy in the U.S.: The Role of Composition Studies Scott Wible Other People’s English: Code-Meshing, Code-Switching, and African AmericanLiteracy Vershawn Ashanti Young, Rusty Barrett, Y’Shanda Young-Rivera, and Kim Brian Lovejoy

Reviewed: Standards for Educational and Psychological Testing, 6th ed.

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

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

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? …

Writing Assessment in the 21st Century: Essays in Honor of Edward M. White Norbert Elliot and Les Perelman, eds. Race and Writing Assessment Asao B. Inoue and Mya Poe, eds. Writing Assessment and the Revolution in Digital Texts and Technologies Michael R. Neal Digital Writing: Assessment and Evaluation Heidi A. McKee and Danielle Nicole DeVoss, eds.

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

Reviewed are: Postcomposition Sidney I. Dobrin The Managerial Unconscious in the History of Composition Studies Donna Strickland What We Are Becoming: Developments in Undergraduate Writing Majors Greg A. Giberson and Thomas A. Moriarty, editors

On the Blunt Edge: Technology in Composition’s History and Pedagogy Shane Borrowman, editor Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Scholars Amy C. Kimme Hea, editor Rhetorical Delivery as Technological Discourse: A Cross-Historical Study Ben McCorkle Digital Detroit: Rhetoric and Space in the Age of the Network Jeff Rice Technologies of Wonder: Rhetorical Practice in a Digital World Susan H. Delagrange

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

Reviewed are: Adam J. Banks, Digital Griots: African American Rhetoric in a Multimedia Age, Margaret Price, Mad at School: Rhetorics of Mental Disability and Academic Life, Mary Soliday, Everyday Genres: Writing Assignments across the Disciplines, Myra M. Goldschmidt and Debbie Lamb Ousey, Teaching Developmental Immigrant Students in Undergraduate Programs: A Practical Guide, Greg A. Giberson and Thomas A. Moriarty, editors, What We Are Becoming: Developments in Undergraduate Writing Majors

Reviewed are: The Changing of Knowledge in Composition: Contemporary Perspectives, Lance Massey and Richard C. Gebhardt, editors, The Present State of Scholarship in the History of Rhetoric: A Twenty-First Century Guide, 3rd edition, Lynée Lewis Gaillet and Winifred Bryan Horner, editors, Rhetorica in Motion: Feminist Rhetorical Methods and Methodologies, Eileen E. Schell and K. J. Rawson, editors, The Ethics of Internet Research: A Rhetorical, Case-Based Process, Heidi A. McKee and James E. Porter, Becoming a Writing Researcher, Ann Blakeslee and Cathy Fleischer

In this Symposium focused on peer review, Irwin Weiser—drawing both on history and on his own experience as faculty member, WPA, department head, and dean—examines the set of practices we associate with the tenure and promotion process, finding that they differ across sites at the same time that they look very similar in their assumptions. Weiser’s review then culminates in a set of questions useful as a heuristic for the multiple stakeholders involved in the process. In the next and complementary article, Cynthia Selfe and Gail Hawisher—drawing on their varied experiences as authors and publishers of a journal and several book series—provide a historical review and consideration of peer review in publishing. They find that scholarly peer review, from the question of signed reviews to the practices of digital publications, is in the midst of change, but that at the same time, a reviewing process of some sort is still the mainstay of publishing.

Books discussed in this essay: Reframing Writing Assessment to Improve Teaching and Learning, Linda Adler-Kassner and Peggy O’Neill Going Public: What Writing Programs Learn from Engagement, Shirley K. Rose and Irwin Weiser, editors The Public Work of Rhetoric: Citizen-Scholars and Civic Engagement, John M. Ackerman and David J. Coogan, editors Activism and Rhetoric: Theories and Contexts for Political Engagement, Seth Kahn and JongHwa Lee, editors

The Reviews (and reviewers) are: Methodologically Adrift Richard H. Haswell Everything That Rises … Jeanne Gunner Important Focus, Limited Perspective Carolyn Calhoon-Dillahunt An HBCU Perspective on Acaditalicically Adrift Teresa Redd

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.

Reviewed are: Mestiz@ Scripts, Digital Migrations, and the Territories of Writing Damián Baca Rhetorics of the Americas: 3114 BCE to 2012 CE Damián Baca and Victor Villanueva, editors Representations: Doing Asian American Rhetoric LuMing Mao and Morris Young, editors Writing in Multicultural Settings Carol Severino, Juan C. Guerra, and Johnnella E. Butler, editors American Indian Rhetorics of Survivance: Word Medicine, Word Magic Ernest Stromberg, editor

Review of A Long Way Together and Reading the Past, Writing the Future ,Barbara L’Eplattenier Seeking Connections, Articulating Commonalities: English Education, Composition Studies, and Writing Teacher Education, Janet Alsup, Elizabeth Brockman, Jonathan Bush, and Mark Letcher Preparing Writing Teachers: A Case Study in Constructing a More Connected Future for CCCC and NCTE., Shelley Reid Contesting the Space between High School and College in the Era of Dual-Enrollment, Howard Tinberg and Jean-Paul Nadeau

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.

Reviewed are: The Idea of a Writing Laboratory, Neal Lerner Generation 1.5 in College Composition: Teaching Academic Writing to U.S.-Educated Learners of ESL, Mark Roberge, Meryl Siegal, and Linda Harklau, editors The Community College Writer: Exceeding Expectations, Howard Tinberg and Jean-Paul Nadeau College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort

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.

Review of four books: Handbook of Research on Writing: History, Society, School, Individual, Text, Charles Bazerman, editor. Handbook of Writing Research Charles A. MacArthur, Steve Graham, and Jill Fitzgerald, editors.The Norton Book of Composition Studies Susan Miller, editor. Research on Composition: Multiple Perspectives on Two Decades of Change, Peter Smagorinsky, editor.

Effective Grading: A Tool for Learning and Assessment in College, 2nd ed. Barbara E. Walvoord and Virginia Johnson Anderson San Francisco: Jossey-Bass, 2010. 255 pp. A Guide to College Writing Assessment Peggy O’Neill, Cindy Moore, and Brian Huot Logan: Utah State University Press, 2009. 218 pp. Organic Writing Assessment: Dynamic Criteria Mapping in Action Bob Broad, Linda Adler-Kassner, Barry Alford, Jane Detweiler, Heidi Estrem, Susanmarie Harrington, Maureen McBride, Eric Stalions, and Scott Weeden Logan: Utah State University Press, 2009. 167 pp. Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing Carl Whithaus Mahwah, NJ: Erlbaum, 2005. 169 pp. Composition in Convergence: The Impact of New Media of Writing Assessment Diane Penrod Mahwah, NJ: Erlbaum, 2005. 184 pp.

Review of seven books on writing across the curriculum.

Reviewed are: The First Year Out: Understanding American Teens after High School Tim Clydesdale My Freshman Year: What a Professor Learned by Becoming a Student Rebekah Nathan

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

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