This Research Brief presents an overview of current research in community-engaged writing, particularly foregrounding the importance of praxis-oriented and collaborative approaches. Here, we articulate collaboration, reciprocity, and accountability as some of the main tenets of community-engaged writing, and we showcase the variety of projects that such work can include (from local food writing to prison literacy work to transnational social justice movements and beyond). Then, we explore some of the methods and methodologies that are central in this scholarship, drawing on examples that engage storytelling, oral history and interview methods, archival methods, ethnographic research, and even public performances and workshops. We conclude with a discussion of future possibilities for research, teaching, and the imperative to see community-engaged work as part of scholarly work in tenure, promotion, and review.

In gaming, cheat codes change how players engage a system by inviting exploration and reducing the fear of failure. Drawing on writing center pedagogy, this article proposes a similar framework for navigating generative AI in writing instruction and positions play as a method for developing critical AI literacy. Writing centers have long served as spaces where students engage collaboratively with new technologies and construct meaning through dialogue. This article extends that tradition by positioning writing center pedagogy as a framework for helping students examine AI’s ethical implications through treating it as a rhetorical situation to be unpacked, which demands principled, human-centered engagement rooted in values such as collaborative exploration. By weaving together writing center praxis and game-informed pedagogy, this article contributes to ongoing conversations in writing studies about how to integrate AI in ways that support critical thinking and ethical reflection. It demonstrates how playful, classroom-tested activities can animate discussions of bias and representation while helping students build rhetorical discernment through experience. Ultimately, the article argues that ethical literacy must be practiced through relational, iterative work. As writing classrooms become one of the few remaining spaces where students encounter generative AI with support and critical context, writing instructors have a vital opportunity to help students learn to write with, against, and around powerful technologies.

I argue that composition studies must build critical awareness about how humans from the Global South train AI with their writing embodiments. To draw our attention to how those working in the Global South train AI in harmful conditions, even though AI companies use algorithms and terms of service to smooth away these embodiments, I adapt the concept of humans-in-the-loop. Critical awareness of humans-in-the-loop moves scholarship in writing studies from a focus on AI-human collaboration that begins after an AI produces a text to one that requires us to see how AI products are always already human authored. Through a case study of Google Translate, I demonstrate how a critical awareness of how AI can erase the writing embodiment of humans-in-the-loop affords me opportunities to ask generative questions: How does language translation play a role in the erasure of embodied writing? Why does AI produce with bias toward marginalized populations when marginalized populations are those that moderate AI? Overall, I ask compositionists to see AI products as already human authored so that writing studies can consider the invisible labor of humans-in-the-loop as the field moves forward in researching AI.

This article presents a constructivist writing placement framework, developed from the study of two pilot iterations of a local writing placement mechanism at a large public research university. Through preliminary analysis of data from these pilots, we present a model of constructivist writing placement and demonstrate how it helps move conceptualizations of student agency as primarily housed within student exercise of choice toward more robust understandings and facilitation of student agency via placement. Extending recent calls to reconsider methodological traditions like directed self-placement to more explicitly account for educational equity issues, our two pilot assessments illustrate how we might reposition student agency within writing placement as emergent from situational interactions with faculty and the institutions they represent, rather than merely authorized by them.

This study examines how ten faculty at research-intensive institutions work with peer reviews, a process with potential to support faculty writing development and that plays a central evaluative role in professional success. The grounded theory approach revealed the importance of acts of recognition in the peer review process, facilitating a more collaborative experience.

Drawing on disability studies analysis of institutional narratives of disability by composition and rhetoric scholars, this article theorizes “favor access.” Favor access gestures toward inclusion, but is steeped in the capitalist, colonialist logic of academic institutions in service of ultimately extractive, dehumanizing agendas. Instead of favor access, the article points to collective access as articulated by disability justice activists. As opposed to favor access, collective access rejects institutional logics and values community and collaboration rather than academia’s emphasis on individualism and competition. This article considers sites where collective access is happening in composition classrooms and in the field of composition and rhetoric.

This essay argues for attention in cultural rhetorics scholarship to stories as effective civic pedagogical tools informed by participatory knowledge-making practices. Drawing on a multiyear “mobile cinema democracy project” based on the physical circulation across Africa, Europe, and North America of a successful African democratic story told in the multi-award-winning documentaryAn African Election, I attend to both the documentary and its larger contextual project, “A Political Safari: An African Adventure in Democracy Building.” I demonstrate the ways that the African storytelling traditions of collaboration upon which this project rests offer us cultural rhetoricians key opportunities to reimagine inclusive knowledgemaking practices in using stories as civic pedagogies. My analysis reveals how such knowledge-making practices might orient our work against the grain of hierarchical, exclusionary, colonial practices and toward decolonial approaches that are truly participatory and inclusive.

In this article, we share and reflect on our experience working together (as a Native youth and settler scholar) to develop a cultural camp for tribal youth. Through reflection and storytelling, we came to realize the complexities of attempting to support what Scott Lyons terms “rhetorical sovereignty” (particularly of youth) in real institutional contexts, of appealing to different audiences without compromising our vision, and of determining where the line really is between “I” and “we” in our writing and our visions for this work. In short, we have come to realize how complicated justice-driven work really is and how the process has actually changed us both along the way. We use our own stories of collaboration and the program we designed to explore both the possibilities and complexities of allyship and collaboration across difference in our cultural rhetorics practice.

Developed from a collaborative transdisciplinary analysis of transfer scholarship, we redefine transfer as a relational phenomenon to capture the “dynamic, emergent, embodied, messy” elements of writing transfer (Prior and Olinger 137). Relationality also highlights conceptual relationships in transfer research that produce seeming contradictions but are more often complementary than confounding.

In this praxis-focused article, I reflect on incorporating what disability justice activists call “collective access” into the composition classroom through a semester-long, class-wide “Accessibility Best Practices” assignment. I show how asking students to recursively address access together helped them approach writing itself as a collaborative and revisionary process.

This article argues composition researchers should make replicating previous research a greater priority because replication is a valuable tool that facilitates invention, collaboration, transparency, and revision, and its overwhelming absence in composition studies narrows the generalizability of writing research. I posit a replication agenda to encourage scholars to replicate and reproduce results by building disciplinary and institutional spaces for the practice to thrive.

Interdisciplinary collaborations to help students compose for discipline-specific contexts draw on multiple expertise. Science, technology, education, and mathematics (STEM) programs particularly rely on their writing colleagues because 1) their academic expertise is often not writing and 2) teaching writing often necessitates a redesigning of existing instructional materials. While many writing studies scholars have the expertise to assist their STEM colleagues with such tasks, how to do so—and, more fundamentally, how to begin such efforts—is not commonly focused on in the literature stemming from these collaborations. Our article addresses this gap by detailing an interdisciplinary Writing in the Disciplines (WID) collaboration at a large, public R1 university between STEM and writing experts to redesign the university’s introductory biology writing curriculum. The collaborative curriculum design process detailed here is presented through the lens of wayfinding, which concerns orientation, trailblazing, and moving through uncertain landscapes according to cues. Within this account, a critical focus on language—what we talk about when we talk about writing—emerges, driving both the collaboration itself and resultant curricular revisions. Our work reveals how collaborators can wayfind through interdisciplinary partnerships and writing curriculum development by transforming differences in discipline-specific expertise into a new path forward.

Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage rhetoric-composition/writing studies’ disciplinary expertise in twenty-first-century higher education.

We suggest that literacy narratives can be an important part of a curriculum designed to encourage students to understand themselves as developing learners and students. We know that there is great potential for literacy narratives—for narrativizing—when invited within a scaffolded curriculum of collaborative narrative inquiry. We place literacy narratives in the service of documenting learning—that is, within a pedagogical scaffolding designed to lead students through a series of moves that feature inquiry and discovery (about literacy). As such, the literacy narrative that emerges as most important is the final reflective narrative: the one we have spent all semester preparing students to write. That act of deferral creates an opportunity to put the literacy narrative (LN) assignment to different earlier use as a means for creating an ongoing, experiential literacy-learning narrative that will be realized as a reflective narrative: one we call the experiential-learning documentary (ELD).

This essay reports on a writing-based formative assessment of a university-wide initiative to enhance students’ global learning. Our mixed (and unanticipated) results show the need for enhanced expertise in writing assessment as well as for sustained partnerships among diverse institutional stakeholders so that public programming—from events linked to classroom-level learning to broader cross unit mandates like accreditation—can yield more rigorous, responsive, and mixed method assessments.

This article analyzes a public memory pedagogical partnership that disturbed the public memory of a community organization as an egalitarian space. How students, community partners, and I negotiated privately and represented publicly this legacy of the United States’ worst shame required us—and me—to figure out what partnership and collaboration mean in this context, whose interests come first and why, and the ethical implications of my and our choices.

Geocomposition engages students in writing on the move in order to explore how such writing composes the multiple layers of public places. This article describes a collaborative, location-based composition project designed for students to rhetorically engage a responsive public through locative media: media that work in and through specific sites. View a brief video abstract: Geocomposition in Public Rhetoric and Writing Pedagogy

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Dear Colleagues:I am writing this letter amidst the splendor of a New England fall, a time of year marked by transition from a leafy and robust spring and summer to the inevitable, if brilliant, decline preceding the coming of winter. This fall feels different, however. The loss that fall signifies seems deeper this year, its reach extending back to early summer. I'm referring to the passing of our beloved and inspiring NCTE Executive Director, colleague and friend Kent Williamson. Those who were fortunate to have known and worked with Kent can attest to his singular qualities. A visionary with a clear grasp of the here-and-now, Kent, like no other leader that I've known, saw the Big Picture-he was the best strategic thinker that I've seen-while recognizing the importance of paying attention to the details. He also had the gift of leading while making it seem as if WE were initiating. In other words, Kent was a first-rate listener and believed with his heart and soul that no group can thrive without the full engagement and collaboration of its members. In his memory and with his spirit, the CCCC Officers and NCTE staff will attempt to carry on Kent's work to the best of our abilities. I know that he would expect no less. Now onto my report. . . .FinancesThis organization continued to make investment gains ($216,922) even as it went $120,411 over budget on operations. We ran a genuine loss last year, as spending exceeded income from operations. In FY15 there were a few areas that led to the loss. Membership dues, as an example, are declining. Feedback on the work of the organization was positive, but many could get all they need from CCCC without being members. In the end, we were $13,938 below projections on membership dues.Ultimately, we need to focus more on strategic items based on our vision. We have $2.29 million in the contingency fund, but spending it wisely requires careful planning and making choices.Activities for FY16:* In addition to extending our substantial investment in access and equity ($32,829 for the PEP program to provide registration/support to contingent and adjunct faculty who need help to attend the CCCC Convention), we earmarked up to $3,000 of spending to match funds raised from the membership to provide a CCCC Contingent Faculty Travel Assistance Fund for convention attendance, and $3,000 to support the Chair's Scholarship Fund.* Now that the 5% amount from our contingency reserve is over $120,000, the FY16 budget splits that amount between research grants selected through an open application project (at least $100,000), and the cost of developing a database of graduate and undergraduate writing programs. This makes our investment in member research larger than it has been any year except for FY15, while also providing funds to build a renewable resource of benefit to students, faculty, and program administrators alike.* We included videotaping of member interviews and advocacy training across the convention.* We again provided $8,000 in funding to support a CCCC Policy Fellow position. This person has been working with our DC office to help coordinate follow-through actions in support of reports filed by our new state-based network of higher education policy analysts, and has provided research summaries and expert testimony/insights drawn from professional practice on public policy issues of concern to our organization. The funding provides a small honorarium ($3,000) and travel fund ($5,000) to help support these activities. The CCCC Policy Fellow is selected by the CCCC Chair and Secretary-Treasurer.* Under publications, we extended a third year of funding to support a CCCC Social Media Coordinator. This person works with staff as an independent contractor to both produce online events/discussions of interest to CCCC members (on the Connected Community and across other online social media platforms as well), and to more readily connect members to each other in social media contexts. …

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? …

This article surveys the extracurricular writing of the first women to attend Girton and Newnham Colleges at Cambridge University. It argues that such student writing did more than promote intellectual formation or rehearse new knowledge; indeed, it changed institutional culture and the social horizons for middle-class women’s lives.

This article defines research centers as associative enterprises for solving scholarly and societal problems that cannot be adequately addressed by individuals. We identify more than fifty research centers in rhetoric and writing, past and present, and argue that they function as change agents by emphasizing collaboration and conducting research focused on publics.

Based on a study of observable changes author-users made to three Wikipedia articles, this article contends that Wikipedia supports notions of revision, collaboration, and authority that writing studies purports to value, while also extending our understanding of the production of knowledge in public spaces. It argues that Wikipedia asks us to reexamine our expectations for the stability of research materials and who should participate in public knowledge making.

With the “counterhegemonic figured communities” of HBCUs as our lens, our idea(l)s are shaped within specific rewritings of race, access, and education that move us toward a new framework. Alongside teaching narratives, we foreground collaborative revisions of identity, critical mentoring, and coalition-work as an alternative theory of pedagogy and composition.

The spaces in which public deliberation most often takes place are institutionally, technologically, and scientifically complex. In this article, we argue that in order to participate, citizens must be able to invent valued knowledge. This invention requires using complex information technologies to access, assemble, and analyze information in order to produce the professional and technical performances expected in contemporary civic forums. We argue for a civic rhetoric that expands to research the complicated nature of interface technologies, the inventional practices of citizens as they use these technologies, and the pedagogical approaches to encourage the type of collaborative and coordinated work these invention strategies require.

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John Hollowell, Michael P. Clark, Steven Mailloux, Christine Ross, Responses to "Education Reform and the Limits of Discourse:Rereading Collaborative Revision of a Composition Program's Textbook", College Composition and Communication, Vol. 56, No. 2 (Dec., 2004), pp. 329-334

“Should we make our tape about police brutality and youth crime or about how to become a hip-hop star?” (23). For Steven Goodman, founder of New York’s Educational Video Center (EVC), this question reveals a conflict that low-income minority students face when representing their experiences in collaborative, inquiry-based video projects.

This article links failed reform to failed education through a case study of an annual collaborative revision of a program textbook in the Composition Program at the University of California at Irvine. Review of successive editions of the program’s Student Guide to Writing at UCI reveals a progressive retreat from the program’s pedagogical commitments and the reappearance of product-oriented instruction.

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Christine Ross, Education Reform and the Limits of Discourse: Rereading Collaborative Revision of a Composition Program's Textbook, College Composition and Communication, Vol. 55, No. 2 (Dec., 2003), pp. 302-329

Introduction Part I: Premises and Foundations 1. Illiteracy at Oxford and Harvard: Reflections on the Inability to Write 2. A Map of Writing in Terms of Audience and Response The Uses of Binary Thinking Part II: The Generative Dimension 4. Freewriting and the Problem of Wheat and Tares 5. Closing My Eyes as I Speak: An Argument for Ignoring Audience 6. Toward a Phenomenology of Freewriting Part III: Speech, Writing, and Voice Part III: Speech, Writing, and Voice 7. The Shifting Relationships Between Speech and Writing 8. Voice in Literature 9. Silence: A Collage 10. What Is Voice in Writing? Part IV: Discourses 11. Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues 12. In Defense of Private Writing 13. The War Between Reading and Writing - and How to End It 14. Your Cheatin' Art: A Collage Part V: Teaching 15. Inviting the Mother Tongue: Beyond Mistakes, Bad English, and Wrong Language 16. High Stakes and Low Stakes in Assigning and Responding to Writing 17. Breathing Life into the Text 18. Using the Collage for Collaborative Writing 19. Getting Along Without Grades - and Getting Along With Them Too 20. Starting the Portfolio Experiment at SUNY Stony Brook Pat Belanoff, co-author 21. Writing an Assessment in the Twenty-First Century: A Utopian View

Reflecting the rich complexity of contemporary college composition pedagogy, this unique collection presents twelve original essays on several of the most important approaches to the teaching of writing. Each essay is written by an experienced teacher/scholar and describes one of the major pedagogies employed today: process, expressive, rhetorical, collaborative, feminist, critical, cultural studies, community service, and basic writing. Writing centers, writing across the curriculum, and technology and the teaching of writing are also discussed. The essays are composed of personal statements on pedagogical applications and bibliographical guides that aid students and new teachers in further study and research. Contributors include Christopher Burnham, William A. Covino, Ann George, Diana George, Eric H. Hobson, Rebecca Moore Howard, Susan C. Jarratt, Laura Julier, Susan McLeod, Charles Moran, Deborah Mutnick, Lad Tobin, and John Trimbur. An invaluable tool for graduate students and new teachers, A Guide to Composition Pedagogies provides an exceptional introduction to composition studies and the extensive range of pedagogical approaches used today.

I. Theorizing Our Writing Programs 1. Ideology, Theory, and the Genre of Writing Programs, Jeanne Gunner 2. Breaking Hierarchies: Using Reflective Practice to Re-Construct the Role of the Writing Program Administrator, Susan Popham, Michael Neal, Ellen Schendel & Brian Huot 3. Writing Programs as Phenomenological Communities, Thomas Hemmeter 4. On the Road to (Documentary) Reality: Capturing the Intellectual and Political Process of Writing Program Administration, Karen Bishop 5. The Writing Program Administrator and the Challenge of Textbooks and Theory, William Lalicker 6. Re-Examining the Theory-Practice Binary in the Work of Writing Program Administrators, Linda K. Shamoon, Robert A. Schwegler, Rebecca Moore Howard & Sandra Jamieson II. Theorizing Writing Program Administration 7. Administration as Emergence: Toward a Rhetorical Theory of Writing Program Administration, Rita Malenczyk 8. Beyond Postmodernism: Leadership Theories and Writing Program Administration, Ruth M. Mirtz & Roxanne M. Cullen 9. Theorizing Ethical Issues in Writing Program Administration, Carrie Leverenz 10. Program Administrators as/and Postmodern Planners: Frameworks for Making Tomorrow's Writing Space, Tim Peeples 11. Opportunities for Consilience: Toward a Network-Based Model for Writing Program Administration, Diane Kelly-Riley, Lisa Johnson-Shull & Bill Condon 12. Writing-Across-the-Curriculum: Contemplating Auteurism and Creativity in Writing Program Direction, Joseph Janangelo 13. Reconsidering and Assessing the Work of Writing Program Administrators, Duane Roen, Barry M. Maid, Gregory R. Glau, John Ramage & David Schwalm 14. Developing Practice Theories through Collaborative Research: Implications for WPA Scholarship, Jeffrey Jablonski 15. Theorizing Writing Program Theorizing, Irwin Weiser & Shirley K Rose

Globalization, or “fast” capitalism, has changed the workplace and writing in it dramatically. Composition epistemologies and practices, elaborated during the twentieth century in tandem with Taylorized workplace literacy requirements, fail to embrace the complexities of writerly sensibilities necessary to students entering the new workforce. To update these epistemologies and practices, MA students in professional writing were positioned as autoethnographers of workplace cultures, reporting to classmates on organizational structures and practices as they affected discursive products and processes. Their studies produced a database of petits recits on workplace cultures, and their work is analyzed for the ways in which it forecasts subjective work identities of writers in the years ahead. Implications are drawn for composition administration, curriculum design, course design, and collaborative work among academics and writers in private and public spheres.

I examine my involvement with writing centers as an example of how we can look at the choices we’ve made within our areas of expertise to see why they attract us. In my case, the flexible, collaborative, individualized, non-evaluative, experimental, non-hierarchical, student-centered nature of writing centers is an excellent fit. An earlier version of this article was delivered as the Exemplar’s Address at the Fifty-first Annual CCCC in April 2000.

Placed within the context of the academic environment, this multi-focused book identifies students as active contributors and learners; faculty as researchers, teachers, and learners; and administrators as a synthesis of all three modes of collaboration. While focusing on the mutuality of educational enterprises, Common Ground raises provocative questions about the dynamics of gender and cooperation at various levels of academia. It reveals the transformative power of collaboration by challenging traditional notions of single authorship and beliefs about knowledge as individually owned and acquired. By offering different perspectives on feminism and collaboration, this book establishes the basis for re-thinking Romantic notions about creativity, re-conceptualizing conventional ideas regarding competition, and re-reading traditional hierarchies and authoritarian relationships.

Molly Abel Travis unites theory with an analysis historical conditions various cultural contexts this discussion reading reception twentieth-century literature United States. Travis moves beyond such provisional conclusions as the produces reader or the produces text considers ways twentieth-century readers texts attempt to constitute appropriate each other at particular cultural moments according to specific psychosocial exigencies. She uses overarching concept in and out of both to differentiate implied by from actual to discuss such in-and-out movements that occur process reading as alternation between immersion interactivity between role playing unmasking. Unlike most theorists, Travis is concerned with agency reader. Her conception agency reading is informed by performance, psychoanalytic, feminist theories. This agency involves compulsive, reiterative performance which readers attempt to find themselves by going outside selfengaging literary role playing hope finally fully identifying self through self-differentiation. Furthermore, readers never escape a social context; they are both constructed actively constructing that they read as part interpretive communities are involved collaborative creativity or what Kendall Walton calls collective imagining.

Contents: Part I:Theory, Language, Rhetoric. C. Schuster, Mikhail Bakhtin as Rhetorical Theorist (1985). R.A. Harris, Bakhtin, Phaedrus, and the Geometry of Rhetoric (1988). J. Klancher, Bakhtin's Rhetoric (1989). T. Kent, Hermeneutics and Genre: Bakhtin and the Problem of Communicative Interaction (1991). K. Halasek, Feminism and Bakhtin: Dialogic Reading in the Academy (1992). M. Bernard-Donals, Mikhail Bakhtin: Between Phenomenology and Marxism (1994). M. Cooper, Dialogic Learning Across Disciplines (1994). K. Halasek, M. Bernard-Donals, D. Bialostosky, J.T. Zebroski, Bakhtin and Rhetorical Criticism: A Symposium (1992). Part II:Composition Studies, Pedagogy, Research. J.S. Ritchie, Beginning Writers: Diverse Voices and Individual Identity (1989). J.J. Comprone, Textual Perspectives on Collaborative Learning: Dialogic Literacy and Written Texts in Composition Classrooms (1989). G.A. Cross, A Bakhtinian Exploration of Factors Affecting the Collaborative Writing of an Executive Letter of an Annual Report (1990). D.H. Bialostosky, Liberal Education, Writing, and the Dialogic Self (1991). T. Recchio, A Bakhtinian Reading of Student Writing (1991). M. Middendorf, Bakhtin and the Dialogic Writing Class (1992). N. Welch, One Student's Many Voices: Reading, Writing, and Responding With Bakhtin (1993). H.R. Ewald, Waiting for Answerability: Bakhtin and Composition Studies (1993).

This article is comprised of a collage of small segments of email conversation between the authors; it also includes fragmented quotes and diagrams. Consequently, it defies encapsulation in a typical abstract. Below is an excerpt that is perhaps the closest one might get to an abstract of this essay. This method of collaboration-which we are arguing is one in a panoply of others-is best represented by a text’s replicating it. This text speaks to its author/s’ collective intelligence, attempts to give it some definition by reference to the claims made here and the ways those claims were developed. The text, we might say, embodies collective intelligence and some of the ways, at least, that such intelligence is created. (Yancey and Spooner 60-61)

Effective citizens do more than interpret the world around them - they change it. In Between the Lines, John Schilb shows the role composition could play in enabling students to intervene in civic affairs by suggesting ways they can create their own discourses. When instructors understand and put into practice the latest in theory, they can help students learn how to read and write the lines to initiate change. In addition to looking at the line between the academy and the world at large, Schilb examines traditional barriers within English Departments. He argues that many of them have used theory to reinforce a separation of composition studies and literary studies in both theory and instruction. The book offers a thorough, accessible review of recent developments in both composition and literary theory as well as a fruitful comparison of their respective uses and understandings. The chapters in Part One discuss how composition studies and literary studies have differed in their interpretations of the term rhetoric. Part Two examines the ways in which each has handled the ideas of postmodernism. In Part Three, Schilb compares their new shared interest in personal writing, their different attitudes toward collaboration, and issues that arise when literary theories travel into composition. With this book, readers will benefit from an enriched understanding of the theoretical perspectives, institutional conditions, and pedagogical strategies involved in teaching English.

Acknowledgments Introductions Standard at the University of Texas by Alan W. Friedman Political Correctness, Principled Contextualism, Pedagogical Conscience by Evan Carton Canonicity, Subalternity, and Literary Pedagogy Pedagogy and the Canon Controversy by Jacqueline Bacon A Multicultural Curriculum: Diversity or Divisiveness? by Helena Woodard Rereading Texas History: Cultural Impoverishment, Empowerment, and Pedagogy by Louis Mendoza English Literature, the Irish, and The Norton Anthology by Rachel Jennings The Thumb of Ekalavya: Postcolonial Studies and the Third World Scholar in a First World Academy by S. Shankar Reclaiming the Teaching Assistant: Dissent as a Pedagogical Tool by Jean Lee Cole and Jennifer Huth Reading, Writing, Teaching: Principles and Provocations Warranting a Postmodernist Literary Studies by Gordon A. Grant III Knowledge, Power, and the Melancholy of Studies by Robert G. Twombly Collaborative Learning in the Postmodern Classroom by Jerome Bump Professionalism and the Problem of the We in Composition Studies by Nancy Peterson An Accidental Writing Teacher by Sara E. Kimball Having Students Write on Moral Topics: Legal, Religious, and Pedagogical Issues by James L. Kinneavy Bodies, Sexualities, and Computers in the Classroom Desire and Learning: The Perversity of Pedagogy by Kathleen Kane Learning and Desire: A Pedagogical Model by Edward Madden Gender and Trauma in the Classroom by Margot Backus Type Normal Like the Rest of Us: Writing, Power, and Homophobia in the Networked Composition Classroom by Alison Regan Rethinking Pedagogical Authority in Response to Homophobia in the Networked Classroom by Susan Claire Warshauer Here, Queer, and Perversely Sincere: Lesbian Subjects in the Department by Kim Emery Works Cited Index

This volume marks a unique collaboration by internationally distinguished scholars in the history, rhetoric, philosophy, and sociology of Converging on the central issues of rhetoric of science, the essays focus on figures such as Galileo, Harvey, Darwin, von Neumann; and on issues such as the debate over cold fusion or the continental drift controversy. Their vitality attests to the burgeoning interest in the rhetoric of science.

Contents: C. Murphy, J. Law, Introduction: Landmark Essays on Writing Centers (1994). Part I:Historical Perspectives. R.H. Moore, The Writing Clinic and the Writing Laboratory (1950). L. Kelly, One-on-One, Iowa City Style: Fifty Years of Individualized Instruction in Writing (1980). M. Harris, What's Up and What's In: Trends and Traditions in Writing Centers (1990). P. Carino, What Do We Talk About When We Talk About Our Metaphors: A Cultural Critique of Clinic, Lab and Center (1992). G. Olson, E. Ashton-Jones, Writing Center Directors: The Search for Professional Status (1984). J. Simpson, What Lies Ahead for Writing Centers: Position Statement on Professional Concerns (1985). J. Summerfield, Writing Centers: A Long View (1988). Part II:Theoretical Foundations. S.M. North, The Idea of a Writing Center (1984). K.A. Bruffee, Peer Tutoring and the Conversation of Mankind (1984). L. Ede, Writing as a Social Process: A Theoretical Foundation for Writing Centers? (1989). A. Lunsford, Collaboration, Control, and the Idea of a Writing Center (1991). C. Murphy, Writing Centers in Context: Responding to Current Educational Theory (1991). A.M. Gillam, Writing Center Ecology: A Bakhtinian Perspective (1991). M. Cooper, Really Useful Knowledge: A Cultural Studies Agenda for Writing Centers (1994). Part III:Writing Center Praxis. J. Simpson, S. Braye, B. Boquet, War, Peace, and Writing Center Administration. D. Healy, A Defense of Dualism: The Writing Center and the Classroom (1993). R. Wallace, The Writing Center's Role in the Writing Across the Curriculum Program: Theory and Practice (1989). R. Leahy, Writing Centers and Writing-for-Learning (1989). H. Kail, J. Trimbur, The Politics of Peer Tutoring (1987). A. DiPardo, Whispers of Coming and Going: Lessons From Fannie (1992). M. Woolbright, The Politics of Tutoring: Feminism Within the Patriarchy (1992).

Discovery of Competence shows how the writing classroom can be reconceived as an environment for collaborative inquiry by students and teachers. It presents new ways of thinking about program design, redefines the nature of writing assessment, and offers alternative conceptions of multicultural curriculums. Drawing on students' writing and research, it suggests how teachers can recognize their students' competence and help them build on it systematically. While the book speaks to all teachers of writing, it will be of considerable interest to those who work with diverse student populations, including ESL students. The authors make it clear that the writing classroom is a place where both students and their teachers may build on their competence and realize their possibilities as writers and learners.

Based on five years of close observation of students, writing and collaborative planning--the practice in which student writers take the roles of planner and supporter to help each other develop a more rhetorically sophisticated writing plan--foremost cognitive composition researcher Linda Flower redefines writing in terms of an interactive social and cognitive process and proposes a convincing and compelling theory of the construction of negotiated meaning.Flower seeks to describe how writers construct meaning. Supported by the emerging body of social and cognitive research in rhetoric, education, and psychology, she portrays meaning making as a literate act and a constructive process. She challenges traditional definitions of literacy, adding to that concept the elements of social literate practices and personal literate acts. In Flower's view, this social cognitive process is a source of tension and conflict among the multiple forces that shape meaning: the social and cultural context, the demands of discourse, and the writer's own goals and knowledge. Flower outlines a generative theory of conflict. With this conflict central to her theory of the construction of negotiated meaning, she examines negotiation as an alternative to the metaphors of reproduction and conversation. It is through negotiation, Flower argues, that social expectations, discourse conventions, and the writer's personal goals and knowledge become inner voices. The tension among these forces often creates the hidden logic behind student writing. In response to these conflicting voices, writers sometimes rise to the active negotiation of meaning, creating meaning in the interplay of alternatives, opportunities, and constraints.

Preface - Elaine Maimon Writing Across the Curriculum - Susan H McLeod An Introduction Getting Started - Barbara E Walvoord Faculty Workshops - Joyce Neff Magnotto and Barbara R Stout Starting A WAC Program - Karen Wiley Sandler Strategies for Administrators Writing Across the Curriculum and/in the Freshman English Program - Linda H Peterson Writing-Intensive Courses - Christine Farris and Raymond Smith A Tool for Curricular Change WAC and General Education Courses - Christopher Thaiss Writing Components, Writing Adjuncts, Writing Links - Joan Graham The Writing Consultant - Peshe C Kuriloff Collaboration and Team Teaching The Writing Center and Tutoring in WAC Programs - Muriel Harris Changing Students' Attitudes - Tori Haring-Smith Writing Fellows Programs Conclusion - Margot Soven Sustaining Writing Across the Curriculum Programs