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Disciplinary histories of composition studies argue that the mission of communication programs shifted during World War II: from striving to democratize higher education to promoting uncritical patriotism. Historically black colleges and universities (HBCUs) rarely figure into these histories, in part because they seldom appeared in the era’s scholarly publications. Recently digitized African American newspaper archives invite a counter narrative of wartime democratizing pedagogy. Press coverage highlights the Hampton Institute Communications Center, the most widely publicized and politicized site of literacy instruction during the war. The controversy it engendered shows Hampton and other HBCU curricula forwarding wartime literacies that constituted patriotic resistance to Jim Crow segregation.

At a historical moment when both violence and its mass mediation proliferate, this essay takes as its exigence the reinforcing and troubling relationships uniting violence, image, and vision. It offers rhetorical looking as a pedagogical strategy designed to undermine violence through visual engagement, and it focuses on the atrocity image—a photographic depiction of human-on-human violence—as both a site of violence and a site for intervening in violence. Comprising four interlocking and reciprocal tactics that operate nonlinearly, rhetorical looking performs slow looking, a mode of perception that moves beyond reception and critique to attend to a photograph’s image content and to the perceptual habits by which that content is evoked. By reflecting on its own processes—revealing agency and answerability in looking—rhetorically looking potentially fosters actions that respond to rather than dismiss violence.

This essay explores how Black LGBTQ students use writing to translate and transmit African American vernacular language codes in their everyday lives. Through documenting how students experience and interpret homophobia through the prism of African American vernacular English (AAVE), I demonstrate how some use language and literacy practices to critique and perform dominant gender behaviors reflected in their community. I theorize a Black queer rhetoric as a framework for understanding and nuancing the discursive limits of African American vernacular English

How does one balance dedication to two communities that are never served equally well? I consider a theoretically based response through Gramsci’s hegemony, the Brazilian sociologist José Maurício Domingues’s collective subjectivity, and Laclau and Mouffe’s particular brand of post-Marxism. Together, they provide a way to think about leading, holding onto the traditions of the academy while trying to change those traditions so that those who are perforce Othered can be afforded greater than mere recognition or accommodation. I argue that one must adopt a necessary mindset that places the emphasis on the collectivities to which one belongs, relegating the individual to the backdrop, to the extent that is possible.

In the early twentieth century, students produced and used a variety of texts to commemorate their school experiences and foster a sense of community among themselves. Through the compositional practices and values associated with these texts“particularly those of school literary annuals and memory books”the genre of the modern school yearbook emerged. This article draws on primary sources to trace the emergence of the yearbook as a form and practice at one Louisville high school for girls, where yearbooks both reflected and shaped the experience of high school for students who manifest complex genre knowledge and identity work in their compilations and inscriptions.

The books reviewed here share the theme of women “making it†in the world of rhetoric and composition academe. The reviewers first critically summarize each of the three collections; then narratively synthesize their personal experiences with four prominent themes across these collections: knowing, balance, mentoring, and change. This four-part woven analysis, shows and tells tales from women about what has been lurking in the academy’s closet and what still needs to change.

The author proposes a concept of ethics for the writing course, one derived from a moral theory that is both old and new and one that engages us when we teach such practices as making claims, providing evidence, and choosing metaphors in corollary discussions of honesty, accountability, generosity, intellectual courage, and other qualities. These and similar qualities are what Aristotle called “virtues,” and they are the subject of that branch of moral philosophy known as “virtue ethics” today. While the word virtue may sound strange to us today, Duffy argues that the tradition of the virtues has much to offer teachers and students and can clarify what it means, in an ethical sense, to be a “good writer” in a skeptical, postmodern moment.

The Pew Hispanic Research Center reports that between 1996 and 2012, enrollment in US higher education among Latinxs between the ages of 18 and 24 increased by 240 percent. In 2012 college enrollment among Latinx high school graduates aged 18 to 24 surpassed that of Whites for the first time in history, and NCES calculations show that more than half of those Latinx students enroll in two-year schools. Hence, in 2015 Latinxs found themselves the explicit targets of community college recruitment efforts aimed to capitalize on the increased presence of students from Latinx backgrounds. Once they pass through the doors, however, Latinx students too often find institutions ill-prepared to support their retention and success. Policies intended to guarantee equity might be effective in an environment where everyone is, in effect, the same, or when people are different in institutionally sanctioned ways, as when a student is diagnosed with a disability. However, in the case of multilingual students, such policies can mean they are consigned to a kind of institutional purgatory. They are neither in nor out; they gain access to college but remain blocked from advancement by required courses or chosen programs of study.

Decisions about writing assessment are rooted in racial and linguistic identity; the consequences for many writing assessment decisions are often reflective of the judgments made about who does and does not deserve opportunities for success, opportunities historically denied to students of color and linguistically diverse writers. Put simply, assessment creates or denies opportunity structures. Because writing assessment is also racially and linguistically affected by the identities of those performing assessment, the role of writing program administrator (WPA) becomes a social justice role that challenges racial and linguistic biases and interrogates institutional structures, so that all students have the same opportunities for success.

This article explores the performance of Appalachian identity via the use of tellable narratives by students in two composition classrooms that were the focus of an ethnographic case study. Utilizing examples gleaned from interviews, classroom observations, and student writing, I illustrate how the students in my study demonstrated narrative complexity as they skillfully and creatively mediated the rhetorical situations they faced, crafting tellable and untellable narratives of Appalachian identity in response to their audience’s needs.

This study accounts for the complex tensions that four FYW multilingual students from Lebanon experience as they strive to reconcile monolingual representations of language—as a fixed, internally uniform, and discrete entity—on one hand with their own commitment toward mobilizing their diverse language resources as fluid, malleable, and intermingling in their academic work. Based on an analysis of the "postmonolingual" nature of their representations of language and language relations as socially embedded and constructed, I argue that diverse, and often contradictory representations circulating in their minds have complicated, even stifled, these writers' translingual academic literacies and abilities.

This article examines the role of reflective practice in rhetoric and composition scholarship and argues for reconsidering practice through posthumanism. It (re)introduces posthumanism as a productive frame for considering rhetorical training in a networked age. In place of reflective practice, the article develops the concept of "posthuman practice" as a serial and material activity for rhetorical training. The article concludes by reconsidering metacognition and how reframing rhetoric as a posthuman practice could affect rhetorical pedagogy and ethics.

This essay considers a student-led protest that took place in 1882 at Syrian Protestant College as a moment of rhetorical negotiation in which (Arab) students unsuccessfully construct and deploy an "imagined America" to speak back to (American) faculty and administrators. This essay's historical analysis helps illustrate the high stakes and implicit promises of transnational knowledge economies today and in the past, as represented in and through the globalization of American-style institutions of higher education and the assumptions about citizenship, and literate practices, that are attached to it.

This column reviews four books that illustrate the idea that our locations shape our meaning-making processes. She notes how each author frames the social justice issue at the heart of her or his analysis, paying close attention to how visible the Indigenous presence is as well as the settler colonialism involved in each. The resulting readings are not so much as critique of these studies, but rather show how explicit attention to the settler colonial situation might inform understandings of the relationships between rhetoric, writing, and structures of oppression in the United States, whether or not one’s work focuses primarily on Native American issues.

This article reviews the history of federal adult education policy in order to draw composition scholars into broader educational policy discussions shaping literacy instruction at all educational levels. Adult education policy in the 1960s framed literacy as an element of human capital necessary for economic advancement, a limited characterization reinforcing assumptions that literacy education should generate more productive workers. These early policy discourses are reflected in our current economically driven educational climate, and I suggest that examining such historical and discursive contexts provides composition scholars and educators a stronger basis for actively engaging in policy conversations impacting their work.

This essay argues for approaches to composing that underscore the translingual and multimodal (or transmodal) character of texts and communicative practices. It maintains that learning about and working with different language varieties, cultural conventions, modes, and communicative technologies (digital as well as analog) helps to highlight processes of making, engaging, remixing, and transforming which, in turn, provide markedly different, and greatly enriched, points of entry for experiencing and appreciating the dynamic, highly distributed, translingual, multimodal, and embodied aspects of all communicative practice.

This issue both reflects and builds on the efforts prompted by the 2011 College English essay “Language Difference in Writing: Toward a Translingual Approach,” by Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur. Contributions to this symposium contextualize the emergence of a translingual approach, explore the tension and interconnections between a translingual approach and a variety of fields, and explore the viability of a translingual approach in light of existing academic structures.

This essay identifies the definitional confluences between transfer and translingualism and then reflects on the ways that each term might benefit from considering the other’s research questions, theoretical frames, and methodologies. While translingualism challenges assumptions about how to recognize and evaluate transfer, the transfer literature demonstrates the value of fine-grained, long-term, naturalistic studies of writing, a value productively taken up in research on a translingual approach. Ultimately, the essay suggests that both transfer and translingualism might best be understood not as prescribed pedagogies or policies but as terms with explanatory value: small theories that help open up changing practices in our writing lives.

Emancipatory projects that have sought to change paradigms of knowledge making in English studies have fallen short of addressing the imperialist underpinnings of modernist thought. This essay defines three key aspects of translingual approaches to composition and rhetoric (i.e., languaging, translating, and dwelling in borders) that can potentially involve scholars and students in meaning making that attempts to level linguistic and knowledge hierarchies that always index imperialist legacies of thought and deed.

This article uses data from a study of college students’ digital reading and writing to examine the influence of interface on literacy activity within participatory online spaces. While most existing work treats activity within these spaces largely as a function of individual interest in a space’s content, students’ firsthand accounts suggest that interface features and design play a significant role as well, particularly as students transition from one form of engagement or activity to another. Using Teena Carnegie’s framing of the interface as digital exordium, the author argues that, since participatory interfaces and the composition classroom share several central goals, students’ experiences with interface offer important lessons for translating that engagement to an academic setting.

This article examines the rhetoric and pedagogies of employment and workplace guidebooks for adults with high-functioning autism (HFA) to demonstrate how the texts reflect and reinvent cultural desires or fantasies about contemporary employees and also work to norm real autistic employees to be closer to a neurotypical ideal. This norming is achieved in large part through the guidebooks’ surprising appropriations of and appeals to rhetorical training.

This review takes on the assumption that readers of College English believe in democratic practice and the possibility that education can play a role in supporting and cultivating those practices. The books reviewed here are a good reminder that education does not have to be focused on competition and achievement, about defining intelligence through academic aptitude, a reminder well served as the Common Core and its impending assessment shape the nature of public education and its goals.

Pidgin, the Creole identified with “Local” culture in Hawaii, is seldom discussed in terms of its connection to the Hawaiian language and the ways it affirms Native identity.—Using Indigenous rhetorics and language politics as frames, I articulate Native Hawaiians’ adoption of Pidgin as acts of Ellen Cushman’s cultural perseverance and Scott Richard—Lyons’s rhetorical sovereignty. Using the poem “The Question,” written in Pidgin by Hawaiian poet Noelle Kahanu as an example of Indigenous rhetoric, I discuss how teaching—it through this lens, compared to a minority rhetoric lens, captures different histories and experiences and engenders critical awareness of the identities students perform.

A concerned group of L2 professionals write an open letter to express their concern that the terms “L2 writing” and “translingual writing” have become almost interchangeable in—writing studies publications and conferences and further argue that much will be lost if “translingual writing” replaces “L2 writing.” Each are distinct areas of research and—pedagogy: L2 writing is a more technical description applied to writing in a language acquired later in life, while translingual writing describes an orientation to language—difference. Without attention to the distinct contributions made by each field, L2 scholarship becomes marginalized in publications, conferences, and hiring practices. The letter—authors and endorsers encourage writing studies editors and organization leaders to recognize and understand the difference between the fields so as to ensure a strong and—enduring future for L2 scholarship.—

Contributors to this symposium reflect on the role of the journal editor, noting the experiences of graduate student editors, the contributions of journal editors, and the tension that may exist between the roles of editor as gatekeeper and editor as facilitator.

Ferris looks at three books—Cross-Language Relations in Composition; Shaping Language Policy in the U.S.: The Role of Composition Studies; and Writing in the Devil’s Tongue: A History of English Composition in China—as they address the question of adherence to a monolingual or “standard” set of language and writing norms in composition, and consider how the answer to this question impacts our teaching.

This symposium offers three perspectives on how permanent non-tenure track faculty are positioned to effect change in English departments and writing programs, as well as some of the obstacles they face in doing so.

On February 8, 2010, eleven student activists at the University of California–Irvine protested a speech by Michael Oren, Israel’s ambassador to the United States. The disruptive nature of the protest by these students—advocates of Palestinian de-occupation and members of the Muslim Student Union—led to disciplinary action against their student organization and criminal prosecution in the local county court for disturbing the peace. This essay offers the results of an interview-based study exploring the rhetorical education of five of these college activists. The interviews reveal the powerful influence of family histories of activism and thoughtful reflections on the rhetorical dynamics of the Middle East conflict within local, national, and international publics. They also show student awareness of the limitations of the liberal-deliberative rhetorics that underpin most college writing courses. That students reported only a tenuous sense of connection between college courses and self-sponsored activist education suggests that teachers and scholars of rhetoric and composition may need to give cocurricular activism more consideration in the next phase of the “social turn.”