Abstract

This article argues that the teaching of public writing should not neglect issues of circulation and local need. In a series of case studies involving small press papers and homeless advocacy, the authors seek to extend recent work begun by Susan Wells, John Trimbur, and Nancy Welch, which raises crucial questions about public rhetoric in the writing classroom.

Journal
College Composition and Communication
Published
2009-09-01
DOI
10.58680/ccc20098308
Open Access
OA PDF Green
Topics

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