Gwendolyn D. Pough

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Who Reads Pough

Gwendolyn D. Pough's work travels primarily in Composition & Writing Studies (60% of indexed citations) · 5 total indexed citations from 3 clusters.

By cluster

  • Composition & Writing Studies — 3
  • Rhetoric — 1
  • Community Literacy — 1

Counts include only citations from indexed journals that deposit reference lists with CrossRef. Authors whose readers publish primarily in venues without reference deposits will appear less central than they are. See coverage notes →

  1. College Composition and Communication Dec 2011
    2011 CCCC Chair’s Address: It’s Bigger than Comp/Rhet: Contested and Undisciplined ↗
    Gwendolyn D. Pough
    Abstract

    This is a written version of the address Gwendolyn D. Pough gave at the CCCC convention in Atlanta on Thursday, April 7, 2011.

    doi:10.58680/ccc201118393
  2. College Composition and Communication Dec 2011
    2011 CCCC Chair’s Letter ↗
    Gwendolyn D. Pough
    Abstract

    Preview this article: 2011 CCCC Chair's Letter, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/63/2/collegecompositionandcommunication18395-1.gif

    doi:10.58680/ccc201118395
  3. College Composition and Communication Dec 2004
    Review: Revisiting Racialized Voice: African American Ethos in Language and Literatures by David G. Holmes ↗
    Gwendolyn D. Pough
    Abstract

    Preview this article: Review: Revisiting Racialized Voice: African American Ethos in Language and Literatures by David G. Holmes, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/56/2/collegecompositionandcommunication4048-1.gif

    argument race and writing book reviews
    doi:10.58680/ccc20044048
  4. College Composition and Communication Dec 2004
    Revisiting Racialized Voice: African American Ethos in Language and Literatures ↗
    Gwendolyn D. Pough; David G. Holmes
    argument race and writing
    doi:10.2307/4140654
  5. College Composition and Communication Feb 2002
    Empowering Rhetoric: Black Students Writing Black Panthers ↗
    Gwendolyn D. Pough
    Abstract

    This article examines Black student responses to Black Panther Party documents and how those documents moved the students toward change. I maintain that by allowing the classroom to function as a public space in which students can discuss the issues that matter to them, teachers can help to foster and encourage student activism and ultimately their empowerment.

    rhetorical criticism race and writing
    doi:10.58680/ccc20021459