This article argues for a framework of material methods, a forefronted material-rhetorical approach to archival research, applying material-methodological heuristics of rhetorical accretion and proximity. The article offers an extended example of archival research undertaken at the Public Records Office of Northern Ireland (PRONI). Such heuristic content generated by a material approach is valuable in two ways. First, it offers readable layers of rhetorical accretion that deserve examination and analysis as separate texts in order to make meaning of research processes. Second, such content makes archival methods more transparent while resisting an untroubled narrative arc of our stories of research.

Over the past two decades, critical discourse analysis has emerged as a major new multidisciplinary approach to the study of texts and contexts in the public sphere.Developed in Europe, CDA has lately become increasingly popular in North America, where it is proving especially congenial to new directions in rhetoric and composition.This essay surveys much of this recent literature, noting how rhet/comp has incorporated CDA methodology in a variety of studies of inequality, ethics, higher education,critical pedagogy, news media, and institutional practices. CDA uses rigorous, empirical methods that are sensitive to both context and theory, making it ideal for the demandsof a range of projects being developed in our field.

Master’s programs have been absent from writing studies’ scholarship on graduate education, primarily because they are not sites of disciplinary research. The MA, however, should be valued in writing studies for its demographic and curricular diversity, its responsiveness to local conditions, and its intra- and  interdisciplinary flexibility.

This piece continues the work of scholars in the field who look to uncover the ideological and textual practices of our dependence on the construct of “race” through racialized metaphors. Analyzing the rhetoric of race in College Composition and Communication and College English since 1990, I assert that our categorization of what “race” is has grown increasingly vague, despite its use as a commonplace from which to begin scholarly discussions. I argue that we must rearticulate our own racial ideologies in order to become more aware of how we use “race” persuasively for our own purposes.

This essay explores some of the challenges for the discipline of rhetoric and composition implied by the growth in undergraduate writing majors. Through six narratives from junior faculty at five different institutions, this work explores the ways in which these new faculty were, or were not, prepared for the challenges of developing and implementing new writing majors. Finally, the authors discuss ways in which those who are currently working in undergraduate degree programs can help to provide the intellectual and scholarly materials necessary for graduate programs to more thoroughly and specifically prepare future faculty for their work on undergraduate majors.