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(2003). Representing Disability Rhetorically. Rhetoric Review: Vol. 22, No. 2, pp. 154-202.

Reviews three books: Class Politics: The Movement for the Students’ Right to Their Own Language, by Stephen Parks; (Re)Visioning Composition Textbooks: Conflicts of Culture, Ideology, and Pedagogy, edited by Xin Liu Gale and Fredric G. Gale; Exploring Literature: Writing and Thinking about Fiction, Poetry, Drama, and the Essay, by Frank Madden.

Lewiecki-Wilson critiques Barton's argument that the assimilationist rhetoric in Reader's Digest can be progressive by noting that the highlighted aspects of the narratives maintain the conservative ideology of the time. Lewiecki-Wilson argues that in reality, assimilationist rhetoric reinforces the hegemony of the norm by failing to focus on the rights of people with disabilities or present diversity and depth in representation. [Tara Wood, Margaret Price, & Chelsea Johnson, Disability studies, WPA-CompPile Bibliographies, No. 19]

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Cynthia Lewiecki-Wilson, Jeff Sommers, Professing at the Fault Lines: Composition at Open Admissions Institutions, College Composition and Communication, Vol. 50, No. 3, A Usable Past: CCC at 50: Part 1 (Feb., 1999), pp. 438-462