The aim of the CCCC Studies in Writing & Rhetoric (SWR) series is to influence how writing gets taught at the college level. The methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition—including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse—ranging from individual writers and teachers, to classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching. Still, all SWR volumes try in some way to inform the practice of writing students, teachers, or administrators.
SWR was one of the first scholarly book series to focus on the teaching of writing. It was established in 1980 by the Conference on College Composition and Communication (CCCC) to promote research in the emerging field of writing studies. Since its inception, the series has been copublished by Southern Illinois University Press. As the field has grown, the research sponsored by SWR has continued to articulate the commitment of CCCC to supporting the work of writing teachers as reflective practitioners and intellectuals.
Proposals for the series may be submitted to Joseph Harris, SWR Editor.
Titles in Series:
Ball, Arnetha F., and Ted Lardner. African American Literacies Unleashed: Vernacular English and the Composition Classroom. 2005. No. 00848.
Berlin, James A. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1986. 1987. Please contact Southern Illinois University Press for ordering information.
Berlin, James A. Writing Instruction in Nineteenth-Century American Colleges. 1984. Please contact Southern Illinois University Press for ordering information.
Bishop, Wendy. Something Old, Something New: College Writing Teachers and Classroom Change. 1990. Please contact Southern Illinois University Press for ordering information.
Broadhead, Glenn J. and Richard C. Freed. The Variables of Composition: Process and Product in a Business Setting. 1986. Please contact Southern Illinois University Press for ordering information.
Brooke, Robert and John Hendricks. Audience Expectations and Teacher Demands. 1989. Please contact Southern Illinois University Press for ordering information.
Carr, Jean Ferguson, Stephen L. Carr, and Lucille M. Schultz. Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States. 2005. No. 01917.
Carroll, Lee Ann. Rehearsing New Roles: How College Students Develop as Writers. 2002. No. 39841.
Clark, Gregory. Dialogue, Dialectic, and Conversation: A Social Perspective on the Function of Writing. 1990. Please contact Southern Illinois University Press for ordering information.
Coe, Richard M. Toward a Grammar of Passages. 1988. Please contact Southern Illinois University Press for ordering information.
Daniell, Beth. A Communion of Friendship: Literacy, Spiritual Practice, and Women in Recovery. 2003. No. 07850.
Donehower, Kim, Charlotte Hogg, and Eileen Schell. Rural Literacies. 2007. No. 27492.
Fleckenstine, Kristie S. Embodied Literacies: Imageword and a Poetics of Teaching. 2003. No. 13214.
Foster, David. Writing with Authority: Students' Roles as Writers in Cross-National Perspective. 2006. No. 58625.
Gere, Anne Ruggles. Writing Groups: History, Theory, and Implications. 1987 Please contact Southern Illinois University Press for ordering information.
Gonçalves, Zan Meyer. Sexuality and the Politics of Ethos in the Writing Classroom. 2005. No. 43725.
Grego, Rhonda C., and Nancy S. Thompson. Teaching/Writing in Thirdspaces: The Studio Approach. 2008. No. 52511.
Halpern, Jeanne W. and Sarah Liggett. Computers and Composing: How the New Technologies Are Changing Writing. 1984. Out of print.
Horning, Alice S. Teaching Writing as a Second Language. 1987. Please contact Southern Illinois University Press for ordering information.
Jung, Julie. Revisionary Rhetoric, Feminist Pedagogy, and Multigenre Texts. 2005. No. 41285.
Kirsch, Gesa. Women Writing the Academy: Audience, Authority, and Transformation. 1993. No. 58153.
LeFevre, Karen Burke. Invention as a Social Act. 1987. Please contact Southern Illinois University Press for ordering information.
Marshall, Margaret J. Response to Reform: Composition and the Professionalization of Teaching. 2004. No. 40912.
Ritter, Kelly. Before Shaughnessy: Basic Writing at Yale and Harvard, 1920-1960. 2009. No. 29243.
Rose, Mike. Writer's Block: The Cognitive Dimension. (Reissue of 1984 book with a new preface). 2009. No. 29236.
Rubin, Donnalee. Gender Influences: Reading Student Texts. 1993. No. 18240.
Schultz, Lucille. The Young Composers: Composition’s Beginnings in Nineteenth-Century Schools. 1999. No. 59257.
Selber, Stuart A. Multiliteracies for a Digital Age. 2004. No. 32162.
Selfe, Cynthia. Technology and Literacy in the Twenty-First Century: The Importance of Paying Attention. 1999. No. 53003.
Smitherman, Geneva, and Victor Villenueva, Eds. Language Diversity in the Classroom: From Intention to Practice. 2003. No. 27517.
Sohn, Katherine Kelleher. Whistlin’ and Crowin’ Women of Appalachia: Literacy Practices Since College. 2006. No. 57017.
Spigelman, Candace. Across Property Lines: Textual Ownership in Writing Groups. 2000. No. 00449.
Spigelman, Candace. Personally Speaking: Experience as Evidence in Academic Discourse. 2004. No. 35099.
Tingle, Nick. Self-Development and College Writing. 2004. No. 43148.
Wallace, David L., and Helen Rothschild Ewald. Mutuality in the Rhetoric and Composition Classroom. 2000. Available from Southern Illinois University Press.
Witte, Stephen P. and Lester Faigley. Evaluating College Writing Programs. 1983. Please contact Southern Illinois University Press for ordering information.
Young, Morris. Minor Re/Visions: Asian American Literacy Narratives as a Rhetoric of Citizenship. 2004. No. 31808.