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College Composition and Communication, Vol. 56, No. 3, February 2005

Cover Art for College Composition and Communication, Vol. 56, No. 3, February 2005

Table of Contents

  • From the Editor: CCC in 2005

    Deborah H. Holdstein, editor

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • The Reception of Reader-Response Theory

    Patricia Harkin

    Abstract: This essay offers a historical explanation for the place of reader-response theory in English studies. Reader-response was a part of two movements: the (elitist) theory boom of the 1970s and the (populist) political movements of the 1960s and 1970s. If the theory boom was to remain elitist, it had to deauthorize reader-response. If reader-response was to remain populist, it had to consent to and participate in that deauthorization. In the 1980s reader-response was popular among compositionists, even as it began to lose currency among theorists. Later, however, compositionists professionalized themselves by deemphasizing, or even ignoring, reading. Now, as the profession again considers including explicit instruction in reading in the introductory writing course, the thinkers who could help us most have faded from the discussion.

    Keywords: College

  • Rhetorical Borderlands: Chinese American Rhetoric in the Making

    LuMing Mao

    Abstract: In this article I argue that the making of Chinese American rhetoric takes place in border zones and that it encodes both Chinese and European American rhetorical traditions. By focusing on the discursive category of “face” and “indirection”/ “directness,” I demonstrate that Chinese American rhetoric becomes viable and transformative not by securing a logical, unified, or unique order, but by participating in a process of becoming where meanings are in flux and where significations are contingent upon each and every particular experience.

    Keywords: College

  • Living Room: Teaching Public Writing in a Post-Publicity Era

    Nancy Welch

    Abstract: At the same time that compositionists have shown a renewed interest in public writing, neoliberal social and economic policies have dramatically shrunk the spaces in which most students’ voices can be heard. In this essay I argue that from twentiethcentury working-class struggles in the U.S. we and our students can acquire the tools necessary to work against this latest wave of economic privatization and concomitant suppression of public voice and rights. If we can resist the common academic assertion that we live today in a radically distinct postmodern, postindustrial society, we can return to capitalism’s long history for examples of the creative and persistent ways in which ordinary people have organized to claim living room.

    Keywords: College

  • SYMPOSIUM: The Scholar-Teacher-WPA: Stories from the Field

    John Brereton; Douglas Hesse; Nancy Sommers

    Abstract: These essays are based on a session called “Stories from the Field” at the 2004 meetings of the Conference on College Composition and Communication.

    Keywords: College

  • REVIEW ESSAY: Prospects for "Rhetcomp"

    John Schilb

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • CCC Guidelines for Writers

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • CCCC News

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • Announcements and Calls

    Abstract: Abstract for this article is currently not available.

    Keywords: College

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