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College Composition and Communication, Vol. 61, No. 4, June 2010

Cover Art for College Composition and Communication, Vol. 61, No. 4, June 2010

Table of Contents

  • From the Editor: Uncovering Assumptions

    Kathleen Blake Yancey

    Abstract: The editor introduces the articles in this issue and previews September's special issue on the future of rhetoric and composition.

  • Feminist Rhetorical Practices: In Search of Excellence

    Gesa E. Kirsch and Jacqueline J. Royster

    Abstract: In this article, we undertake three critical tasks: First, we delineate major shifts in feminist rhetorical inquiry, thus describing a new and changed landscape of the field. Second, we argue that as feminist rhetorical practices have shifted, so have standards of excellence. To articulate excellence in feminist rhetorical studies, we draw attention to interconnections among three critical terms of engagement: critical imagination, strategic contemplation, and social circulation. Third, we propose an enhanced inquiry model for understanding, interpreting, and evaluating feminist rhetorical work in rhetoric and writing studies.

  • Craft Knowledge: Of Disciplinarity in Writing Studies

    Robert R. Johnson

    Abstract: This article argues that craft knowledge can provide a disciplinary rationale for writing studies. It draws from the ancient concepts of teche, phronesis, and the four causes of making and makes the case for a definition of disciplinary knowledge fitting for writing studies. The article concludes with a conceptual framework that can serve as a heuristic to explore craft knowledge.

  • Composing Knowledge: Writing, Rhetoric, and Reflection in Prior Learning Assessment

    Cathy Leaker and Heather Ostman

    Abstract: In this article, we argue that prior learning assessment (PLA) essays manifest a series of issues central to composition research and practice: they foreground the “contact zone” between the unauthorized writer, institutional power, and the articulation of knowledge claims; they reinforce the central role of a multifaceted approach to writing expertise in negotiating that zone; and they call attention to new and alternative spaces in which learning is gained and call for new forms in which it may be articulated. Ultimately, we claim that PLA as an emergent discourse compels compositionists to re-imagine not only the students we all teach, but also ways we might better—more explicitly, more reflectively, and more tactically—teach such students about writing as a mechanism for claiming and legitimating learning.

  • Online Challenge versus Offline ACT

    Irvin Peckham

    Abstract: This article compares essays written in response to the ACT Essay prompt and a locally developed prompt used for placement. The two writing situations differ by time and genre: the ACT Essay is timed and argumentative; the locally developed is untimed and explanatory. The article analyzes the differences in student performance and predictive validity.

  • Review Essay: Assessment in the Service of Learning

    Michael R. Neal

    Abstract: Effective Grading: A Tool for Learning and Assessment in College, 2nd ed. Barbara E. Walvoord and Virginia Johnson Anderson San Francisco: Jossey-Bass, 2010. 255 pp.

    A Guide to College Writing Assessment Peggy O’Neill, Cindy Moore, and Brian Huot Logan: Utah State University Press, 2009. 218 pp.

    Organic Writing Assessment: Dynamic Criteria Mapping in Action Bob Broad, Linda Adler-Kassner, Barry Alford, Jane Detweiler, Heidi Estrem, Susanmarie Harrington, Maureen McBride, Eric Stalions, and Scott Weeden Logan: Utah State University Press, 2009. 167 pp.

    Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing Carl Whithaus Mahwah, NJ: Erlbaum, 2005. 169 pp.

    Composition in Convergence: The Impact of New Media of Writing Assessment Diane Penrod Mahwah, NJ: Erlbaum, 2005. 184 pp.

  • Interchanges

    Abstract: Responses to Rosalie' Morales Kearns's "Voice of Authority: Theorizing Creative Writing Pedagogy" and Johnathan Alexander's "Gaming Student Literacies and the Composition Classroom: Some Possibilities for Transformation."

  • CCC Poster Page 2: Rhetoric

  • CCCC News

  • Announcements and Calls

  • CCC Reviewers for 2009–2010

  • Index to Volume 61

  • Errata

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

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