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College Composition and Communication, Vol. 63, No. 4, June 2012

Cover Art for College Composition and Communication, Vol. 63, No. 4, June 2012

Table of Contents

  • From the Editor: Tracing Intersections [FREE ACCESS]

    Kathleen Blake Yancey

  • Crossing Boundaries: Co-op Students Relearning to Write [FREE ACCESS]

    Doug Brent

    Abstract: This article reviews the deeply conflicted literature on learning transfer, especially as it applies to rhetorical knowledge and skill. It then describes a study in which six students are followed through their first co-op work term to learn about which resources they draw on as they enter a new environment of professional writing. It suggests that although students engage in little one-to-one transfer of learning, they draw on a wide range of internalized rhetorical strategies learned from across their academic experience.

  • Sustainability as a Design Principle for Composition: Situational Creativity as a Habit of Mind

    Matthew Newcomb

    Abstract: Design is a rhetorical activity that requires creative thinking in response to difficult situations. That creative work ultimately builds new relationships and new contexts. Sustainable design can become an approach to composition that alters ways of thinking about writing situations, keeping ethical and contextual factors in focus, and encouraging students to develop habits of situational creativity.

  • Avoiding the Difference Fixation: Identity Categories, Markers of Difference, and the Teaching of Writing

    Stephanie L. Kerschbaum

    Abstract: In order to show difference as a dynamic, relational, and emergent construct, this article introduces “markers of difference,” rhetorical cues that signal the presence of difference between one or more interlocutors, and suggests practical means by which teachers can engage this concept to improve their teaching practice.

  • Symposium On Peer Review

    Abstract: In this Symposium focused on peer review, Irwin Weiser—drawing both on history and on his own experience as faculty member, WPA, department head, and dean—examines the set of practices we associate with the tenure and promotion process, finding that they differ across sites at the same time that they look very similar in their assumptions. Weiser’s review then culminates in a set of questions useful as a heuristic for the multiple stakeholders involved in the process.

    In the next and complementary article, Cynthia Selfe and Gail Hawisher—drawing on their varied experiences as authors and publishers of a journal and several book series—provide a historical review and consideration of peer review in publishing. They find that scholarly peer review, from the question of signed reviews to the practices of digital publications, is in the midst of change, but that at the same time, a reviewing process of some sort is still the mainstay of publishing.

  • Review Essay: The Point Is to Change It: Problems and Prospects for Public Rhetors

    Nancy Welch

    Abstract: Books discussed in this essay:

    Reframing Writing Assessment to Improve Teaching and Learning, Linda Adler-Kassner and Peggy O’Neill

    Going Public: What Writing Programs Learn from Engagement, Shirley K. Rose and Irwin Weiser, editors

    The Public Work of Rhetoric: Citizen-Scholars and Civic Engagement, John M. Ackerman and David J. Coogan, editors

    Activism and Rhetoric: Theories and Contexts for Political Engagement, Seth Kahn and JongHwa Lee, editors

  • CCC Poster Page 10: Invention [FREE ACCESS]

  • CCCC News

  • Announcements and Calls

  • CCC Reviewers for 2011–2012

  • Index to Volume 63 [FREE ACCESS]

* 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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