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College English, Vol. 79, No. 4, March 2017

Cover Art for College English, Vol. 79, No. 4, March 2017

Table of Contents

  • From the Editor [FREE ACCESS]

    Kelly A. Ritter

  • Mutual Adjustments: Learning from and Responding to Transfer Student Writers [FREE ACCESS]

    Anne Ruggles Gere, Lizzie Hutton, Benjamin Keating, Anna V. Knutson, Naomi Silver, and Christie Toth

    Abstract: Transfer student writers, who comprise more than one-third of all college students, are simultaneously experienced writers and first-year students at their new institutions. Despite their complicated positions, these students have received very little attention from composition specialists. This article responds to the paucity of attention to transfer student writers by reporting on a multiyear study that alternated between investigations of the experiences of these students and programmatic changes designed to address their expressed needs and concerns. The guiding principle of this work, and of the advice offered to colleagues interested in supporting transfer student writers on their own campuses, is a combination of institutional and student changes or mutual adjustments.

    Keywords: higher ed writing assessment, transfer students, Writing Instruction

  • Consumption, Production, and Rhetorical Knowledge in Visual and Multimodal Textbooks

    Aubrey Schiavone

    Abstract: Grounded in a multimodal turn in composition studies, this article reports findings from a quantitative taxonomy analysis of four visual rhetoric and multimodal composition textbooks. This analysis reveals that while theories privilege the production of visual and multimodal compositions, the practices encapsulated in these textbooks promote the consumption of such compositions more so than production. As a result, instructors will have to be mindful about their uptake of visual and multimodal textbooks if they want to teach in ways that are theoretically grounded and rhetorically rich.

    Keywords: Curriculum Reform, Multimodal composition, Writing Instruction

  • “Classbook Sense”: Genre and Girls’ School Yearbooks in the Early-Twentieth-Century American High School

    Amy J. Lueck

    Abstract: In the early twentieth century, students produced and used a variety of texts to commemorate their school experiences and foster a sense of community among themselves. Through the compositional practices and values associated with these texts—particularly those of school literary annuals and memory books—the genre of the modern school yearbook emerged. This article draws on primary sources to trace the emergence of the yearbook as a form and practice at one Louisville high school for girls, where yearbooks both reflected and shaped the experience of high school for students who manifest complex genre knowledge and identity work in their compilations and inscriptions.

    Keywords: female literacy, Gender Studies, writing genres

  • REVIEW: Literacy Hope and the Violence of Literacy: A Bind That Ties Us [FREE ACCESS]

    Kirk Branch

    Abstract: Arguments about literacy (and its boogeyman antonym, illiteracy) allow for, perhaps even insist upon, a certain degree of rhetorical flexibility. The idea of literacy slips into familiar commonplaces, hard to resist—or heard whether we mean them or not—in arguments with administrators, the public, our students, ourselves. Literacy’s trailing clouds include the sorts of promises that literacy scholars have learned to distrust, even as we’ve probably heard ourselves make them. None of the books in this review can sidestep these binds of literacy education, and in fact in their own ways, each of them embraces those binds as central to their analyses.

    Keywords: book review, Literacy, Rhetoric

  • Announcements and Calls for Papers [FREE ACCESS]

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A Professional Association of Educators in English Studies, Literacy, and Language Arts