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College English, Vol. 81, No. 3, January 2019

Cover Art for College English, Vol. 81, No. 3, January 2019

Table of Contents

  • Who Has the Right to Write? Custodian Writing and White Property in the University [FREE ACCESS]

    Calley Marotta

    Abstract: Although colleges and universities claim to distribute the benefits of writing more or less democratically, they are also race- and class- stratified workplaces that regulate and generate revenue from writing. What does writing in the university look like for workers who are often left out of analyses of educational labor? This article draws from critical race theory and ethnographic research with a group of Latinx university custodial workers to argue writing is constructed as White property within the university. While such constructions reinforce race- and class-based labor stratification, this study also suggests that participants use writing to assert their personal and professional agency within the institution.

    Keywords: Writing, Writing community, Working Class, race/ethnicity

  • Forwarding Literacy in I Am Malala: Resisting Commodification through Cooperation, Context, and Kinship

    Kara Poe Alexander

    Abstract: In this essay, I analyze Malala Yousafzai’s memoir as a literacy narrative. When read as such, the book subverts Eurocentric imperialist paradigms and destabilizes the literacy myth. Yousafzai accomplishes this by performing “little” narratives of literacy that, together, promote literacy as a collective, universal achievement situated in a cultural ecology of literacy. She thus sidesteps questions of individual achievement and avoids falling prey to commodification claims. Malala’s story opens up new possibilities for sharing stories of literacy by offering multiple pathways to understand literacy and identity both locally and globally.

    Keywords: Literacy Narratives, decolonization, literacy myths

  • Divided by Primes: Competing Meanings among Writing Studies' Keywords

    Dylan B. Dryer

    Abstract: Scholarly keyword investigations rely on the bibliographic diligence of well-read reviewers to sift complexities of important words like "process" or "identity." Yet meanings of words have as much to do with how they are "primed" by the repeated historical contexts of neighboring words as they do with the intentions of their users. To augment existing keyword essays, this article shares results of an analysis of priming patterns for 15 keywords distilled from a 14-million-word corpus of articles from 12 writing studies journals, which are shown to contain multiple and sometimes contradictory meanings of putatively shared words like "practice," "language," and even "writing."

    Keywords: writing studies, contextual patterns, keyword studies

  • Announcements and Calls for Papers [FREE ACCESS]

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