We advocate for the inclusion of Indigenous studies within first-year writing and academic English courses, particularly those taught to multilingual, international students. We argue that asking international students to learn about local and international Indigenous issues productively intersects with coursework in academic English. Our pedagogical approach emphasizes metalanguage and allows Indigenous studies and explicit language instruction to work in tandem, thereby recognizing the agency of Indigenous scholars and guiding non-Indigenous students in relation to it.
{"title":"First-Year International Students and the Language of Indigenous Studies","authors":"Katja Thieme, Jennifer Walsh Marr","doi":"10.58680/ccc202332365","DOIUrl":"https://doi.org/10.58680/ccc202332365","url":null,"abstract":"We advocate for the inclusion of Indigenous studies within first-year writing and academic English courses, particularly those taught to multilingual, international students. We argue that asking international students to learn about local and international Indigenous issues productively intersects with coursework in academic English. Our pedagogical approach emphasizes metalanguage and allows Indigenous studies and explicit language instruction to work in tandem, thereby recognizing the agency of Indigenous scholars and guiding non-Indigenous students in relation to it.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135202206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Podcasting has been used by many scholars to teach ancient and contemporary rhetorical principles. We extend this conversation by examining narrative nonfiction podcasting and its potential to work toward social change. We suggest pedagogical principles that amplify the affordances of the genre and acknowledge its constraints for achieving social change.
{"title":"The Student-Podcaster as Narrator of Social Change?","authors":"Phil Choong, Collin Bjork","doi":"10.58680/ccc202332366","DOIUrl":"https://doi.org/10.58680/ccc202332366","url":null,"abstract":"Podcasting has been used by many scholars to teach ancient and contemporary rhetorical principles. We extend this conversation by examining narrative nonfiction podcasting and its potential to work toward social change. We suggest pedagogical principles that amplify the affordances of the genre and acknowledge its constraints for achieving social change.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135202010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Announcements and Calls","authors":"","doi":"10.58680/ccc202332369","DOIUrl":"https://doi.org/10.58680/ccc202332369","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135202011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This empirical study of a virtual writing marathon (Write Across America) theorizes a dynamic online ecosystem in which the five realms—virtual place, design, writing, sharing, and emotion—interact in the process of writing. The study has implications for students and for the professional development of writing instructors.
这项对虚拟写作马拉松(Write Across America)的实证研究将一个动态的在线生态系统理论化，在这个生态系统中，五个领域——虚拟空间、设计、写作、分享和情感——在写作过程中相互作用。该研究对学生和写作教师的专业发展具有启示意义。
{"title":"The Virtual Writing Marathon Ecosystem: Writing, Community, and Emotion","authors":"Kelly Sassi, Susan Martens, Richard Louth","doi":"10.58680/ccc202332363","DOIUrl":"https://doi.org/10.58680/ccc202332363","url":null,"abstract":"This empirical study of a virtual writing marathon (Write Across America) theorizes a dynamic online ecosystem in which the five realms—virtual place, design, writing, sharing, and emotion—interact in the process of writing. The study has implications for students and for the professional development of writing instructors.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135202012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elizabeth Ellis Miller, Cameron Mozafari, Justin Lohr, Jessica Enoch
Drawing from a qualitative study, we share findings that demonstrate how students articulate and express emotion in reflection. As they reflect on their writing identities, processes and products, peer and instructor feedback, and assess their work, the students in our study routinely discuss their emotions. Our essay closes with pedagogical strategies for helping students reflect on their thinking and feeling about writing.
{"title":"Thinking about Feeling: The Roles of Emotion in Reflective Writing","authors":"Elizabeth Ellis Miller, Cameron Mozafari, Justin Lohr, Jessica Enoch","doi":"10.58680/ccc202332364","DOIUrl":"https://doi.org/10.58680/ccc202332364","url":null,"abstract":"Drawing from a qualitative study, we share findings that demonstrate how students articulate and express emotion in reflection. As they reflect on their writing identities, processes and products, peer and instructor feedback, and assess their work, the students in our study routinely discuss their emotions. Our essay closes with pedagogical strategies for helping students reflect on their thinking and feeling about writing.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135202009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To demonstrate the value of access and attending to audiences’ experiences, this article shares our analysis of our interviews with eleven students who created videos with sound and captions. We build on our analysis to present a modified set of criteria for assessing how video composers demonstrate awareness of their audiences’ needs and preferences when designing access.
{"title":"Audience Awareness and Access: The Design of Sound and Captions as Valuable Composition Practices","authors":"Janine Butler, Stacy Bick","doi":"10.58680/ccc202332362","DOIUrl":"https://doi.org/10.58680/ccc202332362","url":null,"abstract":"To demonstrate the value of access and attending to audiences’ experiences, this article shares our analysis of our interviews with eleven students who created videos with sound and captions. We build on our analysis to present a modified set of criteria for assessing how video composers demonstrate awareness of their audiences’ needs and preferences when designing access.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135202208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Preview this article: Opinion: The Persistent “Reading Myth” and the “Crisis of the Humanities”, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/74/3/collegecomposition32367-1.gif
{"title":"Opinion: The Persistent “Reading Myth” and the “Crisis of the Humanities”","authors":"Harvey J. Graf","doi":"10.58680/ccc202332367","DOIUrl":"https://doi.org/10.58680/ccc202332367","url":null,"abstract":"Preview this article: Opinion: The Persistent “Reading Myth” and the “Crisis of the Humanities”, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/74/3/collegecomposition32367-1.gif","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135202207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines Elizabeth Wardle's "Intractable Writing Program Problems, Kairos, and Writing about Writing" to explain how the use and abuse of contingent faculty in higher education affects the ability to implement a writing studies approach to the teaching of composition. Central to writing studies is the argument that by focusing on a social science research agenda through the use of the concepts of transfer, genre, and metacognition, writing programs will enhance their disciplinary prestige, and this will bring more resources and tenure-track positions. The strategy then is to mimic the dominant university research paradigm, but the problem remains that research universities are structured by a series of social hierarchies privileging research over teaching, theory over practice, the sciences over the humanities, and graduate education over undergraduates.Although I focus on research universities, many of the practices developed at these institutions are spreading to all forms of higher education in a globalizing mode of social conformity: in an effort to reduce costs and increase administrative control, universities around the world are increasing their reliance on inexpensive, just-in-time academic labor. On many levels, writing studies is itself structured by the contradictory nature of its relation to the dominant university research paradigm: while the teaching of writing challenges many of the standard institutional hierarchies, the desire for more resources often pushes composition programs to reproduce the structures that place writing, teaching, students, form, and practice in a debased position. Wardle's work is important here because she both acknowledges the need for structural change at the same time she offers a curricular and theoretical solution.Wardle begins her article by highlighting the problematic relation between the theories of writing studies and the practice of actual composition courses:Macro-level knowledge and resolutions from the larger field of Writing Studies are frequently unable to inform the micro-level of individual composition classes, largely because of our field's infamous labor problems. In other words, composition curricula and programs often struggle to act out of the knowledge of the field-not because we don't know how to do so, but because we are often caught in a cycle of having to hire part-time instructors at the last minute for very little pay and asking those teachers (who often don't have degrees in Rhetoric and Composition) to begin teaching a course within a week or two.1Here, Wardle correctly indicates that we cannot promote new pedagogical practices, theories, and research projects, if we do not also deal with academic labor issues. As she stresses, it is hard to mentor and train faculty who are hired at the last minute and may not have expertise in writing studies. This important framing of the relation between research and teaching can help us to think about the political, economic
{"title":"Contingent Labor, Writing Studies, and Writing about Writing","authors":"Robert Samuels","doi":"10.2307/j.ctt1v2xts5.4","DOIUrl":"https://doi.org/10.2307/j.ctt1v2xts5.4","url":null,"abstract":"This article examines Elizabeth Wardle's \"Intractable Writing Program Problems, Kairos, and Writing about Writing\" to explain how the use and abuse of contingent faculty in higher education affects the ability to implement a writing studies approach to the teaching of composition. Central to writing studies is the argument that by focusing on a social science research agenda through the use of the concepts of transfer, genre, and metacognition, writing programs will enhance their disciplinary prestige, and this will bring more resources and tenure-track positions. The strategy then is to mimic the dominant university research paradigm, but the problem remains that research universities are structured by a series of social hierarchies privileging research over teaching, theory over practice, the sciences over the humanities, and graduate education over undergraduates.Although I focus on research universities, many of the practices developed at these institutions are spreading to all forms of higher education in a globalizing mode of social conformity: in an effort to reduce costs and increase administrative control, universities around the world are increasing their reliance on inexpensive, just-in-time academic labor. On many levels, writing studies is itself structured by the contradictory nature of its relation to the dominant university research paradigm: while the teaching of writing challenges many of the standard institutional hierarchies, the desire for more resources often pushes composition programs to reproduce the structures that place writing, teaching, students, form, and practice in a debased position. Wardle's work is important here because she both acknowledges the need for structural change at the same time she offers a curricular and theoretical solution.Wardle begins her article by highlighting the problematic relation between the theories of writing studies and the practice of actual composition courses:Macro-level knowledge and resolutions from the larger field of Writing Studies are frequently unable to inform the micro-level of individual composition classes, largely because of our field's infamous labor problems. In other words, composition curricula and programs often struggle to act out of the knowledge of the field-not because we don't know how to do so, but because we are often caught in a cycle of having to hire part-time instructors at the last minute for very little pay and asking those teachers (who often don't have degrees in Rhetoric and Composition) to begin teaching a course within a week or two.1Here, Wardle correctly indicates that we cannot promote new pedagogical practices, theories, and research projects, if we do not also deal with academic labor issues. As she stresses, it is hard to mentor and train faculty who are hired at the last minute and may not have expertise in writing studies. This important framing of the relation between research and teaching can help us to think about the political, economic","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68727423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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