bluuebunny/crossref_metadata_2025 huggingface dataset:
Educating beyond the Classroom: Teachers Stand Up and Speak Out
Authors: Ryan Cynthia
Published: March 2024

While educators can be tempted to respond with inflammatory language to heated debates, especially when comments malign teachers or hurt students, a more effective response is to “stay focused on what is working, on what your students did that day that was successful.”
YA Literature—Where Teens Find Themselves: YA lit can introduce adolescent readers to the joy of reading—teachers help make it happen by knowing what’s out there and steering students to the right books at the right time
Authors: Collier Lorna
Published: March 2024

YA lit can introduce adolescent readers to the joy of reading, and teachers make it happen by knowing what’s out there and steering students to the right books.
What’s Coming Up at the 2013 CCCC Convention? A Sneak Peek from CCCC Program Chair Howard Tinberg
Authors: Tinberg Howard
Published: March 2024

A Sneak Peek from CCCC Program Chair Howard Tinberg
Sir Ken Robinson Urges Us to Find Our Passions, Question Our Limitations: At this year’s NCTE Annual Convention in Las Vegas, Robinson will deliver a keynote speech on Friday, November 16, at 8:00 a.m.
Authors: Johnson Phil
Published: March 2024

Robinson is a keynote speaker at the Annual Convention in Las Vegas.
Readers Commentary: Inventors of the Future
Authors: Morrell Ernest
Published: March 2024

This is an adapted version of the talk that NCTE President-Elect Ernest Morrell presented at the Affiliate Breakfast at the 2012 NCTE Convention in Las Vegas.
Censorship Now: Revisiting The Students’ Right to Read
Authors: Squire James R. , Gere Anne Ruggles
Published: March 2024

This NCTE policy research brief surveys the dimensions of censorship, describes its negative effects on student learning, and outlines the ways that teachers, students, and community members can be proactive.
Presidential Commentary: Critical Action Research and the Future of English Education
Authors: Morrell Ernest
Published: March 2024

NCTE 2013-2014 President Ernest Morrell talks about the role of critical action research in English Education.
“Nobody Expects the Spanish Inquisition”
Authors: Whitaker Mary Kent
Published: March 2024

One Teacher’s Story of Surviving a Book Challenge at Her High School
Service Learning and Social Change: The Case for Materialist Rhetoric
Authors: Coogan David
Published: March 2024

A materialist rhetoric in service learning is needed to teach students how to discover the arguments that already exist in the communities they wish to serve; analyze the effectiveness of those arguments; collaboratively produce viable alternatives with community partners; and assess the impact of their interventions. Through a discussion of a project that attempted but failed to increase parent involvement in Chicago’s public schools, this article shows why rhetorical production needs to be supported by the kind of rhetorical analysis that reveals how institutions exercise power. Materialist rhetoric challenges students, teachers, and community partners to write for social change and define change concretely, in terms of institutional practices or policies that they wish to influence.
“If Knowledge Is Power, You’re About to Become Very Powerful”: Literacy and Labor Market Intermediaries in Postindustrial America
Authors: Pennell Michael
Published: March 2024

This article explores the connections between literacy, economy, and place through an examination of labor market intermediaries (LMIs). In particular, the article addresses the shifting role of LMIs over the past thirty years in Lake County, Indiana, and how they have developed as literacy sponsors.
Inscribing the World: Lessons from an Oral History Project in Brooklyn
Authors: Mutnick Deborah
Published: March 2024

This essay reports on a university-school oral history project at an elementary school in Brooklyn, New York. It theorizes the dialectic of place and history as expressed in the voices of the school community and goes on to suggest some tenets for a public sphere pedagogy rooted in material rhetoric and economic geography.
Hospitality in College Composition Courses
Authors: Haswell Janis , Haswell Richard , Blalock Glenn
Published: March 2024

There has been little discussion of hospitality as a practice in college writing courses. Possible misuses of hospitality as an educational and ethical practice are explored, and three traditional and still tenable modes of hospitality are described and historicized: Homeric, Judeo-Christian, and nomadic. Application of these modes to instructional situations may lead to new and sometimes counter-establishment methods, in terms of course objectives, shared labor of teacher and students, writing assignments, response to writing, and assessment of student work. Perhaps the most radical form is transformative hospitality, which accepts the possibility that host and guest, teacher and students, will all be changed by their encounter, a potentiality that is characterized by risk taking, restlessness, and resistance to educational entrenchments. Traditional hospitality as practiced in writing classrooms does not mark a return to student-centered pedagogies of past decades but does stake out a position that might be considered marginal apropos the current political and educational climate in the United States.
The Student Scholar: (Re)Negotiating Authorship and Authority
Authors: Grobman Laurie
Published: March 2024

This article initiates scholarly discussions of undergraduate research, an educational movement and comprehensive curricular innovation, in composition and rhetoric. I argue that by viewing undergraduate research production and authorship along a continuum of scholarly authority, student scholars obtain authorship and authority through participation in undergraduate research. I then address several implications of this continuum for the discipline.
Enacting and Transforming Local Language Policies
Authors: Tardy Christine M.
Published: March 2024

Exploring language practices, beliefs, and management in a first-year writing program, this article considers the obstacles to and opportunities for transforming languagepolicy and enacting a new multilingual norm in U.S. postsecondary writing instruction. It argues that the articulation of statements regarding language diversity, co-developedby teachers and program administrators, is a valuable step in viewing and constructing the classroom as a multilingual space.
Review Essay: Reflections on Style and the Love of Language
Authors: Villanueva Victor
Published: March 2024

Learning from Language: Symmetry, Asymmetry, and Literary Humanism, Walter H. Beale Out of Style: Reanimating Stylistic Study in Composition and Rhetoric, Paul Butler Performing Prose: The Study and Practice of Style in Composition, Chris Holcomb and M. Jimmie Killingsworth Academic Writing in a Global Context: The Politics and Practices of Publishing in English, Theresa Lillis and Mary Jane Curry A Taste for Language: Literacy, Class, and English Studies, James Ray Watkins Jr.
From the Editor: Beyond Blue Eyes
Authors: Yancey Kathleen Blake
Published: March 2024

The editor introduces this special issue.
Writing Removal and Resistance: Native American Rhetoric in the Composition Classroom
Authors: Cole Daniel
Published: March 2024

This essay describes my design and implementation of a composition course focused on the Native American rhetorical device of survivance at work in debates on Indian removal and U.S.-Indian relations in general. Using a contact zone approach, I found that the course improved writing and thinking skills by pushing students out of their ideological and intellectual comfort zones. As a deeper benefit, the study of Native American rhetorical strategies renders the Western rhetorical tradition not only as a framework for inquiry but as an object of analysis and critique itself.
Ecological, Pedagogical, Public Rhetoric
Authors: Rivers Nathaniel A. , Weber Ryan P.
Published: March 2024

Public rhetoric pedagogy can benefit from an ecological perspective that sees change as advocated not through a single document but through multiple mundane and monumental texts. This article summarizes various approaches to rhetorical ecology, offers an ecological read of the Montgomery bus boycotts, and concludes with pedagogical insights on a first-year composition project emphasizing rhetorical ecologies.
Re-envisioning Religious Discourses as Rhetorical Resources in Composition Teaching: A Pragmatic Response to the Challenge of Belief
Authors: DePalma Michael-John
Published: March 2024

In this essay, I offer William James’s notion of pragmatic belief as a framework for re-envisioning religious discourses as rhetorical resources in composition teaching. Adopting a Jamesian pragmatic framework in composition teaching, I argue, entails two pragmatic adjustments to current approaches. The first adjustment concerns the way we think about the relationship between academic discourse and religious discourse. And the second adjustment relates to the stances we adopt when responding to religious students’ texts. Along with outlining these adjustments, I illustrate the ways James’s framework productively informed my response to a faith-based narrative that an evangelical student wrote in one of my first-year writing courses.
At a Mirror, Darkly: The Imagined Undergraduate Writers of Ten Novice Composition Instructors
Authors: Dryer Dylan B.
Published: March 2024

While reading a series of undergraduate essay drafts, ten newly appointed graduate teaching assistants consistently projected their own anxieties about academic writing onto the authors of the papers, with two exceptions: the students were imagined neither to have the teachers’ compositional agency nor to feel their ambivalence about the academic writing conventions in question. Suggestions for repurposing the intellectual work of the TA-training practicum follow.
Rhetorical Scarcity: Spatial and Economic Inflections on Genre Change
Authors: Applegarth Risa
Published: March 2024

This study examines how changes in a key scientific genre supported anthropology’s early twentieth-century bid for scientific status. Combining spatial theories of genre with inflections from the register of economics, I develop the concept of rhetorical scarcity to characterize this genre change not as evolution but as manipulation that produces a manufactured situation of intense rhetorical constraint.
Interchanges
Authors: Moneyhun Clyde
Published: March 2024

Response to Doug Hesse’s “The Place of Creative Writing in Composition Studies” Clyde Moneyhun Response to Clyde Moneyhun Doug Hesse
Avoiding the Difference Fixation: Identity Categories, Markers of Difference, and the Teaching of Writing
Authors: L. Kerschbaum Stephanie
Published: March 2024

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.
Remapping Revisionist Historiography
Authors: Gold David
Published: March 2024

Rhetoric and composition historiography has recently undergone a rapid transformation as scholars have complicated and challenged earlier narratives by examining diverselocal histories and alternative rhetorical traditions. This revisionist scholarship has in turn created new research challenges, as scholars must now demonstrate connectionsbetween the local and larger scholarly conversations; assume a complex, multivocal past as the starting point for historical inquiry; and resist the temptation to reinscribeeasy binaries, taxonomies, and master narratives, even when countering them. This essay identifies and analyzes these challenges, posits responses to them, and suggestsexemplars for future practice.
Institutional Ethnography as Materialist Framework for Writing Program Research and the Faculty-Staff Work Standpoints Project
Authors: LaFrance Michelle , Nicolas Melissa
Published: March 2024

Institutional ethnography seeks to uncover how things happen—how institutional discourse compels and shapes practice(s) and how norms of practice speak to, for, and overindividuals. The Faculty and Staff Standpoints project is shaped by this methodology, as it explores writing center staff and faculty relationships to their work.
Review Essay: Writing Inside and Outside the Margins
Authors: Adler-Kassner Linda
Published: March 2024

Reviewed are: Adam J. Banks, Digital Griots: African American Rhetoric in a Multimedia Age, Margaret Price, Mad at School: Rhetorics of Mental Disability and Academic Life, Mary Soliday, Everyday Genres: Writing Assignments across the Disciplines, Myra M. Goldschmidt and Debbie Lamb Ousey, Teaching Developmental Immigrant Students in Undergraduate Programs: A Practical Guide, Greg A. Giberson and Thomas A. Moriarty, editors, What We Are Becoming: Developments in Undergraduate Writing Majors
Review Essay: Rhetorical Technologies, Technological Rhetorics
Authors: Bernhardt Stephen A.
Published: March 2024

On the Blunt Edge: Technology in Composition’s History and Pedagogy Shane Borrowman, editor

Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Scholars Amy C. Kimme Hea, editor

Rhetorical Delivery as Technological Discourse: A Cross-Historical Study Ben McCorkle

Digital Detroit: Rhetoric and Space in the Age of the Network Jeff Rice

Technologies of Wonder: Rhetorical Practice in a Digital World Susan H. Delagrange
Directing First-Year Writing: The New Limits of Authority
Authors: Rose Shirley K , Mastrangelo Lisa S. , L’Eplattenier Barbara
Published: March 2024

This essay revisits and expands on Gary A. Olson and Joseph M. Moxley’s 1989 article “Directing Freshman Composition: The Limits of Authority” by looking at revised notions of writing program administrators’ work and authority in 2012. Whereas the original essay surveyed only department chairs, our study includes data from both department chairs and directors of first-year writing to explore issues of authority. The essay complicates Olson and Moxley’s notion of authority, distinguishing among power, authority, and influence, and examining how they inflect the work of directors of first-year writing. In addition, common assumptions about the connections between WPAs’ tenure status and authority are re-examined in light of survey results.
Reaching the Profession: The Locations of the Rhetoric and Composition Job Market
Authors: Dadas Caroline
Published: March 2024

Based on interviews with fifty-seven scholars in rhetoric and composition, this article addresses multiple topics in relation to the job search process. I emphasize the need for a more critical examination of job market procedures field-wide, taking into consideration the ways in which hiring committees might be unknowingly enacting exclusionary practices.
Review Essay: Managing the Subject of Composition Studies
Authors: Farris Christine
Published: March 2024

Reviewed are:

Postcomposition Sidney I. Dobrin

The Managerial Unconscious in the History of Composition Studies Donna Strickland

What We Are Becoming: Developments in Undergraduate Writing Majors Greg A. Giberson and Thomas A. Moriarty, editors
“I’m on a Stage”: Rhetorical History, Performance, and the Development of the Central Pennsylvania African American Museum
Authors: Grobman Laurie
Published: March 2024

This article examines founder Frank L. Gilyard’s role in the establishment of the Central Pennsylvania African American Museum in Reading, Pennsylvania, through the dual lenses of African American rhetoric and performance studies. It concludes with an analysis of how these insights informed a community-based research course in honors first-year composition.
Expanding the Aims of Public Rhetoric and Writing Pedagogy: Writing Letters to Editors
Authors: Gogan Brian
Published: March 2024

This article outlines a three-part pedagogy capable of responding to the risks, rewards, and headaches associated with public rhetoric and writing. To demonstrate the purchase of this pedagogy, I revisit one of the oldest and most misunderstood public rhetoric and writing assignments: the letter-to-the-editor assignment.
“A Revelation and a Delight”: Nineteenth-Century Cambridge Women, Academic Collaboration, and the Cultural Work of Extracurricular Writing
Authors: Lamberton L. Jill
Published: March 2024

This article surveys the extracurricular writing of the first women to attend Girton and Newnham Colleges at Cambridge University. It argues that such student writing did more than promote intellectual formation or rehearse new knowledge; indeed, it changed institutional culture and the social horizons for middle-class women’s lives.
Walls with a Word Count: The Textrooms of the Extracurriculum
Authors: Peary Alexandria
Published: March 2024

This article examines text-based locations (textrooms) as a third strand of the extracurriculum of composition. Through a diachronic analysis, I examine the nineteenth-century periodical Godey’s Lady’s Book and three twenty-first-century blogs as coauthored classrooms or powerful sites of women’s informal writing education.
Daughters of the Seminaries: Re-landscaping History through the Composition Courses at the Cherokee National Female Seminary
Authors: Legg Emily
Published: March 2024

Challenging histories of male-dominated composition instruction during the nineteenth century, this article recovers composition practices at the Cherokee National Female Seminary, locating the practices at the intersections of gender, race, and colonization. Through Indigenous storytelling and archival research methods, the author asserts that our cultural locations landscape our writing histories.
Here They Do This, There They Do That: Latinas/Latinos Writing across Institutions
Authors: Ruecker Todd
Published: March 2024

Reporting on a year-and-a-half-long study of Latina/Latino multilingual students transitioning from high school to a community college or university on the US-Mexico border, this article explores how writing instruction was shaped across the three institutional locations by a variety of internal and external forces such as standardized testing pressures, resource disparities, and individual instructors. In concluding comments, the author suggests ways for composition teachers, researchers, and administrators to build connections between different locations of writing and facilitate student transitions between institutions.
Mapping the Methods of Composition/Rhetoric Dissertations: A “Landscape Plotted and Pieced”
Authors: Miller Benjamin
Published: March 2024

What methods do graduate students take up for their dissertation projects? This article shares findings from distant reading of 2,711 abstracts, suggesting that humanist approaches predominate within the Consortium of Doctoral Programs in Rhetoric and Composition, but not without some methodological pluralism. A large number of studies outside the consortium are also considered.
Review Essay: Locations and Writing: Place-Based Learning, Geographies of Writing, and How Place (Still) Matters in Writing Studies
Authors: Powell Katrina M.
Published: March 2024

Reviewed are:

Placing the Academy: Essays on Landscape, Work, and Identity Jennifer Sinor and Rona Kaufman

The Locations of Composition Christopher J. Keller and Christian R. Weisser, editors

What Is “College-Level Writing”? Vol. 2: Assignments, Readings, and Student Writing Samples Patrick Sullivan, Howard Tinberg, and Sheridan Blau, editors

Teaching Writing in Thirdspaces: The Studio Approach Rhonda C. Grego and Nancy S. Thompson

Generaciones’ Narratives: The Pursuit and Practice of Traditional and Electronic Literacies on the U.S.-Mexico Borderlands John Scenters-Zapico
Neurodiversity
Authors: Jurecic Ann
Published: March 2024

Increasingly, autistic students are attending college, posing new challenges to writing instructors. In particular, such students may have trouble imagining readers’ responses to their texts. Developing an appropriate pedagogy for these students may involve revisiting composition studies’ tradition of cognitive research, while not abandoning more recent constructivist theories.
Texts of Our Institutional Lives: Performing the Rhetorical Freak Show: Disability, Student Writing, and College Admissions
Authors: Vidali Amy
Published: March 2024

Freak-show theories developed in disability studies can help us analyze how students with disabilities rhetorically represent these in college admissions essays. In particular, such theories draw attention to the social conditions that affect how disabilities are conceived and treated as well as depicted.
The Sea Island Citizenship Schools: Literacy, Community Organization, and the Civil Rights Movement
Authors: Schneider Stephen
Published: March 2024

We need to complicate current accounts of critical pedagogy by examining how educational institutions beyond traditional classrooms have served progressive movements. One example was the Sea Island Citizenship Schools. By examining the latter’s history, we also become better aware of how the education-related work of the American civil rights movement encompassed more than the desegregation prompted by the Supreme Court’s 1954 Brown decision.
Reading The Fountainhead: The Missing Self in Ayn Rand’s Ethical Individualism
Authors: Fand Roxanne J.
Published: March 2024

Ayn Rand’s novel The Fountainhead can be a useful text in an undergraduate English class, helping students think through issues of individualism. Rand’s own concept of the self, however, ignores its social dimensions.
Building Empire through Argumentation: Debating Salt and Iron in Western Han China
Authors: You Xiaoye
Published: March 2024

The history of American imperialism, as well as China’s strong presence on the contemporary global scene, should encourage American scholars of rhetoric to look beyond the nation-state and study other rhetorical traditions such as Chinese practices of argument. A debate during the Western Han dynasty over the country’s economic policies illustrates how official-orators discursively engaged one another while representing various philosophical orientations. This debate also reminds us of how important the values of humanity, empathy, and responsibility should be in contemporary rhetorical education.
The Case of Cotton Mather’s Dog: Reflection and Resonance in American Ecopoetics
Authors: Killingsworth M. Jimmie
Published: March 2024

In American ecopoetics, resonance (a term from systems theory) is in many ways a desirable replacement for the dead metaphorical commonplace reflection, but an even stronger alternative requires serious questioning of the field’s romantic and transcendentalist traditions, as well as increased attention to the physical and political contexts of writing.
Reflective Writing’s Synecdochic Imperative: Process Descriptions Redescribed
Authors: Jung Julie
Published: March 2024

When students write descriptions of their writing process for portfolios, they represent their experience rather than simply convey it, and their teachers can usefully analyze these representations by drawing on Hayden White’s theory of tropes.
Putting Their Lives on the Line: Personal Narrative as Political Discourse among Japanese Petitioners in American World War II Internment
Authors: Okawa Gail Y.
Published: March 2024

The author examines the circumstances and rhetoric of two petitions by Japanese Hawaiians, among them her grandfather, who were interned on the U.S. mainland during World War II. In particular, she explains how these writers were arguing for political subjectivity and voice within the discourse of their oppressors.
Review: The Old Curiosity Shop and the New Faculty Majority
Authors: Cocola Jim
Published: March 2024

Reviewed are The Marketplace of Ideas: Reform and Resistance in the American University by Louis Menand and No University Is an Island: Saving Academic Freedom by Cary Nelson.
Joseph V. Denney, the Land-Grant Mission, and Rhetorical Education at Ohio State: An Institutional History
Authors: Mendenhall Annie S.
Published: March 2024

Traditional narratives about composition and rhetoric in modern American universities need to be complicated through analyses of what has happened to these subjects at particular institutions. For a case study, the author examines Joseph Villiers Denney’s work in establishing and sustaining a department of rhetoric at The Ohio State University.
Evocative Objects: Reflections on Teaching, Learning, and Living in Between
Authors: Hesse Doug , Sommers Nancy , Yancey Kathleen Blake
Published: March 2024

By examining in turn a son’s craft project, a family photograph, and an image of tectonic plates, the authors demonstrate how objects can elicit rhetorical invention.
Reconsiderations: “Brave Words”: Rehabilitating the Veteran-Writer
Authors: Corley Liam
Published: March 2024

The author, a college English professor, explains how his military service in Afghanistan left him having to reconsider his identity as a scholarly writer.
“Once there was Elzunia”: Approaching Affect in Holocaust Literature
Authors: Berlin Gail Ivy
Published: March 2024

The author argues that within the classroom, an affective response to Holocaust literature can be blended with an analytical approach. She demonstrates how this dual perspective is possible by examining a fragmentary song found on a child who was murdered at Majdanek.
Composition’s New Thing: Bruno Latour and the Apocalyptic Turn
Authors: Lynch Paul
Published: March 2024

Recently, several composition scholars have engaged in apocalyptic rhetoric, although they distance themselves from versions of it that advocate critical pedagogy. Bruno Latour’s theories help expose such pedagogy’s limitations while also offering a perspective on teacher-student relationships that can more realistically and sensitively work toward allaying potential disaster.
Opinion: Saving the Social Imagination: The Function of the Humanities at the Present Time
Authors: Spellmeyer Kurt
Published: March 2024

In the current economic climate, many corporate and political leaders seek to reform public education through entrepreneurial efforts that reflect a managerial approach. Similarly, several academic scholars are busily marketing their research. To counter these trends and improve our own standing, those of us in the humanities must explicitly rededicate ourselves to promoting collective flourishing.
The Problem That (Still?) Has No Name: Our Brilliant Careers in a World without Work
Authors: Gilbert Sandra M.
Published: March 2024

Sandra Gilbert reflects on her career as a woman scholar and queries in what ways women’s roles in English departments, and in academia, have evolved over the last few decades.
Strangers in America: Yiddish Poetry at the Turn of the Twentieth Century and the Demands of Americanization
Authors: Stanciu Christina
Published: March 2024

Recent translations of American Yiddish poetry into English have made an important chapter in American culture accessible both to the English scholar and to the literature student. Bringing together the work of two important literary groups of predominantly male poets with the work of one of the best-known female poets in Yiddish—whose aesthetic concerns overlapped with those of Euro-American modernism—I argue that the linguistic and aesthetic choices of Yiddish poetry in America not only bridge the distance between two geographies (the Old and New Worlds), but also forge a cultural scene for what I call immigrant geographies of being and belonging. Although the use of Yiddish limited the poems’ audience when they were published and, therefore, deferred aesthetic recognition of this under-studied body of poetry, I argue that the poets’ choice to write in Yiddish ultimately rendered a simultaneous desire to become American (in subject matter as well as in the adaptation of Yiddish verse to modern prosodic and aesthetic conventions) and to resist the pressure of the melting pot precisely by writing in a language inaccessible to the larger reading public. In this act of dissimilation, Yiddish poetry—like most writing in national languages published in the United States either by the immigrant or the mainstream press—poses challenges for the literary and cultural critic and teacher.
What Is College English?: Some Reflections
Authors: Ohmann Richard
Published: March 2024

In this brief essay, Richard Ohmann reflects on his time editing College English and on the various roles played and agency acquired by an editor of a flagship journal. Ohmann’s essay responds, in part, to the March 2013 CE symposium, “What Is College English?”
Repositioning Curriculum Design: Broadening the Who and How of Curricular Invention
Authors: Heard Matthew
Published: March 2024

Within English studies, curriculum design has typically been restricted to conversations about instructor education, where design is treated as a process of applying existing disciplinary knowledge to traditional assignments and practices. This article argues that scholars can extend the scope and value of instructor education by repositioning design as an act of inventive potential, one that invites new instructors to understand disciplinary knowledge and also to participate in the expansion of disciplinary values and practices. When fostered as an inventive act, curriculum design offers a space of welcome where new members of English studies are encouraged to contribute to the central questions and values of the field.
Liberal Learning, Professional Training, and Disciplinarity in the Age of Educational “Reform”: Remodeling General Education
Authors: Adler-Kassner Linda
Published: March 2024

Reform efforts undertaken in the name of the college- and career-readiness agenda reflect a different understanding of a balance between liberal learning, professional training, and disciplinarity that has long existed in general education programs. This article examines the different interpretations of this balance in general education and contemporary reform efforts, considering the implications of these reforms by examining their possible effects on writing education. It concludes by positing that “remodeling” (not restructuring) general education through a framework that draws on the idea of “communities of practice” (Etienne Wenger, Communities of Practice, Cambridge, Cambridge University Press, 1998) might represent a strategy for rethinking the balance between liberal learning, professional training, and disciplinarity.
Writing Material
Authors: Micciche Laura R.
Published: March 2024

This essay focuses on new materialist reconfigurations of social theory that alter understandings of agency, identity, subjectivity, and power. This research lends itself to recognizing writing as radically distributed across time and space, and as always entwined with a whole host of others. After overviewing new materialist efforts to draft a robust concept of matter, I explore the value of this work for twenty-first-century writing studies through the lens of acknowledgments, a genre wherein relationality is dramatized.
Sinners Welcome: The Limits of Rhetorical Agency
Authors: Parks Steve
Published: March 2024

“Sinners Welcome” explores the relationship between current community partnership models and the political rhetoric that often surrounds them. Taking up the frequent invocation of Cornel West’s “prophetic pragmatism” in such partnerships, this article investigates what it might mean to understand this term as a call to work for actual systemic justice for those most oppressed by the current political moment. To make this concrete, the article discusses a community partnership project that resulted in an activist organization being created by local residents in response to a large-scale redevelopment effort in the neighborhood. Once created, this organization became the site of a concerted countereffort to defund and discredit such partnership work. It is this tension between community partnerships and activism, between prophetic pragmatism’s theoretical goals and its actual practice, that represents a fundamental choice within English studies. Ultimately, the article poses the question of how far our field is willing to go in the name of a “transformative politics.”
The Composition Specialist as Flexible Expert: Identity and Labor in the History of Composition
Authors: Mendenhall Annie S.
Published: March 2024

This history explores the early growth of composition faculty between 1960 and 1990, arguing that composition has historically functioned as a site of flexible expertise. As archives of the Modern Language Association’s Job Information List attest, early job advertisements for composition “specialists” defined the work of composition in terms antithetical to specialization, expecting a compositionist to perform a variety of administrative work and to teach comfortably in multiple areas. The flexible identity of the field’s faculty aided its growth during a period when tenure-track faculty waned; composition thrived because faculty could serve multiple institutional roles. This essay calls readers to investigate the ways that composition’s flexibility has impacted and continues to impact the field’s identity and labor structures.
(Re)Educating the Senses: Multimodal Listening, Bodily Learning, and the Composition of Sonic Experiences
Authors: Ceraso Steph
Published: March 2024

This essay reimagines the way that listening is taught in the multimodal composition classroom. In contrast to listening to sonic content for meaning, the listening pedagogy I introduce is based on my concept of multimodal listening—a practice that involves attending to the sensory, material, and contextual aspects that comprise and shape a sonic event. I argue that cultivating multimodal listening practices will enable students to become more savvy consumers and producers of sound in the composition classroom and in their everyday lives.
Review: We Have Always Already Been Multimodal: Histories of Engagement with Multimodal and Experimental Composition
Authors: Benson Alan
Published: March 2024

Benson examines three books—Experimental Writing in Composition: Aesthetics and Pedagogies, Remixing Composition: A History of Multimodal Writing Pedagogy, and Rhetorical Delivery as Technological Discourse: A Cross-Historical Study—that contribute powerfully to the scholarly conversation about the changing face of composition by illustrating how the narrative of newness associated with multimodal and experimental work hides a long saga of negotiation between the traditional and the new in the field of composition.
What We Know about English Language Arts Teachers: An Analysis of the 1999â€“2000 SASS and 2000â€“2001 TFS Databases
Authors: Lisa Scherff , Hahs-Vaughn Debbie L.
Published: March 2024

In my current role as an English educator, I am alarmed to see too many promising beginning teachers leave the profession shortly after they start. While multiple small and/or case studies have examined the negative induction experiences of novice teachers, the profession is still not successful in lowering the attrition rate.
Productive Tensions: Student Teachers’ Handling of Sociocognitive Conflicts during the Classroom Discussion
Authors: Dong Yu Ren
Published: March 2024

Student teachers often find themselves in a dilemma when leading classroom discussions about texts. These conflicts may not necessarily be a reflection of student behavior or classroom management. Instead, they may be a sign of active engagement and students taking the challenge beyond their current knowledge level. These episodes of sociocognitve conflicts can be the “intellectual high point of the lesson” and have the potential of leading to true discussion and true learning.
NCTE Journals and the Teacher-Author: Who and What Gets Published
Authors: Whitney Anne
Published: March 2024

Intrigued by the paths by which K–12 classroom teachers come to publish articles about their work, Anne Whitney undertook a project to clarify the extent and character of contributions classroom teachers have made to three journals that have become the standard-bearers for scholarship directly applicable to language arts classrooms: Language Arts at the elementary level, Voices from the Middle at the middle school level, and English Journal at the secondary level.
We’re Smarter Together: Building Professional Social Networks in English Education
Authors: Cercone James
Published: March 2024

Cercone’s article highlights a model for collaborations that affect communities, universities, and staff development opportunities.
English(es) in Urban Contexts: Politics, Pluralism, and Possibilities
Authors: Kirkland David E.
Published: March 2024

This issue’s guest editor offers thoughts on the changing linguistic spaces of society by attempting to map the pluralistic, dynamic, and fluid nature of new English(es) as used by urban youth.
Service Learning and the Preparation of English Teachers
Authors: Hallman Heidi L. , Burdick Melanie N.
Published: March 2024

In this article, service learning is explored as a pedagogical third space from which preservice teachers learn to teach the New English education. We argue that such a space has the potential to foster preservice English teachers’ understanding of their role and identity as future teachers and how this identity is always relative to the students they teach. Drawing from a study of 19 preservice English teachers’ experiences with service learning, we discuss three themes relevant to service learning and the preparation of English teachers: (1) service learning as a pedagogical third space for English teachers, (2) service learning as fostering the disruption of a teaching mythology, and (3) service learning as promoting a recognition of the New English education. Further, we propose that service learning can encourage prospective English teachers to complicate notions of teacher/student, official/unofficial language, singular authority/pluralistic power, and server/served.
Extending the Conversation: Applying the CEE Position Statement Beliefs about Social Justice in English Education to Classroom Praxis
Authors: Miller sj , Williamson Peter , George Marshall , King Jennifer , Charest Brian , Bieler Deborah , Bolf-Beliveau Laura
Published: March 2024

The authors provide a fresh look at the CEE position statement on social justice in English education by articulating how social justice education works in their disparate settings.
Extending the Conversation: English Teacher Education as Literacy Teacher Education
Authors: Mayher John S.
Published: March 2024

In Mayher's keynote address from the 2011 CEE Summer Conference at Fordham University he challenges us to rethink what we do and how we do it.
Extending the Conversation: Writing as Praxis
Authors: Yagelski Robert P.
Published: March 2024

In his address from the 2011 CEE Summer Conference at Fordham University, Yagelski challenges us to refocus our efforts at education reform and literacy instruction to emphasize the "humanness of schooling."
Deficits, Therapists, and a Desire to Distance: Secondary English Preservice Teachers’ Reasoning about their Future Students
Authors: Petrone Robert , Lewis Mark A.
Published: March 2024

This article explores how secondary English preservice teachers reason about their future students and the consequences these systems of reasoning have for their thinking about pedagogy and their roles as teachers. By examining these systems of reasoning, this article helps to denaturalize normalized discourses about adolescence—discourses that oftentimes help to name and positionyoung people in powerful, predictable, and problematic ways. Finally, this article suggests ways English teacher educators might create spaces for preservice literacy teachers to rethink how their experiences with adolescents are always mediated and produced by discourses that authorize how young people are known and acted upon.
English Education 2.0: An Analysis of Websites That Contain Videos of English Teaching
Authors: Sherry Michael Bruce , Tremmel Robert
Published: March 2024

In this article, we address how websites intended for ELA teachers encourage user participation and what kinds of English education these sites promote or exclude. We selected sites based on assumptions drawn from interactional sociolinguistics as well as additional criteria that developed during our search. Our analysis focuseson the George Lucas Foundation’s Edutopia.org as a central example, as well as five other sites with various similar features. Together, these sites promote a progressive, situated, project-based vision of English teaching, and they may serve as both venues and models for how English teacher educators who share that vision can reach a broader audience.
Opening the Conversation: The Common Core and Effective Literacy Education
Authors: Scherff Lisa , Rush Leslie S. , Olsen Allison Wynhoff , Nemethush Emily A.
Published: March 2024

The editors look at the CCSS and what they mean for literacy educators. Also included are responses from two doctoral students, Allison Wynhoff Olsen and Emily A. Nemeth, to two of the articles in this issue and to the Common Core State Standards.
Urban Fiction and Multicultural Literature as Transformative Tools for Preparing English Teachers for Diverse Classrooms
Authors: Haddix Marcelle , Price-Dennis Detra
Published: March 2024

Discussions of urban fiction and multicultural literature hold great potential for transforming the practice of beginning English teachers in diverse school settings. In this article, the authors,both teacher educators of color, present two case studies of preparing middle- and secondary-level English educators from a diversities perspective. Given continued conversations in the field of English education on how to best prepare new teachers for working effectively with diverse student populations, the authors present situated representations of how teachers’ critical encounters with literature can shape their learning to teach processes from the university classroom to their field experiences. Both case studies presented have a particular interest in the critical theoretical and pedagogical insights developed by preservice teachers through their discussions of children’s and adolescent literature that deals with diverse, urban, and multicultural perspectives. In doing so, these case studies reposition urban fiction and multicultural literature as transformative tools for teacher education curriculum.
Opening the Conversation: Connecting across Classrooms, Communities, and Disciplines
Authors: Scherff Lisa , Rush Leslie S. , Holschuh Jodi Patrick
Published: March 2024

The editors introduce the content of this issue.
All the Ways of Reading Literature: Preservice English Teachers’ Perspectives on Disciplinary Literacy
Authors: Park Jie Y.
Published: March 2024

In recent years the field of literacy education and research has seen an increased attention to disciplinary literacy instruction—the teaching of discipline-specific and valued ways of reading, writing, knowing, and communicating knowledge. This article is about disciplinary literacy, specifically disciplinary reading as it is understood by preservice teachers of English language arts. Data were collected from two cohorts of preservice English teachers (2010–2011; 2011–2012). Qualitative content analysis of preservice teachers’ writings and interview data suggests that “reading” in the discipline of English encompasses a range of approaches to texts. It can mean paying attention to the language and form of the text, or exploring the social and cultural worlds within the work. It can also mean applying different interpretive lenses, such as the lens of race, class, gender, or culture. Much of the data also contained preservice teachers’ ideas for and concerns about teaching disciplinary literacy to adolescents. Insight into preservice teachers’ perspectives on disciplinary literacy can support the work of teacher educators, student teaching supervisors, and mentor teachers.
To Witness and to Testify: Preservice Teachers Examine Literary Aesthetics to Better Understand Diverse Literature
Authors: Glenn Wendy J.
Published: March 2024

Ethnically unfamiliar literature can provide opportunities for teacher candidates to expand their repertoire of available texts to better support students in their care. However,ethnically unfamiliar literatures can be difficult for readers to understand and appreciate. This article addresses this disconnect by infusing multicultural literature study among preservice teachers with the explicit examination of the literary aesthetic. Attention to literary aesthetics provided participants new literary language for analysis and response, the opportunity to apply existing analytical skills in new ways, cultural context to inform their analyses, and permission to admit deficiencies of knowledge or explore personal struggles.
Opening the Conversation: Meeting Mr. Danza. Or Not.
Authors: Rush Leslie S. , Scherff Lisa
Published: March 2024

Editors Rush and Scherff discuss Tony Danza’s book I’d Like to Apologize to Every Teacher I Ever Had: My Year as a Rookie Teacher at Northeast High and speculate on how his teaching experience may have been different if he had gone through a formal teacher education program.
Knotty Articulations: Professors and Preservice Teachers on Teaching Literacy in Urban Schools
Authors: Zoss Michelle , Holbrook Teri , McGrail Ewa , Albers Peggy
Published: March 2024

In this qualitative study, we examined preservice teachers’ articulations of what it meant to teach literacy in urban settings and the roles that we as university instructors played in their understandings of the terms urban, literacy, and teacher. We framed the study within extant studies of teacher education and research on metaphors. Data indicated that the participants metaphorically constructed literacy as an object that could be passed from teacher to student and that was often missing, hidden, or buried in urban settings. Implications of the study suggest that faculty members are one factor among several important influences in preservice teachers becoming professionals, and the metaphors faculty use in teaching preservice teachers deserve careful consideration.
Extending the Conversation: Contemplating Trust in Times of Uncertainty: Uniting Practice and Interactional Awareness to Address Ethical Dilemmas in English Teacher Education
Authors: Orzulak Melinda J. McBee , Lillge Danielle M. , Engel Steven John , Haviland Victoria Shaw
Published: March 2024

The authors address the age-old problem of theory and practice in the perceptions of English preservice teachers and the teacher educators who wish to best prepare them for school settings.
Assessment Lists: One Solution for Evaluating Student Poetry
Authors: Griswold Andrea
Published: March 2024

How can a teacher grade student poetry while making it clear that the writing, not the poem’s emotion or subject, is the target of that grading? Middle school teacher Andrea Griswold uses an assessment tool that she shares with students to explain the grading process.
Finding a Voice in a Threaded Discussion Group: Talking about Literature Online
Authors: English Cathie
Published: March 2024

High school teacher Cathie English believes online threaded discussions are “an amazing ally to the teacher who cares about giving voice to every student in the classroom.” They offer a forum for quiet students to develop and verbalize ideas; promote in-depth response and reflection; encourage peer affirmation; and provide opportunities for more teacher-student and student-student interaction. English also addresses several issues that accompany online discussion, such as parental concerns, classroom implementation, and technology access and equity.
The Grapes of Wrath Restored: Creating Web Sites to Assess Student Learning
Authors: House Jeff
Published: March 2024

High school teacher Jeff House and his students revamp their study of The Grapes of Wrath by creating a class website. Students practice traditional skills such as researching, organizing material, and providing focused ideas while pursuing areas of interest such as music, film, and journalism. The project enhances their understanding of Steinbeck’s classic novel as students become engaged in the story’s current social relevance.