Best of the Independent Journals in Rhetoric and Composition 2012, The , livre ebook

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The Best of the Independent Rhetoric and Composition Journals 2012 represents the result of a nationwide conversation—beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition—to select essays that showcase the innovative and transformative work now being published in the field’s independent journals. Representing both print and digital journals in the field, the essays featured here explore issues ranging from classroom practice to writing in global and digital contexts, from writing workshops to community activism. Together, the essays provide readers with a rich understanding of the present and future direction of the field.
In addition to the introduction by Julia Voss and Beverly Moss, the anthology features work by the following authors and representing these journals: Jamie White-Farnham (Community Literacy Journal), Noah R. Roderick (Composition Forum), Kate Pantelides and Mariaelena Bartesaghi (Composition Studies), Heidi A. McKee (Computers and Composition), Rex Veeder (Enculturation), Matthew Pavesich (Journal of Basic Writing), Kelly S. Bradbury (The Journal of Teaching Writing), Derek N. Mueller (Kairos), Richard H. Thames (KB Journal), Jeanne Marie Rose (Pedagogy), and Melvette Melvin Davis (Reflections).

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Publié par	Parlor Press, LLC
Date de parution	15 novembre 2014
Nombre de lectures	0
EAN13	9781602354975
Langue	English

Informations légales : prix de location à la page 0,0050€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

The Best of the Independent Rhetoric and Composition Journals
Series Editor: Steve Parks
Each ye ar, a team of editors selects the best work published in the independent journals in the field of Rhetoric and Composition, following a competitive review process involving journal editors and publishers. For additional information about the series, see http://www.parlorpress.com/bestofrhetcomp.

The Best of the Independent Rhetoric and Composition Journals 2012
Edited by Julia Voss, Beverly Moss, Steve Parks, Brian Bailie, Heather Christiansen, and Stephanie Ceraso
Parlor Press
Anderson, South Carolina
www.parlorpress.com

Parlor Press LLC, Anderson, South Carolina, USA
© 2014 by Parlor Press. Individual essays in this book have been reprinted with permission of the respective copyright owners.
All rights reserved.
Printed in the United States of America
S A N: 2 5 4 - 8 8 7 9
ISSN 2327-4778 (print)
ISSN 2327-4786 (online)
1 2 3 4 5
Cover design by David Blakesley.
Printed on acid-free paper.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paper and digital formats from Parlor Press on the World Wide Web at http://www.parlorpress.com or through online and brick-and-mortar bookstores. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina, 29621, or email editor@parlorpress.com.

Contents
Introduction
Julia Voss and Beverly Moss
Community Literacy Journal
1 Rhetorical Recipes: Women’s Literacies In and Out of the Kitchen
Jamie White-Farnham
Composition Forum
2 Analogize This! The Politics of Scale and the Problem of Substance in Complexity-Based Composition
Noah R. Roderick
Composition Studies
3 “So what are we working on?” Pronouns as a Way of Re-Examining Composing
Kate Pantelides and Mariaelena Bartesaghi
Computers AND Composition
4 Policy Matters Now and in the Future: Net Neutrality, Corporate Data Mining, and Government Surveillance
Heidi A. McKee
Enculturation
5 Re-reading Marshall McLuhan: Hectic Zen, Rhetoric, and Composition
Rex Veeder
Journal of Basic Writing
6 Reflecting on the Liberal Reflex: Rhetoric and the Politics of Acknowledgment in Basic Writing
Matthew Pavesich
Journal of Teaching Writing
7 Positioning the Textbook as Contestable Intellectual Space
Kelly S. Bradbury
Kairos
8 Views from a Distance: A Nephological Model of the CCCC Chairs’ Addresses, 1977–2011
Derek N. Mueller
KB Journal
9 The Meaning of the Motivorum’s Motto: “Ad bellum purificandum” to “Tendebantque manus ripae ulterioris amore”
Richard H. Thames
Pedagogy
10 Writing Time: Composing in an Accelerated World
Jeanne Marie Rose
Reflections
11 Daughters Making Sense of African American Young Adult Literature in Out-of-School Zones
Melvette Melvin Davis
About the Editors

Introduction
Questioning, Challenging, and Advocating: Advancing Knowledge in Composition and Rhetoric
Julia Voss and Beverly Moss
In his 2012 Kairos webtext “Views from a Distance: A Nephological Model of the CCCC Chairs’ Addresses, 1977-2011” (featured in this collection), Derek N. Mueller uses word clouds as a way to make sense of composition and rhetoric as a field, to systematically notice trends, patterns, connections. Mueller suggests that “there is a value in network sense : an aptitude enriched by this tracing of linkages across an assortment of people, places, things, and moments.” In the introduction to this anthology, we attempt a sort of network sense on a smaller scale. That is, the articles collected here create a snapshot of one year’s trends, questions, themes, people, places, and moments in the field. Though the eleven articles in this collection vary in topic, questions, and methodology, there are ties—linkages—that bind them, painting a larger picture of current discussions in composition and rhetoric.
Although we offer a visual representation of these linkages through our own word cloud near the end of this chapter, our introduction focuses on the connections that emerge from the articles that follow. The pieces featured in this collection coalesce around key rhetorical moves that 1) question and challenge accepted practices and beliefs; 2) move from questioning and challenging to advocacy; and 3) illustrate and propose new methods and approaches for advancing the field. As we suggest below, most of the featured articles make at least two of these rhetorical moves. And while the scholars whose work is showcased here employ multiple methods (empirical, historical, discourse analysis, philosophical) and concern themselves with a variety of locations (classrooms; writing centers; and community, digital, and discursive spaces) their work consistently pushes composition to re-examine its boundaries and its purpose.
The articles in Part 1: Questioning and Challenging Accepted Practices and Beliefs cause us to stop, reflect, and re-see the field. The scholars featured in this section challenge philosophical, pedagogical, and curricular practices that have dominated our field. Matthew Pavesich, in “Reflecting on the Liberal Reflex: Rhetoric and the Politics of Acknowledgment in Basic Writing,” challenges what he identifies as the prevailing liberal ideology found not only in colleges and universities, but especially in basic writing programs. He suggests that liberalism’s commitment to the “equal treatment of everyone” ignores historical and current inequities that make the equal treatment approach complicit in perpetuating inequities and injustice. Pavesich examines how Roosevelt University, an institution committed to social justice, interrogated the liberal ideology underpinning its basic writing curriculum and has begun taking steps to differentiate its writing curriculum in response to the varied needs of a diverse student population. This case study models one way to incorporate a rhetorical approach—long endorsed in composition and rhetoric—in the basic writing subfield.
Advocacy on behalf of basic writing students who enter with fewer resources than many of their peers is fundamental both to the questions Pavesich raises about the liberal ideologies in basic writing curricula and to the rhetorical solution he proposes. He calls for a pedagogy that repositions the students and the work they do. We see Kelly Bradbury doing similar interrogation and re-situation work in “Positioning the Textbook as Contestable Intellectual Space.” Bradbury challenges the messages conveyed to students by textbooks, a longtime staple in writing classrooms and a billion-dollar industry in the United States, pointing out how the ideological control textbooks exert over student learning runs counter to the “libratory and ‘student-centered’ pedagogies we employ in our classrooms.” In the classroom-based study she describes, Bradbury asked students to assume responsibility for and control of their own learning by creating the textbook for their composition course. Having students choose their own readings and write their own discussion questions makes the textbook a “contestable space” for Bradbury. Doing so repositions both students and textbooks: students are elevated to the role of intellectuals, and textbook authors and contents are redefined. By questioning the role of the textbook, Bradbury calls us to see first-year writing students as intellectuals capable of “co-authoring classroom pedagogy.”
Like Pavesich and Bradbury, in “Writing Time: Composing in an Accelerated World” Jeanne Marie Rose challenges the way that English Studies, and composition in particular, understands, interprets, and uses time as a concept and tool in the writing classroom. She argues that while process pedagogy tends to view time as a limitless resource, the global capitalist world in which we live places considerable demands on writers’ time. As a result, Rose calls compositionists to “situate time in the context of our students and classes” and “examine the material realities of time.” Rose proposes that composition teachers rethink process pedagogy. She argues that the classic version of process assumes that students have more time than they actually do in today’s fast-paced global society. Therefore, Rose suggests that
students need to examine the materiality of time and weigh its consequences for their lives as writers, students, workers, and citizens. We as teachers, meanwhile, need to be open to learning about our students’ particular ways of experiencing time, and we need to bring this awareness to our course design and delivery.
Rose calls us to question typical classroom approaches to process pedagogy as well as to cultivate students’ awareness of time as a valuable resource that is sought after by multiple audiences (capitalist, media, educational, et cetera).
Rose’s questioning of how writing teachers and writing process pedagogy make use of time is, at its very core, a question about how we, students and teachers, are socialized to use time and efficiency. We also see this focus on socialization practices in the articles in Part 2: From Questions and Challenges to Advocacy . In “‘So what are we working on?’ Pronouns as a Way of