Best of the Independent Journals in Rhetoric and Composition 2014 , livre ebook

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THE BEST OF THE INDEPENDENT RHETORIC AND COMPOSITION JOURNALS 2014 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.

Informations

Publié par	Parlor Press, LLC
Date de parution	01 mars 2016
Nombre de lectures	0
EAN13	9781602358256
Langue	English
Poids de l'ouvrage	2 Mo

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 year, 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 https://parlorpress.com/pages/bestrhetcomp .
The Best of the Independent Rhetoric and Composition Journals
2014
Edited by Steve Parks, Brian Bailie, James Seitz, Jessica Pauszek, Tamara Bassam Issak, and Heather Christiansen
Parlor Press
Anderson, South Carolina
www.parlorpress.com

Parlor Press LLC, Anderson, South Carolina, USA
© 2016 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)
978-1-60235-823-2 (paperback)
978-1-60235-824-9 (Adobe eBook)
978-1-60235-825-6 (ePub)
978-1-60235-826-3 (iBook)
978-1-60235-827-0 (Kindle)
1 2 3 4 5
Cover design by Heather Christiansen and 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
James Seitz and Jessica Pauszek
Community Literacy Journal
1 Education/Connection/Action: Community Literacies and Shared Knowledges as Creative Productions for Social Justice
Adela C. Licona and J. Sarah Gonzalez
Harlot
2 Let Me Queer My Throat: Queer Rhetorics of Negotiation: Marriage Equality and Homonormativity
Hillery Glasby
Journal of Basic Writing
3 Subversive Complicity and Basic Writing Across the Curriculum
Victor Villanueva
Journal of Teaching Writing
4 Practice, Patience, and Process in the Age of Accountability: What Cognitive Psychology Suggests about the Teaching and Assessment of Writing
Kathleen J. Cassity
Kairos
5 Perspicuous Objects: Reading Comics and Writing Instruction
Fred Johnson
Literacy in Composition Studies
6 Understanding Computer Programming as a Literacy
Annette Vee
Pedagogy
7 Fighting Words: Instrumentalism, Pragmatism, and the Necessity of Politics in Composition
Kurt Spellmeyer
Present Tense
8 From GUI to NUI: Microsoft’s Kinect and the Politics of the (Body as) Interface
David M. Rieder
Reflections
9 Chicanas Making Change: Institutional Rhetoric and the Comisi Ó n Femenil Mexicana Nacional
Kendall Leon
The Writing Lab Newsletter
10 Going Global, Becoming Translingual: The Development of a Multilingual Writing Center
Noreen G. Lape
About the Editors

Introduction
James Seitz and Jessica Pauszek
As one might expect from a collection of articles from ten independent journals, the essays gathered here represent a wide range of concerns, interests, and questions in the field of rhetoric and composition. Indeed, the diversity of issues and methodologies found among these articles poses a challenge for those hoping to discern a general pattern that might reveal something about the present trajectory of the field. Rather than a unified movement, what we find are the signs of a broad-minded scholarly discipline that enables multiple, even conflicting, research agendas at once—as is the case in other disciplines throughout the academy. While the question of whether rhetoric and composition should imitate or reject the models offered by other disciplines is important, it seems useful to indicate what those of us who serve as editors of this collection recognize as an accomplishment: the salutary breadth of issues that our discipline now includes in its purview. From the practices of a multilingual writing center and a youth activism summer camp to theories of visual rhetoric and computer interface; from defending the value of basic writing programs to exploring the ideologies informing educational pragmatism; from cognitive psychology and queer theory to archival research and the history of literacy—the articles assembled here display a field eager to spread its wings.
Such a broad array of scholarly activity reflects the freedom of inquiry sponsored by independent journals in our field. Yet certain affinities among these articles enable us to group them according to three distinct but overlapping concerns: 1) pedagogical and institutional change, 2) literacies and technologies, and 3) writing and social justice. In this introduction, we describe how the articles in this collection contribute to these scholarly conversations, and we consider the ways in which such conversations not only identify salient questions for further study but also point to the significance of such questions for all of us in rhetoric and composition, regardless of our areas of specialization.
Pedagogical and Institutional Change
While the pedagogical preoccupation displayed by much of the scholarship in rhetoric and composition has generated a good deal of critique in recent years, some of the most important work in the field continues to devote itself to pedagogical and institutional change, as three articles in this collection attest. In “Practice, Patience, And Process In the Age of Accountability: What Cognitive Psychology Suggests about the Teaching and Assessment of Writing,” Kathleen Cassity draws on studies in cognitive psychology in order to discuss how a “training approach,” similar to that received by a musician or athlete, can help students learn to write more effectively. Cassity notes that cognitive psychology supports much of what writing teachers already know about the value of offering students frequent practice in and response to their writing, but she suggests we need to do more to systematize the goal of “helping novice writers to automate key aspects of the writing process during the developmental years.” Ultimately, Cassity suggests that institutions should not only increase their commitment to WAC and WID programs but also design assessments within a framework that accounts for what cognitive psychology reveals about the ebb and flow of learning a complex activity like writing, wherein students sometimes appear to take steps backward at precisely the moments when they are making progress. Through her close attention to the learning process, Cassity asks us to rethink how we understand ourselves as instructors and how we assess our students’ work.
Turning to the writing center as a particular site for writing pedagogy, Noreen Lape, in “Going Global, Becoming Translingual: The Development of a Multilingual Writing Center,” reflects on the transformation of an English writing center into a Multilingual Writing Center at Dickinson College. Through research on multilingual and translingual learning, Lape explores the various cultural roles of academic writing in languages other than English, acknowledges the institutional cooperation required among various language programs, and addresses the fluid sense of purposes—accommodation, resistance, and so on—that tutors and students might bring to their work in a Multilingual Writing Center. In particular, Lape explores the role that peer tutors play in a writing center that engages in multiple languages, whether the peers are international students studying at the college or American students studying abroad. Arguing that a Multilingual Writing Center can position writing in a global context and help “construct pluralistic definitions of ‘good’ academic writing that acknowledge culturally-specific rhetorics and conventions.”, Lape offers a strong model of pedagogical and institutional change.
Institutional change concerns Victor Villanueva as well, though the changes proposed by various administrators Villanueva has encountered across three decades of teaching underserved students have not always been welcome. In “Subversive Complicity and Basic Writing Across the Curriculum,” Villanueva recounts his successful attempts to rescue basic writing programs from budget cuts by making use of “a rhetoric that cobbles together multiculturalism or equal opportunity and assimilation.” At various times in his career, Villanueva found himself explaining to provosts that basic writing courses are not remediation but enculturation: these courses aim to place students on the margins of American culture into conversation with the mainstream. Admitting that such rhetoric is in part duplicitous, Villanueva goes on to clarify his vision of a basic writing program in which those who tutor students who are first generation or of color or from poverty learn the grammars of the dominant dialects spoken by such students, study “contrastive rhetorics,” and practice forms of conscious listening discussed by Krista Radcliffe. Likewise, the students who are tutored “learn precisely the same things: rhetorical listening and rhetorics (as plural), and of course, matters of correctness, since infelicities obtain in every dialect and language.” What Villanueva ultimately seeks is an approach to basic writing i