In the September 2016 issue of College Composition and Communication, Tony Scott argues that composition scholarship has little impact on the “neoliberal” privatization of writing instruction because it fails to “see” the disconnect between innovative scholarly ideas and the material environments in which they will be enacted.
In the June issue of College Composition and Communication, Stuart Blythe and Laura Gonzales use screencast videos to track what students actually do as they compose a researched argument for an interdisciplinary biology class.
In the June College Composition and Communication, Chris Anson explores what happens when an expert writer attempts a new genre. And Joanne Baird Giordano and Holly Hassel argue in the May Teaching English in the Two-Year College for the value of developmental work and open access, even if not every student succeeds.
Zak Lancaster in College Composition and Communication analyzes the templates (“formulas?”) offered in the college writing textbook They Say/I Say. Do they really reflect the choices academic writers make? Check out what he found!
Do you teach academic writing? What do you think about Lancaster’s claims?
In the December 2015 issue of College Composition and Communication, Chase Bollig argues for making “the citizen-worker” the “subject of composition.” http://tinyurl.com/jrey64u
Forum: Issues About Part-Time and Contingent Faculty, appears in College Composition and Communication twice a year. This Fall’s issue features three essays, by Patricia Davies Pytleski, Natalie M. Dorfeld, and Michelle LaFrance, that discuss, respectively, conversion to tenure-track for contingent faculty; National Adjunct Walkout Day (#NAWD); and the lack of research on contingent labor issues in Writing Across the Curriculum Programs. http://tinyurl.com/qy8rhus
In the September 2015 College Composition and Communication, Patrick Sullivan argues that composition should not relegate creativity to the creative writing classroom but should join other fields in seizing its potential as a vital component of cognition, transfer, problem-solving, and critical thinking and as a “luminous human capacity” that can be learned by anyone. http://tinyurl.com/okv4rpe