TWO NEW SUMMARIES AT COLLEGE COMPOSITION WEEKLY!

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.

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AT COLLEGE COMPOSITION WEEKLY: Learning English in Cameroon

College Composition Weekly BannerWriting in the May Research in the Teaching of English, Vivian Yenika-Agbaw analyzes textbooks used to teach English in her home country, Cameroon, during the colonial, postindependence, postcolonial, and globalization periods. She is particularly interested in how textbooks construct citizenship in an emerging nation.

THIS WEEK’S POST AT COLLEGE COMPOSITION WEEKLY: International Responses to Composition Theory

CCW banner 300Lisa R. Arnold, writing in the Spring issue of Composition Studies, discusses her exchanges with faculty at the American University of Beirut during a two-semester seminar on rhetoric and composition theory as it has been developed in North America for monolingual audiences. In particular, she details the responses of faculty teaching in Lebanon to the theory of “translingualism” as proposed by Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur.

MORE “DIGITAL HUMANITIES”: Finding Genre Signals

Ryan Omizo and William Hart-Davidson, in a special section of the Journal of Writing ResearchCCW banner 300, present a tool for digital text analysis that detects the differences in novice and expert academic citation practices, helping graduate students understand the genres relevant to their fields.

From March College English: “Tandem” Creative-Writing and Composition Courses

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Matt Sumpter argues that creative writing and composition differ enough that they should remain separate courses but that they offer enough individual value that both belong in a first-year curriculum.

AT COLLEGE COMPOSITION WEEKLY:

CCW banner 300Steve Lamos argues in the March College English that job security for teaching-track writing faculty will remain elusive if administrators and other powerful stakeholders continue to see the emotional labor such teachers perform as “unimportant, uninteresting, and ultimately unworthy of attention.” He offers concrete steps toward combating “negative affect.”

COLLEGE COMPOSITION WEEKLY: DO ACADEMICS REALLY WRITE THIS WAY?

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?

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THIS WEEK AT COLLEGE COMPOSITION WEEKLY:

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Ryan P. Shepherd argues in Computers and Composition that composition hasn’t paid enough attention to the ways gender works when Web 2.0 sites like¬† Facebook are used in writing classrooms.

THIS WEEK’S POST AT COLLEGE COMPOSITION WEEKLY!

Min-Zhan Lu and Bruce Horner introduce a symposium on “translingualism” in the January College EnglishCollege Composition Weekly Banner. Translingualism is not just about L2 language learners; it’s the default for “the normal transactions of daily communicative practice of ordinary people.”

THIS WEEK AT COLLEGE COMPOSITION WEEKKLY:

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Lisa Dush, in College Composition and Communication, on what happens to writing and writers when writing becomes “content.” Provocative must read for writing teachers!