NEW THIS WEEK AT COLLEGE COMPOSITION WEEKLY: COLLABORATIVE COURSE DESIGN IN SCIENTIFIC WRITING.

A detailed discussion of course design for an upper-level scientific writing class: Alphabet letters poured in a heapCombs, D. Shane, Erin A. Frost, and Michelle F. Eble. “”Collaborative Course Design in Scientific Writing: Experimentation and Productive Failure.” Composition Studies 43.2 (2015): 132-49. Web. 11 Nov. 2015.

THIS WEEK’S SUMMARY AT COLLEGE COMPOSITION WEEKLY!

Jacqueline Preston, in College Composition and Communication, argues for a “project-based” model in composition classes. College Composition Weekly Banner

THIS WEEK AT COLLEGE COMPOSITION WEEKLY!

In the Journal of the Council of Writing Program AdministratorsCollege Composition Weekly BannerAmy Vidali proposes “disabling” the narratives of writing Program administrators (WPAs) to open productive conversation about the intersection between disability and WPA work.

NEW AT COLLEGE COMPOSITION WEEKLY: PLACEMENT AND REMEDIATION

BOOKS SUCCESSHassel, Holly, and Joanne Baird Giordano. “The Blurry Borders of College Writing: Remediation and the Assessment of Student Readiness.” College English 78.1 (2015): 56-80. Print.

Holly Hassel and Joanne Baird Giordano advocate for the use of multiple assessment measures rather than standardized test scores in decisions about placing entering college students in remedial or developmental courses.College Composition Weekly Banner

NEW AT COLLEGE COMPOSITION WEEKLY: Heterosexual Readers Read LGBT Novels.

Writing in Teaching English in the Two-Year College, John Pruitt reports on a case study of eight heterosexual students who chose LGBT novels and met to discuss them without a teacher’s intervention. Recording the sessions, Pruitt discovered concerns about “authenticity”; he posits that the need to create authenticity in depicting a culture can encourage essentialized perceptions of that culture, despite the diversity of its members. He feels that insights into what students bring to literature before an instructor’s theoretical framing helps him better understand how to teach literature about difference.
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NEW POST AT COLLEGE COMPOSITION WEEKLY: Leigh Gruwell, on Wikipedia’s Gender-Gap Problem

Writing in Computers and Composition, May 2015, Leigh Gruwell examines Wikipedia’s “gender-gap problem,” the fact that only 13% of its editors are female. Gruwell recounts interviews with three women who regularly contribute to Wikipedia to argue that a number of aspects of the Wikipedia process are not welcoming to women, in particular the positivist epistemology evoked by its “neutral point of view” and “encyclopedic style.” http://wp.me/p5NPq1-2XCCW banner 300

New Post at College Composition Weekly: Karen Kopelson in College English on Career Guides for ASD Adults

Kopelson analyzes workplace guides for “high-functioning” ASD individuals, arguing that the books construct such employees as examples of “capitalist wish-fulfillment” (560), both lauding the supposed deficits that make them ideal workers and advising them to “norm” themselves in order to “adapt” and “fit in” (563-64). Kopelson argues that the guidebooks employ implicit pedagogical and rhetorical theory and methods that highlight tensions within composition studies and between composition and disability studies. http://wp.me/p5NPq1-2K

New Post at College Composition Weekly: Kimberly Drake, Genderqueering Language

In a special issue of The Writing Instructor, Drake writes about efforts at Scripps College to make language more inclusive, arguing that such efforts still reflect a false “gender binary” that erases students who do not fit into the normative categories. She argues for uses of language that refuse the binary and demand recognition of the complexities of gender. Visit and leave your thoughts on this issue! http://collegecompositionweekly.com/summaries/

This Week’s Post on College Composition Weekly: Meghan A. Sweeney and Maureen MvBride on the “Difficulty Paper” Assignment

Sweeney and McBride, both of the University of Nevada, Reno, suggest an assignment created by Carnegie Scholar Mariolina Salvatori, the “difficulty paper,” to understand how students understand the relationship between the reading and writing they are asked to do in college. They posit that the instruction they get in their process writing classrooms interferes with their ability to navigate complex reading tasks. See http://collegecompositionweekly.com/2015/07/06/sweeney-meghan-a-and-maureen-mcbride-difficulty-papers-as-insights-into-students-reading-practices-ccc-june-2015-posted-07062015/

New Post on College Composition Weekly: Ben Kuebrich in June CCC on community organizing for social change in Syracuse.

Kuebrich argues that collective action is necessary to disrupt entrenched power. He draws on James C. Scott’s Domination and the Arts of Resistance to examine the intersection between the “public” and “hidden transcripts” in as a community addresses tensions with police. http://collegecompositionweekly.com/summaries/