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.
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
A sad day for grammar purists: The Washington Post will allow “singular they”!
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
Visit www.collegecompositionweekly.com to read summaries of research on the teaching of writing from major journals. Summary posted 18 June 2015:
Ortoleva, Giulia, and Mireille Bétrancourt. “Collaborative Writing and Discussion in Vocational Education: Effects on Learning and Self-Efficacy Beliefs.” Journal of Writing Resaarch 7.1 (2015): 1-28. Web. 6 June 2015.