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

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 B├ętrancourt. “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.