Best of the Journals in Rhetoric and Composition 2015-2016

Description

Features the best articles published in rhetoric and composition journals in the previous year.

Sujets

• Interactive
• Computers

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 30 septembre 2017
• Nombre de lectures: 0
• EAN13: 9781602359918
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Best of the Journals in Rhetoric and Composition
Series Editor: Steve Parks
Each year, a team of editors selects the best work published in the independent journals in the field of Rhetoric and Composition, following a competitive review process involving journal editors and publishers. For additional information about the series, see http://www.parlorpress.com/bestofrhetcomp.


Best of the Journals in Rhetoric and Composition 2015-2016
Edited by Steve Parks, Brian Bailie, Romeo Garcia, Adela Licona, Kate Navickas, and David Blakesley
Parlor Press
Anderson, South Carolina
www.parlorpress.com


Parlor Press LLC, Anderson, South Carolina, USA
© 2017 by Parlor Press. Individual essays in this book have been reprinted with permission of the respective copyright owners.
All rights reserved.
Printed in the United States of America
S A N: 2 5 4 - 8 8 7 9
ISSN 2327-4778 (print)
ISSN 2327-4786 (online)
978-1-60235-989-5 (paperback)
978-1-60235-990-1 (Adobe eBook)
978-1-60235-991-8 (ePub)
978-1-60235-992-5 (iBook)
978-1-60235-993-2 (Kindle)
1 2 3 4 5
Cover design by David Blakesley.
Printed on acid-free paper.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paper and digital formats from Parlor Press on the World Wide Web at http://www.parlorpress.com or through online and brick-and-mortar bookstores. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina, 29621, or email [e-mail].


Contents
Introduction
Romeo Garcia, Adela Licona, and Kate Navickas
Basic Writing eJournal
1 Basic Writing Through the Back Door: Community-Engaged Courses in the Rush-to-Credit Age
Cori Brewster
Journal of Teaching Writing
2 Mapping Students’ Funds of Knowledge in the First-Year Writing Classroom
Genesea M. Carter
reflections
3 Why Study Disability? Lessons Learned from a Community Writing Project
A nnika Konrad
community Literacy Journal
4 Poetic Signs of Third Place: A Case Study of Student-Driven Imitation in a Shelter for Young Homeless People in Copenhagen
Christina Matthiesen
composition forum
5 Multimodality, Translingualism, and Rhetorical Genre Studies
Laura Gonzales
journal of second language writing
6 L2 Student–U.S. Professor Interactions Through Disciplinary Writing Assignments: An Activity Theory Perspective
Mayumi Fujioka
WLN: A Journal of Writing Center Scholarship
7 Student Perceptions of Intellectual Engagement in the Writing Center: Cognitive Challenge, Tutor Involvement, and Productive Sessions
Pamela Bromley, Eliana Schonberg, and Kara Northway
across the disciplines
8 Instructor Feedback in Upper-Division Biology Courses: Moving from Spelling and Syntax to Scientific Discourse
Erika Amethyst Szymanski
Harlot: A Revealing Look at the Arts of Persuasion
9 Emoji, Emoji, What for Art Thou?
Lisa Lebduska
enculturation
10 Listening to the Sonic Archive: Rhetoric, Representation, and Race in the Lomax Prison Recordings
Jonathan W. Stone
Present Tense
11 An Annotated Bibliography of LGBTQ Rhetorics
Matthew B. Cox and Michael J. Faris
Composition Studies
12 A Plea for Critical Race Theory Counterstory: Stock Story versus Counterstory Dialogues Concerning Alejandra’s “Fit” in the Academy
Aja Y. Martinez
Literacy in Composition Studies
13 Teaching While Black: Witnessing and Countering Disciplinary Whiteness, Racial Violence, and University Race-Management
Carmen Kynard
About the Editors


Introduction
Romeo Garcia, Adela Licona, and Kate Navickas
This collection of articles from thirteen independent journals in rhetoric and composition reflects a still-growing interest and commitment to diverse scholarly pursuits and areas of research. In coming together to serve as editors of this collection, we share an interest in the articulation of diverse knowledge domains and recognize the enormous value of well-informed, cross-disciplinary and responsive pedagogies, theories, and research. As the field continues to grow and diversify, many scholars are reflecting on the work accomplished and the work left-to-be-done. With diverse research agendas and methodologies, the authors in this collection demonstrate discernment for “work” in ethical and socially responsible ways. In part, the research questions and scholarly conversations in each of the thirteen articles reveals an engaged interest in changing social, economic, and political environments. Collectively, these works offer insights into a changing vision of what rhetoric and composition pedagogies are, where they are undertaken and encountered, and what they can achieve.
As editors of this collection, the challenging, yet exciting task for us has been delineating a vision of responsive works that simultaneously and thoughtfully engage literacies, rhetorics, and multiply-situated subjectivities. Among these articles, we have identified four sections: 1) knowledge and meaning-making, 2) multimodalities and multiply-situated subjects, 3) sound and sensual knowledges, and 4) rigorous intersectionality. While we have grouped these articles according to themes meaningful to us, we encourage readers to read across sections to create their own connections. In this collection, some of the articles ask us to consider how to respectfully and reciprocally draw from community-based knowledges and meaning-making practices, while others offer critical insight into the innovative and meaningful engagements with multiplicity to include multiply-situated subjects and multimodalities. There are also essays here that move us from the sight-centered to the sonic, to sensual knowledges, and the affective realm. The authors share pedagogies and practices that not only decenter the teacher as the center of knowledge-production but also decenter normative subjectivities, dominant languages, and ways of understanding the various sites of our work. We believe decentering is at the heart of these works.
We acknowledge and appreciate the risks independent journals take in publishing innovative work that attends to non-dominant knowledge productions and producers, especially in these times of heightened nationalism, nativism, and all forms of bigotry. As editors, we’d like to continue the worlds-making we see these authors calling for by further seeking work that thoughtfully includes and meaningfully considers trans* perspectives, Indigenous and Native knowledges, and local and decolonial frameworks and action. We call on those who come next--editors, writers, thinkers, and teachers--to invest in work that is rigorously and robustly intersectional.
Home and Community-Based Knowledge Making as Responsive Pedagogies
The field continues to ask and attend to how the pedagogical situation of a composition classroom can draw upon and extrapolate from community-based meaning and knowledge making practices to develop enriched pedagogical frameworks and practices. The articles in this section provide critical insight on the challenges of designing curricula, the strategic ways students can navigate discourse communities, the life lessons to be learned, and the possibilities of place-based and third-space practices.
In, “Basic Writing through the Back Door: Community-Engaged Courses in the Rush-to-Credit Age,” from the Basic Writing E-Journa l, Cori Brewster attends to the entanglements of public writing, service learning, and the politics of access, retention and success. Brewster reflects on her teaching experience with two three-week courses for rural high school students. In the “rush-to-credit” age, Brewster notes, the allotted three-week time frame became a matter of ethical concern and social responsibility. Curriculum design was a challenge because of the tension between preparing students for success and compressing student’s opportunities to learn. Responding to this tension, Brewster created a “project-oriented” public writing course on food stories ranging from a food literacy narrative to interview-based research. Although a success, Brewster asks us to consider whether any of this public work has any bearing on student success and retention beyond this one course. Brewster maintains that there is much lost with “quick-credentialing” efforts and advocates for curricular decisions that aim more at “preparing students not just to start college but to stay” (18-19).
The concern of preparing students beyond the point of access into higher education is addressed by Genesea Carter in, “Mapping Students’ Funds of Knowledge in the First-Year Writing Classroom,” from the Journal of Teaching Writing . For Carter, this concern begins with first-year students transitioning from high school to college and learning how to “adapt” to new discourse communities in and across campus. Through research on discourse communities and community literacies, Carter explores the intersectional possibilities of students’ Funds of Knowledge (FoK) and a discourse community framework. Carter works to develop a multi-modal approach to actualize such possibilities by “empowering” students, “validating their home knowledge while teaching them how to be members of multiple communities” (27). Carter’s digital literacy map assi