Best of the Independent Journals in Rhetoric and Composition 2013

Description

The anthology features work by the following authors and representing these journals: Mya Poe (Across the Disciplines), Michelle Hall Kells (Community Literacy Journal), Liane Robertson, Kara Taczak, and Kathleen Blake Yancey (Composition Forum), Paula Rosinski and Tim Peeples (Composition Studies), Mark Sample, Annette Vee, David M Rieder, Alexandria Lockett, Karl Stolley, and Elizabeth Losh (Enculturation), Andrew Vogel (Harlot), Steve Lamos (Journal of Basic Writing), Steve Sherwood (Journal of Teaching Writing), Scott Nelson et al. (Kairos), Kate Vieira (Literacy in Composition Studies), Heidi Estrem and E. Shelley Reid (Pedagogy), Rochelle Gregory (Present Tense), Grace Wetzel and “Wes” (Reflections), Eliot Rendleman (The Writing Lab Newsletter), and Rebecca Jones and Heather Palmer (Writing on the Edge).

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 01 mars 2015
• Nombre de lectures: 0
• EAN13: 9781602356443
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

The Best of the Independent Rhetoric and Composition Journals
Series Editor: Steve Parks
Each ye ar, 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.


The Best of the Independent Rhetoric and Composition Journals 2013
Edited by Steve Parks, Brian Bailie, Heather Christiansen, Elisabeth Miller, and Morris Young
Parlor Press
Anderson, South Carolina
www.parlorpress.com


Parlor Press LLC, Anderson, South Carolina, USA
© 2015 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)
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
Elisabeth Miller and Morris Young
Across the Disciplines
1 Re-Framing Race in Teaching Writing Across the Curriculum
Mya Poe
Community Literacy Journal
2 What’s Writing Got to Do with It?: Citizen Wisdom, Civil Rights Activism, and 21st Century Community Literacy
Michelle Hall Kells
Composition Forum
3 Notes Toward A Theory of Prior Knowledge and Its Role In College Composers’ Transfer of Knowledge and Practice
Liane Robertson, Kara Taczak and Kathleen Blake Yancey
Composition Studies
4 Forging Rhetorical Subjects: Problem Based Learning in the Writing Classroom
Paula Rosinski and Tim Peeples
Enculturation
5 The Role of Computational Literacy in Computers and Writing
Mark Sample and Annette Vee
Programming Is the New Ground of Writing
David M Rieder
Coding Values
Annette Vee
Five BASIC Statements on Computational Literacy
Mark Sample
I Am Not a Computer Programmer
Alexandria Lockett
Source Literacy: A Vision of Craft
Karl Stolley
The Anxiety of Programming: Why Teachers Should Relax and Administrators Should Worry
Elizabeth Losh
Conclusion
Annette Vee
Harlot
6 Recitative: The Persuasive Tenor of Jazz Culture in Langston Hughes, Billy Strayhorn, and John Coltrane
Andrew Vogel
The Journal of Basic Writing
7 Minority-Serving Institutions, Race-Conscious “Dwelling,” and Possible Futures for Basic Writing at Predominantly White Institutions
Steve Lamos
Journal of Teaching Writing
8 Humor and the Rhetorical Proprieties in the Writing Classroom
Steve Sherwood
Kairos
9 Crossing Battle Lines: Teaching Multimodal Literacies through Alternate Reality Games
Scott Nelson, Chris Ortiz y Prentice, M. Catherine Coleman, Eric Detweiler, Marjorie Foley, Kendall Gerdes, Cleve Wiese, R. Scott Garbacz, and Matt King
Literacy in Composition Studies
10 On the Social Consequences of Literacy
Kate Vieira
Pedagogy
11 What New Writing Teachers Talk about When They Talk about Teaching
Heidi Estrem and E. Shelley Reid
Present Tense
12 A Womb With a View: Identifying the Culturally Iconic Fetal Image in Prenatal Ultrasound Provisions
Rochelle Gregory
Reflections
13 Prison Collaborative Writing: Building Strong Mutuality in Community-Based Learning
Grace Wetzel and “Wes”
The Writing Lab Newsletter
14 Lexicography: Self-Analysis and Defining the Keywords of our Missions
Eliot Rendleman
Writing on the Edge
15 Counter-Coulter: A Story of Craft and Ethos
Rebecca Jones and Heather Palmer
About the Editors


Introduction
Elisabeth Miller and Morris Young
The articles in this collection feature the rich complexity of rhetoric and composition—of writing, language-use, and communication. Incisive analyses of topics as diverse as the argument that fetal imaging technology makes; the role of race in writing across the curriculum; and how the connection between computer coding and writing showcase the situated, material, and political nature of our field. Classrooms, institutions, cultures, and communities are the sites of our research. Jazz, computer code, humor, immigration papers, and the speech patterns of conservative pundits are the materials of our inquiry. Surveys, fieldwork, rhetorical and textual analysis, lived experience, teaching practice, and collaborative writing are the methods and forms of our investigation.
Such diversity certainly captures the spirit of the 15 independent journals represented in this collection. These journals thrive under the substantial pressures and demanding workloads that come with compiling, editing, and distributing academic publications—without support from professional organizations and often limited support from their institutions. All the while, these independent journals feature scholarship that challenges the field, push for innovation, and provide forums for new work that might be seen as “on the margins.”
In this introduction, we point to four common threads and complexities that this year’s set of articles address: 1) dealing with identity issues at the institutional level, 2) accounting for material dimensions of writing and rhetoric, 3) theorizing teaching, and 4) innovating the methods and form of our scholarship to best address these myriad complexities. We note, too, that any collection necessarily includes and excludes, leaves in and leaves out. We draw on some frameworks from disability studies and universal design to offer one more important lens for this collection—and to broaden our thinking as a field. Finally, we close with a few words about the selection process for this collection and an acknowledgment of the many contributors to this anthology’s own complex process of development.
Dealing with Identity Issues on the Institutional Level
Questions of identity, representation, access, inclusion, and exclusion in our classrooms, writing programs, and larger university contexts form the bedrock of Rhetoric and Composition. Language, we know, is inextricable from race, class, gender, (dis)ability, sexuality, and the myriad intersections of these identities. Several articles in this collection grapple with identity on an institutional level. Mya Poe, for one, in “Re-Framing Race in Teaching Writing Across the Curriculum” notes the rich array of scholarship in compositions studies addressing race and pedagogy and a relative dearth of race-conscious work in writing across the curriculum (WAC). Offering examples from her own writing across the curriculum (WAC) teaching and consulting, she seeks to integrate race into classroom and programmatic discussions. The place of race in the university is similarly central to Steve Lamos’s “Minority-Serving Institutions, Race Conscious ‘Dwelling,’ and Possible Futures for Basic Writing at Predominantly White Institutions.” Lamos directs attention to both the shrinking of basic writing programs and the lack of race consciousness at predominantly white institutions. Spatial theories of “dwelling” and influencing larger spaces from the inside and the periphery lead Lamos to a number of strategies for ways basic writing programs may thrive in the increasingly neoliberal university.
While Lamos urges basic writing programs to carve out and define their own spaces, Eliot Rendleman, in “Lexicography: Self-Analysis and Defining the Keywords of Our Missions” encourages writing centers to interrogate what they mean by the key terms they use to define their programming. Performing extensive survey research, Rendleman offers a “lexicographical,” or definition-based, method for programs to examine their institutional identities.
Looking beyond the university, Michelle Hall Kells’s “What’s Writing Got to Do with It?: Citizen Wisdom, Civil Rights Activism, and 21st Century Community Literacy” explores the persistent question of the university’s relationship with, and obligation to, citizens in the broader community. Kells deftly draws on the “legacy” of Mexican-American civil rights activists to call for action from writing programs and publicly engaged rhetoric beyond “a once-done-always done exercise” (101). She offers her Writing Across Communities program and community writing center as a place where taking agency of writing enables activism and connection.
Accounting for the Material Dimensions of Writing and Rhetoric
Bound as they are to identity, writing and rhetoric’s material dimensions push persistently on their social consequences. Kate Vieira’s “On the Social Consequences of Literacy” speaks compellingly to this point, drawing on fieldwork to demonstrate writing and documents as “navigational technologies” that alternately limit, enable, constrain, and mobilize access to education and other