New: College Composition and Communication, 73.4 (June 2022)

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College Composition and Communication, Volume 73, Number 4, June 2022

This issue of CCC addresses dynamics of power and race, the nature and configuration of the discipline, and how students learn about writing and negotiate identity.
 
Race and power are explored in terms of how course descriptions may perpetuate white language supremacy; how the trigger warning as currently conceptualized upholds the racial status quo; and how “the knotted relationships between ‘literacy’ and ‘citizenship’ . . . are sculpted by power, race, and rhetoric.”
 
The nature of the discipline is addressed in explorations of how an effort to construct a digital exhibit of primary source material speaks to current historiographic debates and how “the first rhetorical genre analysis of childrearing advice literature” helps bridge “the gap between rhetorical genre theory and literary scholarship.”
 

The remaining three articles explore student experiences by presenting an alternative framework for understanding how students (Appalachian, in this case) negotiate stigmatized cultural identities, showing how recursively addressing access together can help students approach writing itself as a collaborative and revisionary process, and examining how and what students learn in hybrid and online first-year composition classes.
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