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From the Editor
Jonathan Alexander

Pathways to Freedom: From the Archives to the Street
Deborah Mutnick
Abstract: This article describes how a first-year learning community combining library, archival, and digital literacies facilitated students’ grasp of threshold concepts of academic research and writing. It argues that critical-rhetorical processes and pedagogies can help counteract neoliberal educational trends that interpellate students as consumers rather than learners.

Writing’s Rooms
Hannah J. Rule
Abstract: Building on interest in writing’s situatedness and materiality, this article stretches conceptions of writing processes with accounts of writers’ unintentional, embodied, and emergent interactions within writing environments, as rendered through reflective multimodal methods combining talk, drawing, photographs, and video.

Reading Coles Reading Themes: Epideictic Rhetoric and the Teaching of Writing
Peter Wayne Moe
Abstract:  Epideictic rhetoric reifies and reshapes the shared values of a community, and in this article, I reread William E. Coles Jr.’s The Plural I as showing forth a classroom built upon epideictic rhetoric, his own epideictic pedagogy asking that teachers of writing engage student work not expecting to be persuaded but as observers of rhetorical display.

With “Increased Dignity and Importance”: Re-Historicizing Charles Roberts and the Illinois Decision of 1955
Kelly Ritter
Abstract: I revisit the so-called Illinois Decision of 1955, which eliminated basic writing from the University of Illinois Rhetoric Program and caused a chain of similar programmatic actions on other campuses nationwide. I contend that reviewing and archiving the Illinois Decision as a locally specific act with multiple actors besides WPA Charles Roberts historicizes a familiar narrative present today—namely, how WPAs address anxieties about writing in high school versus college, and how composition students and programs are beholden to ongoing institutional and extra-institutional imperatives regarding literacy and efficiency.

Symposium: What Will We Have Made of Literacy?
Edited by Thomas P. Miller
Abstract: Following Thomas P. Miller’s introductory call to reconsider how we have understood and deployed literacy as a concept, Deborah Brandt, Kate Vieira, Carmen Kynard, and Jonathan Alexander meditate on the various methodological, cultural, and political uses (and abuses) of literacy. These scholars individually and collectively demand that we reflect on the sociopolitical implications of the work that we do.


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