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From the Editor
Jonathan Alexander

Alliances, Assemblages, and Affects: Three Moments of Building Collective Working-Class Literacies
Jennifer Harding, Jessica Pauszek, Nick Pollard, and Steve Parks
Abstract: This article explores how assemblage and affect theories can enable research into the formation of a collective working-class identity, inclusive of written, print, publication, and organizational literacies through the origins of the Federation of Worker Writer and Community Publishers, an organization that expanded its collectivity as new heritages, ethnicities, and immigrant identities altered the organization’s membership and “class” identity.

In the Absence of Grades: Dissonance and Desire in Course-Contract Classrooms
Joyce Olewski Inman and Rebecca A. Powell
Abstract: Acknowledging students’ and instructors’ desires for grades as affective carriers of achievement, belonging, and identity can move us beyond ideals of socially just assessment, making space for decolonizing action and explorations of how the classroom community and the field grapple with the dissonance between being a writer and being a student.

Making Composing Policy Audible: A Genealogy of the WPA Outcomes Statement 3.0
Ellery Sills
Abstract: This article offers a genealogy of the deliberative policymaking of the WPA Outcomes Statement 3.0 Revision Task Force. Interviews with Task Force members reveal that the revised statement presents composing, technology, and genre as “boundary objects,” in order to preserve the document’s kairos for as long as possible.

SPECIAL SECTION--FORUM: Issues about Part-Time and Contingent Faculty
Abstract: FORUM: Issues about Part-Time and Contingent Faculty is a peer-reviewed publication concerning working conditions, professional life, activism, and perspectives of non-tenure-track faculty in college.

The Courage of Community Members: Community Perspectives of Engaged Pedagogies
Rachael W. Shah
Abstract: The emotional dynamics for community members involved in university-community partnerships remain untheorized and often unrecognized. This article explores the fear minoritized high school students expressed about working with college composition students, offering suggestions for how composition teachers can use the strategies of personalismo, affirmation, rigor, and role fluidity to create more responsive community partnerships. Grounded in insights from community partners, the study suggests that knowledge making might change in community-based pedagogies if dominant epistemologies can shift to understand community members as producers of knowledge.

Review Essay: Moving Knowledge Forward
Raúl Sánchez
Books Reviewed:

Naming What We Know: Threshold Concepts in Writing Studies, Linda Adler-Kassner and Elizabeth Wardle, editors, Logan: Utah State UP, 2015. 232 pp.

Rewriting Composition: Terms of Exchange, Bruce Horner,  Carbondale: Southern Illinois UP, 2016. 264 pp.

Microhistories of Composition, Bruce McComiskey, editor,  Logan: Utah State UP, 2016. 319 pp.

2017 CCCC Exemplar Award Acceptance Speech: On the Job
Deborah Brandt
Abstract: The Exemplar Award is presented to a person who has served or serves as an exemplar of our organization, representing the highest ideals of scholarship, teaching, and service to the entire profession.


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