Who Speaks for Writing confronts a range of current debates about stewardship in writing studies in the 21st century.
In recent years, writing studies has become more and more institutionalized in departments, programs, and majors. Specializations within the discipline have proliferated as have moments of collaboration. These circumstances make an exploration and understanding of the stakes in this burgeoning field important.
The authors represent a broad range of expertise and specialization in the field, and they seek to answer questions not only about the current ownership of writing studies but also about the theoretical and practical applications of this ownership. Their chapters offer new directions for composition theorists, teachers, and administrators for the 21st century.
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2012. VII, 205 pp.
Contents: Ethna Dempsey Lay/Jennifer Rich: Redrawing the Lines: Stewardship and Writing Studies – Douglas Hesse: Who Speaks
for Writing? Expertise, Ownership, and Stewardship – Scott Stevens: Who Stole Our Subject? – Mary R. Boland: Disciplinary
Ownership, Academic Freedom and the Corporate University – Lisa DeTora: Owning Our Limits: Composition and the Discourse of
Science – Trudy Smoke: Starting the Conversation: Who Speaks for Writing in the University? – Carole Clark Papper: «We Have
a Voice!»: Cultural Change, Social Media, and Composition – Paul G. Cook: Disciplinarity, Identity Crises, and the Teaching
of Writing – Letizia Guglielmo: Classroom Interventions: Feminist Pedagogy and Interruption – Brian Gogan: Revising Ownership
in the Critical Classroom: Writing, Rhetoric, and the Wager of Reciprocity – Frank Gaughan: Learning to Live with a Mess:
Fake Writing and the Desire for Certainty – Daisy Miller: Composition Battlefields: Teaching Writing at the United States
Military Academy – Risa Gorelick: Food for Thought: Argument Writing in a Fast Food Nation – Christina Sassi-Lehner:
Blueprints for Writing: Using Architecture, Literature, and History in Freshman Composition to Help Students Develop Their
Authorial Voice – Stephanie Oppenheim: «I Couldn’t Relate to It»: Virginia Woolf and the Limits of Autobiographical Reading
in the Community College Classroom.