Academic journal article College Composition and Communication

From the Editor

Academic journal article College Composition and Communication

From the Editor

Article excerpt

Articles in this issue of CCC comprise a study in persistence-in the ways our field has been steadily developing a body of knowledge while also testing the boundaries of what we know, what we need to know. The CWPA/NCTE/ NWP Framework for Success in Postsecondary Writing (2011, Web) describes persistence as "the ability to sustain interest in and attention to short- and long-term projects." In so many ways we practice what we preach, particularly in how we return to similar objects and occasions of study while also asking how we can know what we know differently.

Fundamental to much of what we do, writing pedagogy remains a concern as we ask how better to teach composing. Meghan A. Sweeney and Maureen McBride return us to some of the basics in their article, "Difficulty Paper (Dis) Connections: Understanding the Threads Students Weave between Their Reading and Writing." Focusing on a study of student work, they show how we might value difficulty as a way to prompt students to develop awareness of their reading and writing strategies. The teaching that Sweeney and McBride describe often occurs in rich and varied institutional contexts, such as writing programs, and our field understands the administration of such programs as itself an object of scrutiny and study. Faye Halpern, in "Strategic Disingenuousness: The WPA, the 'Scribbling Women,' and the Problem of Expertise," takes a historical approach to exploring how contemporary writing program administrators might engage more effectively in the complex work they do.

We are also well aware of how writing and composing persist beyond the composition classroom, presenting many opportunities to study writing as it moves in the world, both in print and multimedia formats. …

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