Academic journal article College Composition and Communication

From the Editor

Academic journal article College Composition and Communication

From the Editor

Article excerpt

Greetings, colleagues.

This issue of College Composition and Communication emphasizes the creative and generative in our work, both as scholars and teachers. Our field has certainly had good pedagogical and methodological exchanges with our neighbor-in-composing, creative writing, and articles in this issue claim "cre-ativity," in its many forms, as not just imaginative but also intellectual and critical work. Patrick Sullivan's "The UnEssay: Making Room for Creativity in the Composition Classroom" theorizes creativity as a necessary part of writing curricula. Jacqueline Preston, in "Project(ing) Literacy: Writing to Assemble in a Postcomposition FYW Classroom," explores compositional assemblage as a generative pedagogy. Proposing "The Most Important Project of Our Time! Hyperbole as a Discourse Feature of Student Writing," Zachary C. Beare and Marcus Meade attune us to the rhetorical affordances of hyperbole. And while not overtly about creativity, Brian Ray's review essay of recent work in translingual and multilingual pedagogies, policies, and practices shows us that there are few more creative pedagogical enterprises facing us today than working with diverse language learners. …

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