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CONTENTS: ARTICLES: "Noetic Writing: Plato Comes to Missouri" by Jeff Rice | "Fraudulent Practices: Academic Misrepresentations of Plagiarism In the Name of Good Pedagogy" by Chris M. Anson | "Aloneness and the Complicated Selves of Donald M. Murray" by Thomas J. Stewart |."Augmenting Literacy: The Role of Expertise in Digital Writing" by Derek Van Ittersum | "The Elephants Evaluate: Some Notes on the Problem of Grades in Graduate Creative Writing Programs" by Rachel Peckham | "Apprenticeship in the Instructor-Led Peer Conference" by Kory Lawson Ching | COURSE DESIGN: "Taking It on the Road: Transferring Knowledge about Rhetoric and Writing across Curricula and Campuses" by Jenn Fishman and Mary Jo Reiff | BOOK REVIEWS: Genre: An Introduction to History, Theory, Research, and Pedagogy, by Anis S. Bawarshi and Mary Jo Reiff, reviewed by Kelly Kinney | Before Shaughnessy: Basic Writing at Yale and Harvard, 1920-1960, by Kelly Ritter, reviewed by Megan M. McKnight | Dangerous Writing: Understanding the Political Economy of Composition, by Tony Scott, reviewed by Timothy Barnett | Metaphor and Writing: Figurative Thought in the Discourse of Written Communication, by Philip Eubanks, reviewed by Bradley Smith | Women and Gaming: The Sims and 21st Century Learning, by James Paul Gee and Elisabeth R. Hayes, reviewed by Kristina A. Gutierrez | Generaciones' Narratives: The Pursuit and Practice of Traditional and Electronic Literacies on the U.S.-Mexico Borderlands, by John Scenters-Zapico, reviewed by Sally Chandler | RAW (Reading and Writing) New Media, edited by Cheryl E. Ball and James Kalmbach, reviewed by Stephanie Vie | The Writing Program Interrupted: Making Space for Critical Discourse, edited by Donna Strickland and Jeanne Gunner , reviewed by Cruz Medina | Diverse by Design: Literacy Education within Multicultural Institutions, by Christopher Schroeder, reviewed by Mathew Gomes | Reinventing Identities in Second Language Writing, edited by Michelle Cox, Jay Jordan, Christina Ortmeier-Hooper, and Gwen Gray Schwartz, reviewed by Todd Ruecker | The Methodical Memory: Invention in Current-Traditional Rhetoric, by Sharon Crowley, reviewed by John W. Pell | A Taste for Language: Literacy, Class, and English Studies, by James Ray Watkins, Jr., reviewed by Tara Lockhart | Undergraduate Research in English Studies, edited by Laurie Grobman and Joyce Kinkead, reviewed by Kathleen Mollick | CONTRIBUTORS

WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include writing faculty education, training, and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; wpa and writing program histories and contexts; wac / ecac / wid and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and wpa work; and projects that enhance wpa work with diverse stakeholders. CONTENTS OF WPA 34.2: From the Editors | "Addressing Instructor Ambivalence about Peer Review and Self-Assessment" by Pamela Bedore and Brian O'Sullivan | "Troubling the Boundaries: (De)Constructing WPA Identities at the Intersections of Race and Gender" by Collin Lamont Craig and Staci Maree Perryman-Clark | "Lessons about Writing to Learn from a University-High School Partnership" by Bradley Peters | "Cohorts, Grading, and Ethos: Listening to TAs Enhances Teacher Preparation" Amy Rupiper Taggart and Margaret Lowry | "WPAs Respond to "A Symposium on Fostering Teacher Quality": "Response to "A Symposium on Fostering Teacher Quality" by Sue Doe | "Fostering Teacher Quality through Cultures of Professionalism" by Claire Coleman Lamonica | "Response to "A Symposium on Fostering Teacher Quality" by Mike Palmquist | "Crabgrass and Gumbo: Interviews with 2011 WPA Conference Local Hosts about the Place of Writing Programs at their Home Institutions" by Shirley K Rose, Irwin Peckham, and James C. McDonald | REVIEW ESSAYS: "What Is Real College Writing? Let the Disagreement Never End" by Peter Elbow | "Reinventing Writing Assessment: How the Conversation Is Shifting" by William Condon | Contributors

The essays in VISUAL RHETORIC AND THE ELOQUENCE OF DESIGN foreground the rhetorical functions of design artifacts. Rhetoric, normally understood as verbal or visual messages that have a tactical persuasive objective-a speech that wants to convince us to vote for someone, or an ad that tries to persuade us to buy a particular product-becomes in Visual Rhetoric and the Eloquence of Design the persuasive use of a broad set of meta-beliefs. Designed objects are particularly effective at this second level of persuasion because they offer audiences communicative data that reflect, and also orchestrate, a potentially broad array of cultural concerns. Persuasion entails both the aesthetic form and material composition of any object. | VISUAL RHETORIC AND THE ELOQUENCE OF DESIGN features ten scholarly essays steeped in rhetorical analysis of artifacts, as well as two visual essays on the topic of ornamental typography with accompanying verbal texts. The essays in this collection span a number of design disciplines, including manufacturing design, graphic design, architectural design, and monument design. Contributors include Leslie Atzmon, Gerry Beegan, Guillemette Bolens, Kate Catterall , Barry Curtis, Michael Golec, Vladimir Kulik, Ryan Molloy, Teal Triggs, Jane Webb, Jack Williamson, and Lori Young. | LESLIE ATZMON is Professor of Graphic Design and Design History at Eastern Michigan University. Her previous work in graphic design and its history appears in Design Issues, Visual Communication, Eye:, and other journals. Her principle areas of research interest are late nineteenth-century fantasy imagery, book history, and the history of typography. | VISUAL RHETORIC SERIES, Edited by Marguerite Helmers.

THE BEST OF THE INDEPENDENT RHETORIC AND COMPOSITION JOURNALS 2010 represents the result of a nationwide conversation-beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition-to select essays that showcase the innovative and transformative work now being published in the field's independent journals. Representing both print and digital journals in the field, the essays featured here explore issues ranging from classroom practice to writing in global and digital contexts, from writing workshops to community activism. Together, the essays provide readers with a rich understanding of the present and future direction of the field. In addition to the introduction by STEVE PARKS, LINDA ADLER-KASSNER, BRIAN BAILIE, and COLLETTE CATON, the anthology features work by the following authors and representing these journals: JOHN HARBORD (Across the Disciplines), JILL MCCRACKEN (Community Literacy Journal), AMY M. PATRICK (Composition Forum), LAURIE E. GRIES and COLLIN GIFFORD BROOKE (Composition Studies), JAMES E. PORTER (Computers and Composition), AMY ROBILLARD (JAC), JANET BEAN and PETER ELBOW (Journal of Teaching Writing),VIRGINIA KUHN (Kairos), CHRISTINE TULLEY and KRISTINE BLAIR (Pedagogy), CHRISTOPHER WILKEY and BONNIE NEUMEIER (Reflections), and DAVID BARTHOLOMAE (Writing on the Edge).