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This is the first full-length collection in composition studies to tell the story of teaching and writing in urban universities in cities such as Birmingham, Pittsburgh, Chicago, San Francisco, Las Vegas, Atlanta, and Detroit. Bruce McComiskey and Cynthia Ryan visit the fascinating history of various urban universities to illustrate how specific writing programs and instructors have engaged in the changing missions and priorities of their institutions. The authors address the complex interwoven components of city comp: the identities of individuals and institutions that contribute to the writing of verbal, visual, and spatial texts; the spaces that serve as resources for student writing, analysis, and critique; and the curriculum practices implemented in programs that attempt to help students recognize, and in some cases, transform their understandings of the cities in which they live, learn, and compose.

Table of Contents

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  1. Cover
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  1. Frontmatter
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  1. Title Page
  2. p. iii
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  1. Contents
  2. pp. vii-viii
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  1. Foreword
  2. pp. ix-xi
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  1. Introduction
  2. pp. 1-17
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  1. PART I: Negotiating Identities
  1. 1. Myth, Identity, and Composition: Teaching Writing in Birmingham, Alabama
  2. pp. 21-37
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  1. 2. Writing Against Time: Students Composing “Legacies” in a History Conscious City
  2. pp. 38-56
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  1. 3. A Paragraph Ain’t Nothin’ but a Sandwich: The Effects of the GED on Four Urban Writers and Their Writing
  2. pp. 57-70
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  1. 4. “Not Your Mama’s Bus Tour”: A Case for “Radically Insufficient” Writing
  2. pp. 71-84
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  1. 5. From Urban Classroom to Urban Community
  2. pp. 85-94
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  1. PART II: Composing Spaces
  1. 6. Simulated Destinations in the Desert: The Southern Nevada Writing Project
  2. pp. 97-110
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  1. 7. A Place in the City: Hull-House and the Architecture of Civility
  2. pp. 111-127
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  1. 8. The Written City: Urban Planning, Computer Networks, and Civic Literacies
  2. pp. 128-140
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  1. 9. Speaking of the City and Literacies of Place Making in Composition Studies
  2. pp. 141-155
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  1. PART III: Redefining Practices
  1. 10. Composition by Immersion: Writing Your Way into a Mission-Driven University
  2. pp. 159-171
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  1. 11. Writing Program Administration in a “Metropolitan University”
  2. pp. 172-188
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  1. 12. Urban Literacies and the Ethnographic Process: Composing Communities at the Center for Worker Education
  2. pp. 189-202
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  1. 13. Teaching Writing in a Context of Partnership
  2. pp. 203-215
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  1. 14. Moving to the City: Redefining Literacy in the Post–Civil Rights Era
  2. pp. 216-233
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  1. List of Contributors
  2. pp. 235-239
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  1. Index
  2. pp. 241-248
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