In this Issue

Table of Contents

A Note from the Founding Coeditors

Jennifer L. Holberg, Marcy Taylor
pp. 1-2
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Guest Editors’ Introduction: Ideological Transparency across Landscapes of Learning

Daniel P. Richards, Louise Wetherbee Phelps
pp. 3-11
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Rhetoric on the Edge of Cunning Revisited: Of Truth and Lies in an Extra Urgent Sense

Karen L. Kopelson
pp. 13-20
restricted access

From Cow Paths to Conversation: Rethinking the Argumentative Essay

Laura Aull, Valerie Ross
pp. 21-34
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Looking for Middle Ground at Middlebury College: Campus Controversies, Local Exigencies, and the English Classroom

Shawna Shapiro, James Chase Sanchez
pp. 35-48
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The Limitations of Liberation in the Classroom: Lessons from Minnie Bruce Pratt

Kate Navickas
pp. 49-58
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“Just to Get the Grade”: Learning Ecologies and Invisible Student Resistance

Melody Pugh
pp. 59-71
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Containing Multitudes: Empathy, Contradictions, and Opaque Ideologies

Kristopher M. Lotier
pp. 73-85
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Threat Assessment: Women of Color Teaching Ideological Critique in the Neoliberal Classroom

Gena E. Chandler, Jennifer Sano-Franchini
pp. 87-100
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Rethinking Student Resistance from a Developmental Perspective: A Case Study Based on a 2016 Ballot Initiative Portfolio Project

Dana Harrington, Anne C. Wheeler
pp. 101-114
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How to Teach Gender to Students Who Didn’t Know They Had One

Glenn Michael Gordon
pp. 115-126
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Cripping Neutrality: Student Resistance, Pedagogical Audiences, and Teachers’ Accommodations

Ai Binh T. Ho, Stephanie L. Kerschbaum, Rebecca Sanchez, Melanie Yergeau
pp. 127-139
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The Possibilities of Uncertainty: Digital Archives as Cunning Texts in a First-Year Composition Curriculum

Joshua Daniel-Wariya, Lynn C. Lewis
pp. 141-148
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Thinking Critically, Thinking Again in Core Literature

Miriam Marty Clark
pp. 149-155
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Predicting Futures, Performing Feminisms: Chronology and Ideology in Composition Classrooms

Eric Detweiler, Kate Lisbeth Pantelides
pp. 157-170
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From Commonplaces to Consciousness: Threshold Concepts, Conceded Authority, and the Critical Potential of Rhetorical Writing Instruction

Jerry Stinnett
pp. 171-183
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Why Johnny Can (and Should) Write Essays: A Case for an Essay-centric Writing Curriculum

Jenny Spinner
pp. 185-190
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Contributors

p. 199
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