1. A Note from the Founding Coeditors
  2. Jennifer L. Holberg, Marcy Taylor
  3. pp. 1-2
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Articles

  1. Guest Editors’ Introduction: Ideological Transparency across Landscapes of Learning
  2. Daniel P. Richards, Louise Wetherbee Phelps
  3. pp. 3-11
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  1. Rhetoric on the Edge of Cunning Revisited: Of Truth and Lies in an Extra Urgent Sense
  2. Karen L. Kopelson
  3. pp. 13-20
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  1. From Cow Paths to Conversation: Rethinking the Argumentative Essay
  2. Laura Aull, Valerie Ross
  3. pp. 21-34
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  1. Looking for Middle Ground at Middlebury College: Campus Controversies, Local Exigencies, and the English Classroom
  2. Shawna Shapiro, James Chase Sanchez
  3. pp. 35-48
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  1. The Limitations of Liberation in the Classroom: Lessons from Minnie Bruce Pratt
  2. Kate Navickas
  3. pp. 49-58
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  1. “Just to Get the Grade”: Learning Ecologies and Invisible Student Resistance
  2. Melody Pugh
  3. pp. 59-71
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  1. Containing Multitudes: Empathy, Contradictions, and Opaque Ideologies
  2. Kristopher M. Lotier
  3. pp. 73-85
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  1. Threat Assessment: Women of Color Teaching Ideological Critique in the Neoliberal Classroom
  2. Gena E. Chandler, Jennifer Sano-Franchini
  3. pp. 87-100
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  1. Rethinking Student Resistance from a Developmental Perspective: A Case Study Based on a 2016 Ballot Initiative Portfolio Project
  2. Dana Harrington, Anne C. Wheeler
  3. pp. 101-114
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  1. How to Teach Gender to Students Who Didn’t Know They Had One
  2. Glenn Michael Gordon
  3. pp. 115-126
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  1. Cripping Neutrality: Student Resistance, Pedagogical Audiences, and Teachers’ Accommodations
  2. Ai Binh T. Ho, Stephanie L. Kerschbaum, Rebecca Sanchez, Melanie Yergeau
  3. pp. 127-139
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  1. The Possibilities of Uncertainty: Digital Archives as Cunning Texts in a First-Year Composition Curriculum
  2. Joshua Daniel-Wariya, Lynn C. Lewis
  3. pp. 141-148
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  1. Thinking Critically, Thinking Again in Core Literature
  2. Miriam Marty Clark
  3. pp. 149-155
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  1. Predicting Futures, Performing Feminisms: Chronology and Ideology in Composition Classrooms
  2. Eric Detweiler, Kate Lisbeth Pantelides
  3. pp. 157-170
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  1. From Commonplaces to Consciousness: Threshold Concepts, Conceded Authority, and the Critical Potential of Rhetorical Writing Instruction
  2. Jerry Stinnett
  3. pp. 171-183
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Review

  1. Why Johnny Can (and Should) Write Essays: A Case for an Essay-centric Writing Curriculum
  2. Jenny Spinner
  3. pp. 185-190
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Contributors

  1. Contributors
  2. p. 199
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