Scott Wible

A work eligible for the 2021 award will have been published in calendar year 2019 or 2020. To be eligible for the award, a nominee must be a member of CCCC and/or NCTE at the time of nomination. To nominate a publication for the award, the author, editor, publisher, or reader must be a CCCC and/or NCTE member.

Such an education would help students to obtain a deep understanding of subjects related to civic life, such as the law, political philosophy, and ethics. Equally as important, this rhetorical education would give students practice in a broad range of strategies for deliberating with other citizens about public matters. And, finally, through such rhetorical education students ideally would be exposed to and learn to inhabit the culture’s values, commonplaces, and worldviews.

The 1974 Students’ Right to Their Own Language resolution and the 1988 National Language Policy.

In Shaping Language Policy in the U.S.: The Role of Composition Studies, author Scott Wible explores the significance and application of two of the Conference on College Composition and Communication’s key language policy statements: the 1974 Students’ Right to Their Own Language resolution and the 1988 National Language Policy. Wible draws from a wealth of previously unavailable archived material and professional literature to offer for the first time a comprehensive examination of these policies and their legacies that continue to shape the worlds of rhetoric, politics, and composition.

Wible demonstrates the continued relevance of the CCCC’s policies, particularly their role in influencing the recent, post-9/11 emergence of a national security language policy. He discusses in depth the role the CCCC’s language policy statements can play in shaping the U.S. government’s growing awareness of the importance of foreign language education, and he offers practical discussions of the policies’ pedagogical, professional, and political implications for rhetoric and composition scholars who engage contemporary debates about the politics of linguistic diversity and language arts education in the United States. Shaping Language Policy in the U.S. reveals the numerous ways in which the CCCC language policies have usefully informed educators’ professional practices and public service and investigates how these policies can continue to guide scholars and teachers in the future.

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This initiative aims to expand the number of Americans mastering what military and intelligence officials have labeled" critical-need" languages, particularly Arabic, Chinese, Rus sian, Hindi, and Farsi. Throughout his speech, President Bush talked about foreign language education as a means to protect the United States in the short-term by" defeating [terrorists] in foreign battlefields so they don't strike us here at home."

Studying Burke's teaching at Bennington can help scholars to better understand his theory and method because Burke taught undergraduates his own critical reading practices, ones that he believed heightened students' awareness of terministic screens and deepened their appreciation for the consequences of human symbol-use.

Recovering such pedagogies challenges the perception of the CCCC's 1974 "Students' Right to Their Own Language" resolution as a progressive theory divorced from the everyday practices and politics of the composition classroom.

This article uses a cultural policy studies focus to answer this call and map the deregulated terrain upon which media advocacy groups must now operate. Liberal governance demands that media advocates find means other than state-directed appeals to advance their agendas. As such, this essay examines the efforts of several Latino advocacy groups to garner viewer support for a Latino-themed cable television show, Resurrection Boulevard, and to use the series as a vehicle for increased Latino participation in the television industry.