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Volume 20, Issue 1
January 1, 2020
Issue Cover
Issue Editors
Daniel P. Richards
Daniel P. Richards
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Louise Wetherbee Phelps
Louise Wetherbee Phelps
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ISSN 1531-4200
EISSN 1533-6255
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On Ideological Transparency

A Note from the Founding Coeditors
Jennifer L. Holberg; Marcy Taylor
View articletitled, A Note from the Founding Coeditors
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Articles

Guest Editors’ Introduction: Ideological Transparency across Landscapes of Learning
Daniel P. Richards; Louise Wetherbee Phelps
View articletitled, Guest Editors’ Introduction<span class="subtitle-colon">: </span><span class="subtitle">Ideological Transparency across Landscapes of Learning</span>
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Rhetoric on the Edge of Cunning Revisited: Of Truth and Lies in an Extra Urgent Sense
Karen L. Kopelson
View articletitled, Rhetoric on the Edge of Cunning Revisited<span class="subtitle-colon">: </span><span class="subtitle">Of Truth and Lies in an Extra Urgent Sense</span>
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From Cow Paths to Conversation: Rethinking the Argumentative Essay
Laura Aull; Valerie Ross
View articletitled, From Cow Paths to Conversation<span class="subtitle-colon">: </span><span class="subtitle">Rethinking the Argumentative Essay</span>
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Looking for Middle Ground at Middlebury College: Campus Controversies, Local Exigencies, and the English Classroom
Shawna Shapiro; James Chase Sanchez
View articletitled, Looking for Middle Ground at Middlebury College<span class="subtitle-colon">: </span><span class="subtitle">Campus Controversies, Local Exigencies, and the English Classroom</span>
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The Limitations of Liberation in the Classroom: Lessons from Minnie Bruce Pratt
Kate Navickas
View articletitled, The Limitations of Liberation in the Classroom<span class="subtitle-colon">: </span><span class="subtitle">Lessons from Minnie Bruce Pratt</span>
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“Just to Get the Grade”: Learning Ecologies and Invisible Student Resistance
Melody Pugh
View articletitled, “Just to Get the Grade”<span class="subtitle-colon">: </span><span class="subtitle">Learning Ecologies and Invisible Student Resistance</span>
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Containing Multitudes: Empathy, Contradictions, and Opaque Ideologies
Kristopher M. Lotier
View articletitled, Containing Multitudes<span class="subtitle-colon">: </span><span class="subtitle">Empathy, Contradictions, and Opaque Ideologies</span>
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Threat Assessment: Women of Color Teaching Ideological Critique in the Neoliberal Classroom
Gena E. Chandler; Jennifer Sano-Franchini
View articletitled, Threat Assessment<span class="subtitle-colon">: </span><span class="subtitle">Women of Color Teaching Ideological Critique in the Neoliberal Classroom</span>
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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
View articletitled, Rethinking Student Resistance from a Developmental Perspective<span class="subtitle-colon">: </span><span class="subtitle">A Case Study Based on a 2016 Ballot Initiative Portfolio Project</span>
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How to Teach Gender to Students Who Didn’t Know They Had One
Glenn Michael Gordon
View articletitled, How to Teach Gender to Students Who Didn’t Know They Had One
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Cripping Neutrality: Student Resistance, Pedagogical Audiences, and Teachers’ Accommodations
Ai Binh T. Ho; Stephanie L. Kerschbaum; Rebecca Sanchez; Melanie Yergeau
View articletitled, Cripping Neutrality<span class="subtitle-colon">: </span><span class="subtitle">Student Resistance, Pedagogical Audiences, and Teachers’ Accommodations</span>
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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
View articletitled, The Possibilities of Uncertainty<span class="subtitle-colon">: </span><span class="subtitle">Digital Archives as Cunning Texts in a First-Year Composition Curriculum</span>
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Thinking Critically, Thinking Again in Core Literature
Miriam Marty Clark
View articletitled, Thinking Critically, Thinking Again in Core Literature
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Predicting Futures, Performing Feminisms: Chronology and Ideology in Composition Classrooms
Eric Detweiler; Kate Lisbeth Pantelides
View articletitled, Predicting Futures, Performing Feminisms<span class="subtitle-colon">: </span><span class="subtitle">Chronology and Ideology in Composition Classrooms</span>
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From Commonplaces to Consciousness: Threshold Concepts, Conceded Authority, and the Critical Potential of Rhetorical Writing Instruction
Jerry Stinnett
View articletitled, From Commonplaces to Consciousness<span class="subtitle-colon">: </span><span class="subtitle">Threshold Concepts, Conceded Authority, and the Critical Potential of Rhetorical Writing Instruction</span>
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Review

Why Johnny Can (and Should) Write Essays: A Case for an Essay-centric Writing Curriculum
Jenny Spinner
View articletitled, Why Johnny Can (and Should) Write Essays<span class="subtitle-colon">: </span><span class="subtitle">A Case for an Essay-centric Writing Curriculum</span>
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Contributors

Contributors
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