Skip to content

    Read more about Placing the History of College Writing: Stories from the Incomplete Archive

    Placing the History of College Writing: Stories from the Incomplete Archive

    (1 review)

    Nathan Shepley, University of Houston

    Copyright Year:

    ISBN 13: 9781602358010

    Publisher: WAC Clearinghouse

    Language: English

    Formats Available

    Conditions of Use

    Attribution-NonCommercial-NoDerivs Attribution-NonCommercial-NoDerivs


    Learn more about reviews.

    Reviewed by Anna Plemons, Clinical Assistant Professor, Washington State University on 5/21/18

    This text uses neosophistic rhetorical theory to suggest that the concepts of nomos, kairos, epideixis, and dynation are fruitful frames through which to situate an analysis of student writing. This claim, that a historical analysis of student... read more

    Table of Contents

    • Front Matter
    • Acknowledgments
    • Chapter One: Placing History, Historicizing Place
    • Chapter Two: Customizing Composition: Students Broadening Behavioral Codes
    • Chapter Three: Tracking Lines of Communication: Student Writing as a Response to Civic Issues
    • Chapter Four: Composition on Display: Students Performing College Competence
    • Chapter Five: Rethinking Links Between Histories of Composition
    • Chapter Six: Composition as Literacy, Discourse, and Rhetoric
    • Works Cited
    • Glossary

    Ancillary Material

    Submit ancillary resource

    About the Book

    In Placing the History of College Writing, Nathan Shepley argues that pre-1950s composition history, if analyzed with the right conceptual tools, can pluralize and clarify our understanding of the relationship between the writing of college students and the writing's physical, social, and discursive surroundings. Even if the immediate outcome of student writing is to generate academic credit, Shepley shows, the writing does more complex rhetorical work. It gives students chances to uphold or adjust institutional codes for student behavior, allows students and their literacy sponsors to respond to sociopolitical issues in a city or state, enables faculty and administrators to create strategic representations of institutional or program identities, and connects people across disciplines, occupations, and geographic locations. Shepley argues that even if many of today's composition scholars and instructors work at institutions that lack extensive historical records of the kind usually preferred by composition historians, those scholars and teachers can mine their institutional collections for signs of the various contexts with which student writing dealt.

    About the Contributors


    Nathan Shepley is Assistant Professor of English at the University of Houston, where he teaches undergraduate and graduate courses in Rhetoric and Composition. In addition to composition history, his specialization areas include composition pedagogy and ecological and neosophistic theories of writing. His articles have appeared in Composition Studies, Enculturation, Composition Forum, and Open Words: Access and English Studies.

    Contribute to this Page

    Suggest an edit to this book record