Chapters in this book

1. Front Matter i
2. Contents v
3. Editors ’ Introduction 3
4. Section 1 Where Have We Been, Where Are We Now, and Why Are We Here?
5. 1 Mapping the Turn to Disciplinarity 15
6. 2 My Discipl inary History 36
7. 3 Acknowledging Disciplinary Contributions 53
8. 4 Learning from Bruffee 70
9. Section 2 Coming to Terms
10. 5 Classification and Its Discontents 87
11. 6 Understanding the Nature of Disciplinarity in Terms of Compos ition’s Values 111
12. 7 Discipline and Profession 134
13. Section 3 Coming to Terms
14. 8 Embracing the Virtue in Our Disciplinarity 161
15. 9 Disciplinarity and First-Year Composition 185
16. 10 Writing, English, and a Translingual Model for Composition 206
17. 11 Shared Landscapes, Contested Borders 225
18. Section 4 Where Are We Going and How Do We Get There?
19. 12 The Major in Composition Writing and Rhetoric 243
20. 13 Rhetoric and Composition Studies and Latinxs’ Largest Group: Mexican Americans 267
21. 14 Redefining Disciplinarity in the Current Context of Higher Education 287
22. 15 Looking Outward 303
23. Editors’ Conclusion 331
24. Contributors 343
25. Index 348