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At the beginning of the nineteenth century, few people in the United States had access to significant school education or to the materials of instruction. By century's end, education was a mass - though not universal - experience, and literacy textbooks were ubiquitous artifacts, used both in home and in school by a growing number of learners from diverse backgrounds. Archives of Instruction suggests strategies for re-reading the texts and details the watersheds in the genre, providing a new perspective on the material conditions of schooling, book publication, and emerging practices of literacy instruction. 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Is the self expressed or distributed? Can writing be understood as a process, or is any process too messy to be understood? These debates have finally run out of steam, argues Paul Lynch, leaving composition in a \"postpedagogical\" moment, a moment when the field no longer believes that pedagogical theories can account for the complexities of teaching. \u003ci\u003eAfter Pedagogy\u003c\/i\u003e extends the postpedagogical conversation by turning to the experience of teaching itself.\u003c\/p\u003e \u003cp\u003eThough the work of John Dewey, \u003ci\u003eAfter Pedagogy\u003c\/i\u003e argues that experience offers an arena in which theory and practice can coexist. 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Drawing from a study of 78 two-year college student writers and an analysis of nearly two decades of issues of the major journals in the field of writing studies, Holly Hassel and Cassandra Phillips sketch out a reimagined vision for writing studies that roots the scholarship, research, and service in the discipline squarely within the changing material realities of contemporary college writing instruction.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAbout the CCCC Studies in Writing \u0026amp; Rhetoric (SWR) Series\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIn this series, the methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition--including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. 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