Contents
Acknowledgments
Foreword | Krista Ratcliffe
Introduction | Rachel McCabe and Jennifer Juszkiewicz
Section One: Critical Interrogations
1. Composition, Critics, and Care Work: An Undisciplined Reflection on Disciplinary Expertise | Jacob Babb and William Duffy
2. Trust, Truth, and the Erosion of Public Discourse: The Virtue of Reality in the First-Year Writing Classroom | Matthew S. S. Johnson
3. Writing with Our Bodies: Recovering Pathos through Critica Embodiment Pedagogy | Christina V. Cedillo
Section Two: Careful Leadership
4. Continuing Writing across the Curriculum Programs amid the Contraction of Higher Education: Vision, Mission, and Strategy | Christopher Basgier
5. Building an Affective Infrastructure to Lead Writing Programs | Nicole Khoury, Nicholas Behm, and Sherry Rankins-Robertson
6. On Non-scalability and Transformative Relationships in the First-Year Composition “Jumbo” | Laura A. Sparks and Kim Jaxon
Section Three: Drawing Together
7. Rooting Our Teaching in the Change around Us: Growing an Anti-Racist, Community-Interdependent Course Model | Zapoura Newton-Calvert
8. Writing with the Working Class: The Future of Public Rhetoricians | Anna Barritt and Kalyn Prince
9. Generative Combination: A Guiding Principle for the Future of Composition | Matthew Overstreet
Section Four: Writing Our Way Back
10. A Future without Thesis Statements | Hannah J. Rule
11. Teaching toward a More Just Citation Practice | Elizabeth Kleinfeld
12. Film in the Interdisciplinary Composition Classroom | Rachel McCabe
13. Learning from Black Teachers: Ida B. Wells-Barnett and Implementing Critical Engagement Strategies in Writing Classrooms | Jessica Edwards
Afterword: Timely Is Timeless | Deborah H. Holdstein
Index
About the Authors