Talk, Tools, and Texts tackles a perplexing issue: how can we envision writing as developing throughout a lifetime, from the first purposeful marks made on paper to the last? How can we make accounts of writing development that keep the complexity of our lives in mind while also providing useful insight to researchers, teachers, and writers?

Drawing on eleven accounts of writers at different points in the lifespan (ages 12 to 80) and in different social circumstances (from a middle-school classroom to a bird-sanctuary newsletter), Talk, Tools, and Texts constructs a “logic-in-use” for following writers and their writing development at a variety of points in the lifespan. It also offers several strategies scholars can use in pursuit of their own research into lifespan writing.

In Talking Back, a veritable Who’s Who of writing studies scholars deliberate on intellectual traditions, current practices, and important directions for the future. In response, junior and mid-career scholars reflect on each chapter with thoughtful and measured moves forward into the contemporary environment of research, teaching, and service. Each of the prestigious chapter authors in the volume has three common traits: a sense of responsibility for advancing the profession, a passion for programs of research dedicated to advancing opportunities for others, and a reflective sense of their work accompanied by humility for their contributions. As a documentary, Talking Back is the first history of writing studies in autobiography.
 

Contributors: Jo Allen, Ann N. Amicucci, Akua Duku Anokye, Paige Davis Arrington, Doug Baldwin, John C. Brereton, Judy Buchanan, Hugh Burns, Leasa Burton, Ellen C. Carillo, William Condon, Dylan B. Dryer, Michelle F. Eble, Jennifer Enoch, Joan Feinberg, Patricia Friedrich, Cinthia Gannett, Eli Goldblatt, Shenika Hankerson, Janis Haswell, Richard Haswell, Eric Heltzel, Douglas Hesse, Bruce Horner, Alice S. Horning, Asao B. Inoue, Ruth Ray Karpen, Suzanne Lane, Min-Zhan Lu, Donald McQuade, Elisabeth L. Miller, Rebecca Williams Mlynarczyk, Sean Molloy, Les Perelman, Louise Wetherbee Phelps, Stacey Pigg, Sherry Rankins-Robertson, Jessica Restaino, J. Michael Rifenburg, Eliana Schonberg, Geneva Smitherman, Richard Sterling, Katherine E. Tirabassi, Devon Tomasulo, Martha A. Townsend, Mike Truong, Victor Villanueva, Edward M. White, Anne Elrod Whitney, Kathleen Blake Yancey

Teaching Accelerated and Corequisite Composition is the first book to compile on-the-ground advice and teaching strategies specifically curated for accelerated and corequisite writing courses. Trailblazers in the field from colleges across the United States—who developed a foundation for corequisites by facilitating equity and accessibility for marginalized students—speak to a range of topics and demographics, offering support for instructors and practical advice for improving student success.
 
The book primarily explores accelerated composition through the lens of two-year colleges to answer a central question in the field: to what extent do educators need to alter two-year college curricular design? The contributors also delve into assessment, a crucial process for instructors and their students transitioning to accelerated learning; the key role that reading plays in the writing process; and noncognitive learning, an area of study that has been associated with accelerated learning since its inception. Together these thirteen chapters provide instructors with a strategic approach to teaching accelerated and corequisite composition.
 
Teaching Accelerated and Corequisite Composition points toward a new way of approaching first-year composition: a method of instruction that fosters the growth and success of writers who were once considered underprepared for college writing and are now achieving unprecedented success.
 

 

Teaching Black: The Craft of Teaching on Black Life and Literature presents the experiences and voices of Black creative writers who are also teachers. The authors in this collection engage poetry, fiction, experimental literature, playwriting, and literary criticism. They provide historical and theoretical interventions and practical advice for teachers and students of literature and craft. Contributors work in high schools, colleges, and community settings and draw from these rich contexts in their essays. This book is an invaluable tool for teachers, practitioners, change agents, and presses. Teaching Black is for any and all who are interested in incorporating Black literature and conversations on Black literary craft into their own work.

Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting. Focusing on the art and science of instructing self-directed writers through major writing tasks, Brian Jackson helps teachers prepare students to engage purposefully in any writing task by developing the habits of mind and cognitive strategies of the mindful writer.

Relying on the most recent research in writing studies and learning theory, Jackson gives new teachers practical advice about setting up writing tasks, using daily writing, leading class discussions, providing feedback, joining teaching communities, and other essential tools that should be in every writing teacher’s toolbox. Teaching Mindful Writers is a timely, fresh perspective on teaching students to be self-directed writers.

Teaching Writing through the Immigrant Story explores the intersection between immigration and pedagogy via the narrative form. Embedded in the contexts of both student writing and student reading of literature chapters by scholars from four-year and two-year colleges and universities across the country, this book engages the topic of immigration within writing and literature courses as the site for extending, critiquing, and challenging assumptions about justice and equity while deepening students’ sense of ethics and humanity.
 
Each of the chapters recognizes the prevalence of immigrant students in writing classrooms across the United States—including foreign-born, first- and second-generation Americans, and more—and the myriad opportunities and challenges those students present to their instructors. These contributors have seen the validity in the stories and experiences these students bring to the classroom—evidence of their lifetimes of complex learning in both academic and nonacademic settings. Like thousands of college-level instructors in the United States, they have immigrant stories of their own. The immigrant “narrative” offers a unique framework for knowledge production in which students and teachers may learn from each other, in which the ordinary power dynamic of teacher and students begins to shift, to enable empathy to emerge and to provide space for an authentic kind of pedagogy.
 
By engaging writing and literature teachers within and outside the classroom, Teaching Writing through the Immigrant Story speaks to the immigrant narrative as a viable frame for teaching writing—an opportunity for building and articulating knowledge through academic discourse. The book creates a platform for immigration as a writing and literary theme, a framework for critical thinking, and a foundation for significant social change and advocacy.
 
Contributors: Tuli Chatterji, Katie Daily, Libby Garland, Silvia Giagnoni, Sibylle Gruber, John Havard, Timothy Henderson, Brennan Herring, Lilian Mina, Rachel Pate, Emily Schnee, Elizabeth Stone
 

In Telling Stories, more than a dozen longitudinal writing researchers look beyond conventional project findings to story their work and, in doing so, offer otherwise unavailable glimpses into the logics and logistics of long-range studies of writing. The result is a volume that centers interrelations among people, places, and politics across two decades of praxis and an array of educational sites: two-year colleges, a senior military college, an adult literacy center, a small liberal arts college, and both public and private four-year universities.

Contributors share direct knowledge of longitudinal writing research, citing project data (e.g., interview transcripts, research notes, and journals), descriptions drawn from memory, and extended personal reflections. The resulting stories, tempered by the research and scholarship of others, convey a sense of longitudinal research as a lived activity as well as a prominent and consequential approach to inquiry. Yet Telling Stories is not a how-to guide, nor is it written for longitudinal researchers alone. Instead, this volume addresses issues about writing research that are germane to all who conduct or count on it. Such topics include building and sustaining good interpersonal research relations, ethically negotiating the institutional power dynamics that undergird writing research, effectively using knowledge from longitudinal studies to advocate for writers and writing educators, and improving both conceptual and concrete resources for long-range research in writing studies.

Emotional labor is not adequately talked about or addressed by writing program administrators. The Things We Carry makes this often-invisible labor visible, demonstrates a variety of practical strategies to navigate it reflectively, and opens a path for further research. Particularly timely, this collection considers how writing program administrators work when their schools or regions experience crisis situations.
 
The book is broken into three sections: one emphasizing the WPA’s own work identity, one on fostering community in writing programs, and one on balancing the professional and personal. Chapters written by a diverse range of authors in different institutional and WPA contexts examine the roles of WPAs in traumatic events, such as mass shootings and natural disasters, as well as the emotional labor WPAs perform on a daily basis, such as working with students who have been sexually assaulted or endured racist, sexist, homophobic, and otherwise disenfranchising interactions on campus. The central thread in this collection focuses on “preserving” by acknowledging that emotions are neither good nor bad and that they must be continually reflected upon as WPAs consider what to do with emotional labor and how to respond. Ultimately, this book argues for more visibility of the emotional labor WPAs perform and for WPAs to care for themselves even as they care for others.
 
The Things We Carry extends conversations about WPA emotional labor and offers concrete and useful strategies for administrators working in both a large range of traumatic events as well as daily situations that require tactical work to preserve their sense of self and balance. It will be invaluable to writing program administrators specifically and of interest to other types of administrators as well as scholars in rhetoric and composition who are interested in emotion more broadly.
 

This richly textured edited collection explores the ways in which graduate teaching assistants are prepared to enter the field of rhetoric and composition. By viewing teaching and learning from the perspective of the TAs themselves, the chapters, personal narratives, and program profiles that make up this collection speak to the diversity and complexity found within and beyond university walls and deepen our understanding of how these preparation programs shape TA identities and practices. Through their stories and reports, the contributors to this volume provide valuable insights into the programs, realities, and experiences that shape their work in rhetoric and composition.

We live in the age of trans-, an era of pervasive mobility across linguistic, national, disciplinary, and institutional borders of teachers, students, scholars, and institutional programs. The contributors to Toward a Transnational University examine how approaches to postsecondary writing instruction travel and, in the process, transform the transnational and translingual character of universities worldwide. The chapters in this edited collection investigate, in multiple contexts around the world, the challenges, opportunities, and ambiguities that arise when mobility is taken as their foundation. Writing from a wide range of locations—including Bangladesh, Canada, China, Japan, Nepal, Qatar, and the United States—the contributors to Toward a Transnational University examine the friction points by which particular approaches to academic writing and its teaching are translated and interact with local cultures and concerns. Together, they show how institutions of higher education are engaging the mobility and fluidity of academic writing, its teaching, and its learning.

In Toward an Anti-Capitalist Composition, James Rushing Daniel argues that capitalism is eminently responsible for the entangled catastrophes of the twenty-first century—precarity, economic and racial inequality, the decline of democratic culture, and climate change—and that it must accordingly become a central focus in the teaching of writing. Delving into pedagogy, research, and institutional work, he calls for an ambitious reimagining of composition as a discipline opposed to capitalism’s excesses.

Drawing on an array of philosophers, political theorists, and activists, Daniel outlines an anti-capitalist approach informed by the common, a concept theorized by Pierre Dardot and Christian Laval as a solidaristic response to capitalism rooted in inventive political action. Rather than relying upon claims of membership or ownership, the common supports radical, collective acts of remaking that comprehensively reject capitalist logics. Applying this approach to collaborative writing, student debt, working culture, and digital writing, Daniel demonstrates how the writing classroom may be oriented toward capitalist harms and prepare students to critique and resist them. He likewise employs the common to theorize how anti-capitalist interventions beyond the classroom could challenge institutional privatization and oppose the adjunctification of the professoriate.

Arguing that composition scholars have long neglected marketization and corporate power, Toward an Anti-Capitalist Composition extends a case for adopting a resolute anti-capitalist stance in the field and for remaking the university as a site of common work.

The field of writing program administration has long been a space rich in metaphor. From plate-twirling to fire-extinguishing, parents to dungeon masters, and much more, the work of a WPA extends to horizons unknown. Responding to the constraints of austerity, Toward More Sustainable Metaphors of Writing Program Administration offers new lenses for established WPAs and provides aspiring and early career WPAs with a sense of the range of responsibilities and opportunities in their academic and professional spaces.
 
This volume presents twelve chapters that reclaim and revise established metaphors; offer new metaphors based on sustainable, relational, or emotional labor practices and phenomena; and reveal the improvisational, artisanal nature of WPA work. Chapters resonate across three sections. The first section focuses on organic relationships captured in phrases like “putting out fires” and "seeing forests for the trees” alongside unexpected comparisons to ground and light. The second describes institutional landscapes featuring generative juxtapositions such as the WPA as a labor activist or a mapper of emotional geography. And the third discusses performance crafts like improv comedy and artisanal making.
 
Toward More Sustainable Metaphors of Writing Program Administration offers new and revised ways of thinking and acting for WPAs, who are constantly negotiating the paradoxical demands of their work and continually striving to act ethically in conflicted, and even fraught, situations. It will inspire practicing, aspiring, and former WPAs working in a time of transformation by highlighting more sustainable ways of enacting WPA identity.
 
 
Contributors: Jacob Babb, John Belk, Katherine Daily O'Meara, Ryan J. Dippre, Douglas Hesse, Andrew Hollinger, Rona Kaufman, Cynthia D. Mwenja, Manny Piña, Scott Rogers, Robyn Tasaka, Alexis Teagarden, Christy I. Wenger, Lydia Wilkes

Rediscovered at the end of the nineteenth century in Coptic and Ethiopic versions, the Epistle of the Apostles (Epistula Apostolorum) is a "revelation dialogue," in which the risen Jesus converses with his disciples before his ascension and delivers instructions for strengthening the young church. In the first major study in English of this ancient document, Julian V. Hills probes its remarkable witness to the traditions that circulated in Jesus' name in the second century.

Hills tackles the document's literary framework, collecting and assessing signals to its composition. In detailed analyses of passages about Jesus' miracles, the first appearance of the risen Lord, the second advent, and the commissioning of the Apostles, Hills shows how older traditions were reshaped and interpreted according to the distinctive communal situation and theological vision of the author.

In Hills's careful and insightful work, scholars and students of early Christianity will find clues to the elusive reality of Christianity in the second century. This ancient Epistle can now become a prominent conversation partner among many newly accessible early post-resurrection traditions.

This expanded edition of the out-of-print original, published in 1990, includes a new preface and bibliography.

As teaching practices adapt to changing technologies, budgetary constraints, new student populations, and changing employment practices, writing programs remain full of people dedicated to helping students improve their writing. This edited volume offers strategies for implementing large- and small-scale changes in writing programs by focusing on transformations­—the institutional, programmatic, curricular, and labor practices that work together to shape our teaching and learning experiences of writing and rhetoric in higher education.
 
The collection includes chapters from multiple award-winning writing programs, including the recipients of the Two-Year College Association’s Outstanding Programs in English Award and the Conference on College Composition and Communication’s Writing Program Certificate of Excellence. These authors offer perspectives that demonstrate the deep work of transformation in writing programs and practices writ large, confirm the ways in which writing programs are connected to and situated within larger institutional and disciplinary contexts, and outline successful methods for navigating these contexts in order to transform the work.
 
In using the prism of transformation as the organizing principle for the collection, Transformations offers a range of strategies for adapting writing programs so that they meet the needs of students and teachers in service of creating equitable, ethical literacy instruction in a range of postsecondary contexts.
 
 Contributors: Leah Anderst, Cynthia Baer, Ruth Benander, Mwangi Alex Chege, Jaclyn Fiscus-Cannaday, Joanne Giordano, Rachel Hall Buck, Sarah Henderson Lee, Allison Hutchinson, Lynee Lewis Gaillet, Jennifer Maloy, Neil Meyer, Susan Miller-Cochran, Ruth Osorio, Lori Ostergaard, Shyam Pandey, Cassie Phillips, Brenda Refaei, Heather Robinson, Shelley Rodrigo, Julia Romberger, Tiffany Rousculp, Megan Schoen, Paulette Stevenson
 
 

In Transforming Ethos Rosanne Carlo synthesizes philosophy, rhetorical theory, and composition theory to clarify the role of ethos and its potential for identification and pedagogy for writing studies. Carlo renews focus on the ethos appeal and highlights its connection to materiality and place as a powerful instrument for writing and its teaching—one that insists on the relational and multimodal aspects of writing and makes prominent its inherent ethical considerations and possibilities.
 
Through case studies of professional and student writings as well as narrative reflections Transforming Ethos imagines the ethos appeal as not only connected to style and voice but also a process of habituation, related to practices of everyday interaction in places and with things. Carlo addresses how ethos aids in creating identification, transcending divisions between the self and other. She shows that when writers tell their experiences, they create and reveal the ethos appeal, and this type of narrative/multimodal writing is central to scholarship in rhetoric and composition as well as the teaching of writing. In addition, Carlo considers how composition is becoming compromised by professionalization—particularly through the idea of “transfer”—which is overtaking the critical work of self-development with others that a writing classroom should encourage in college students.
 
Transforming Ethos cements ethos as an essential term for the modern practice and teaching of rhetoric and places it at the heart of writing studies. This book will be significant for students and scholars in rhetoric and composition, as well as those interested in higher education more broadly.

Translingual and Transnational Graduate Education in Rhetoric and Composition investigates the implications of composition studies’ changing terminological and ideological landscape around language and nation for the professionalization of future university writing teacher-scholars. As the collection editors argue, incorporating translingual and transnational theories into graduate pedagogy and curricular structures is necessary if they are to shape professional practices in rhetoric and composition  long term.
 
Contributors to the collection articulate the need for translingual and transnational sensibilities in rhetoric and composition graduate programs in light of the material conditions of graduate students’ lives and labor. They further present pathways for rethinking the design of graduate-level coursework, foreign language learning policies and labor, mentoring practices, writing teacher and writing center tutor training, and other professionalization initiatives. Offering a range of conceptually and empirically driven pieces, the collection brings together the voices and lived experiences of graduate students, faculty advisors, and administrators involved in the constant, necessary reworking of rhetoric and composition graduate education in a variety of institutional locales.
 
Translingual and Transnational Graduate Education in Rhetoric and Composition provides inspiration for graduate programs working to enact well-grounded curricular and pedagogical changes to counter the long-standing effects of the dominant racist and monolingualist ideologies in higher education generally, and rhetoric and composition studies specifically.
 
Contributors: Lucía Durá, Patricia Flores, Joe Franklin, Moisés Garcia-Renteria, Bruce Horner, Aimee Jones, Corina Lerma, Kate Mangelsdorf, Brice Nordquist, Madelyn Pawlowski, Christine Tardy, Amy Wan, Alex Way, Anselma Widha Prihandita, Joe Wilson, Xiaoye You, Emily Yuko Cousins, Michelle Zaleski

 

Working within the framework of translanguaging, the contributors to this collection offer nuanced explorations of how translingual dispositions can be facilitated in English-medium postsecondary writing programs and classrooms. The authors and editors comprise a wide array of writing scholars from diverse teaching and learning contexts with a corresponding array of institutional, disciplinary, and pedagogical expectations and pressures. The work shared in this collection offers readers cases of translingual dispositions that consider the personal, pedagogical, and institutional challenges associated with the adoption of a translingual disposition and interrogate academic translingual practices in U.S. and international English-medium settings.
 

Translingual Pedagogical Perspectives addresses the movement toward translingualism in the writing classroom and demonstrates the practical pedagogical strategies faculty can take to represent both domestic and international monolingual and multilingual students’ perspectives in writing programs. Contributors explore approaches used by diverse writing programs across the United States, insisting that traditional strategies used in teaching writing need to be reimagined if they are to engage the growing number of diverse learners who take composition classes.
 
The book showcases concrete and adaptable writing assignments from a variety of learning environments in postsecondary, English-medium writing classrooms, writing centers, and writing programs populated by monolingual and multilingual students. By providing descriptive and reflective examples of how understanding translanguaging can influence pedagogy, Translingual Pedagogical Perspectives fills the gap between theoretical inquiry surrounding translanguaging and existing translingual pedagogical models for writing classrooms and programs.
 
Additional appendixes provide a variety of readings, exercises, larger assignments, and other entry points, making Translingual Pedagogical Perspectives useful for instructors and graduate students interested in engaging translingual theories in their classrooms.
 
Contributors: Daniel V. Bommarito, Mark Brantner, Tania Cepero Lopez, Emily Cooney, Norah Fahim, Ming Fang, Gregg Fields, Mathew Gomes, Thomas Lavalle, Esther Milu, Brice Nordquist, Ghanashyam Sharma, Naomi Silver, Bonnie Vidrine-Isbell, Xiqiao Wang, Dan Zhu
 
 

Two-Year College Writing Studies is a comprehensive overview of the two-year college writing teaching experience within our current political and historical contexts, with examples for teachers to better enact just teaching practices in their colleges. Editors Darin Jensen and Brett Griffiths present grounded, well-theorized, and practical strategies for teachers to implement in classrooms, institutions, and geopolitical contexts to advocate more effectively for their students.
 
Contributors draw on theories of identity, rhetorical third space, and linguistics to articulate a praxis of just teaching. They describe existing institutional challenges and opportunities that foster equity and offer cautionary tales of educational systems dismantled for short-term economic and political gains. Two-year college writing studies—when properly resourced—holds the potential to foster (or undermine) democratic ideals of civic literacy and uplift. Chapters in this volume offer case study examples of changes in departmental practices for reflection, interaction, and assessment that empower faculty to break free and engage directly with institutional, regional, state, and national constraints.
 
By making these resilient practices visible, Two-Year College Writing Studies amplifies the voices and validates the experiences of instructors engaging in this work. It will serve generalists, specialists, and academics interested in the subdiscipline of student success pedagogies and the political histories of two-year colleges and be useful for instructors new to the field, as professional development for veteran instructors, and as an introduction for graduate students entering two-year college writing studies programs.