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Focusing largely on the controversial website Wikipedia, the author explores the challenges confronting teachers of college writing in the increasingly electronic and networked writing environments their students use every day. Rather than praising or condemning that site for its role as an encyclopedia, Cummings instead sees it as a site for online collaboration between writers and a way to garner audience for student writing.

Applying an understanding of Commons-Based Peer Production theory, as developed by Yochai Benkler, this text is arranged around the following propositions:

-- Commons-Based Peer Production is a novel economic phenomenon which informs our current teaching model and describes a method for making sense of future electronic developments.

-- College writers are motivated to do their best work when they write for an authentic audience, external to the class.

-- Writing for a networked knowledge community invites students to participate in making knowledge, rather than only consuming it.

-- A plan for integrating networked writing for an external audience helps students understand the transition from high school to college writing.

-- Allowing students to review and self-select points of entry into electronic discourse fosters "laziness," or a new work dynamic where writers seek to better understand their own creativity in terms of a project's demands.

Lazy Virtues offers networked writing assignments to foster development of student writers by exposing them to the demands of professional audiences, asking them to identify and assess their own creative impulses in terms of a project's needs, and removing the writing teacher from the role of sole audience.

Learning from the Lived Experiences of Graduate Student Writers is a timely resource for understanding and resolving some of the issues graduate students face, particularly as higher education begins to pay more critical attention to graduate student success. Offering diverse approaches for assisting this demographic, the book bridges the gap between theory and practice through structured examination of graduate students’ narratives about their development as writers, as well as researched approaches for enabling these students to cultivate their craft.

The first half of the book showcases the voices of graduate student writers themselves, who describe their experiences with graduate school literacy through various social issues like mentorship, access, writing in communities, and belonging in academic programs. Their narratives illuminate how systemic issues significantly affect graduate students from historically oppressed groups. The second half accompanies these stories with proposed solutions informed by empirical findings that provide evidence for new practices and programming for graduate student writers.

Learning from the Lived Experiences of Graduate Student Writers values student experience as an integral part of designing approaches that promote epistemic justice. This text provides a fresh, comprehensive, and essential perspective on graduate writing and communication support that will be useful to administrators and faculty across a range of disciplines and institutional contexts.
 
Contributors: Noro Andriamanalina, LaKela Atkinson, Daniel V. Bommarito, Elizabeth Brown, Rachael Cayley, Amanda E. Cuellar, Kirsten T. Edwards, Wonderful Faison, Amy Fenstermaker, Jennifer Friend, Beth Godbee, Hope Jackson, Karen Keaton Jackson, Haadi Jafarian, Alexandria Lockett, Shannon Madden, Kendra L. Mitchell, Michelle M. Paquette, Shelley Rodrigo, Julia Romberger, Lisa Russell-Pinson, Jennifer Salvo-Eaton, Richard Sévère, Cecilia D. Shelton, Pamela Strong Simmons, Jasmine Kar Tang, Anna K. Willow Treviño, Maurice Wilson, Anne Zanzucchi

Linking Literacies provides the most up to date theoretical overview of the connection between reading and writing in second language acquisition. Belcher and Hirvela have brought together the definitive collection of developments in reading-writing relations research and pedagogy. Papers are organized into these parts:
Ground Practice: Theory, Research, and History
In the Classroom: Teaching Reading as Writing and Writing as Reading
(E)Merging Literacies and the Challenge of Textual Ownership
Technology-Assisted Reading and Writing.
In addition to examining the ways in which L1 influences have affected the development of L2 reading-writing theory and pedagogy, Linking Literacies looks at how L2 reading-writing scholarship has created an identity separate of an L1 framework. Linking Literacies examines a broad range of questions and concerns within the structure of L2 reading-writing connections and L2 academic literacy through discussions of theory, research, and

Lit to Lit examines the traditional split between the study of literature and composition and rhetoric programs, asking writing studies scholars to think critically and creatively about the role literature can play in the teaching of writing and the field’s conceptions of its own relation to writing. Grounded in diverse experiences and practices, contributors offer provocative but thoughtful analyses of how composition and literature can be brought together in the study and teaching of writing.

Complex forms of writing should not be the sole territory of one subfield or discipline but rather should benefit from multiple perspectives generated by those with keen and abiding interests in writing writ large. Many in the field of composition and rhetoric also have an active engagement in the literary arts, particularly the flowering of literature from diverse cultural experiences in the last decades. What new teaching and learning approaches could emerge from a synthesis of theoretical, literary, rhetorical, poetic, and compositional methods? This question becomes even more compelling when considering how English departments often house programs in journalism and creative writing, allowing robust opportunities for multiple ways of thinking about and studying complex texts.

Lit to Lit makes visible the generative overlap between subfields already present in the broad field of English, pointing to new ways forward that value each area’s separate endeavors while highlighting the possibilities for what could be built together.

This innovative collection challenges the traditional focus on solitary genius by examining the rich diversity of literary couplings and collaborations from the early modern to the postmodern period. Literary Couplings explores some of the best-known literary partnerships—from the Sidneys to Boswell and Johnson to Sylvia Plath and Ted Hughes—and also includes lesser-known collaborators such as Daphne Marlatt and Betsy Warland. The essays place famous authors such as Samuel Coleridge, Oscar Wilde, and William Butler Yeats in new contexts; reassess overlooked members of writing partnerships; and throw new light on texts that have been marginalized due to their collaborative nature. By integrating historical studies with authorship theory, Literary Couplings goes beyond static notions of the writing "couple" to explore literary couplings created by readers, critics, historians, and publishers as well as by writers themselves, thus expanding our understanding of authorship.

In the pre-Hispanic Mesoamerican world, histories and collections of ritual knowledge were often presented in the form of painted and folded books now known as codices, and the knowledge itself was encoded into pictographs. Eight codices have survived from the Mixtec peoples of ancient Oaxaca, Mexico; a part of one of them, the Codex Zouche-Nuttall, is the subject of this book. As a group, the Mixtec codices contain the longest detailed histories and royal genealogies known for any indigenous people in the western hemisphere. The Codex Zouche-Nuttall offers a unique window into how the Mixtecs themselves viewed their social and political cosmos without the bias of western European interpretation. At the same time, however, the complex calendrical information recorded in the Zouche-Nuttall has made it resistant to historical, chronological analysis, thereby rendering its narrative obscure.

In this pathfinding work, Robert Lloyd Williams presents a methodology for reading the Codex Zouche-Nuttall that unlocks its essentially linear historical chronology. Recognizing that the codex is a combination of history in the European sense and the timelessness of myth in the Native American sense, he brings to vivid life the history of Lord Eight Wind of Suchixtlan (AD 935–1027), a ruler with the attributes of both man and deity, as well as other heroic Oaxacan figures. Williams also provides context for the history of Lord Eight Wind through essays dealing with Mixtec ceremonial rites and social structure, drawn from information in five surviving Mixtec codices.