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Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action.

Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.

In National Healing, author Claude Hurlbert persuasively relates nationalism to institutional racism and contends that these are both symptoms of a national ill health afflicting American higher education and found even in the field of writing studies. Teachers and scholars, even in progressive fields like composition, are unwittingly at odds with their own most liberatory purposes, he says, and he advocates consciously broadening our understanding of rhetoric and writing instruction to include rhetorical traditions of non-Western cultures.

Threading a personal narrative of his own experiences as a student, professor, and citizen through a wide ranging discussion of theory, pedagogy, and philosophy in the writing classroom, Hurlbert weaves a vision that moves beyond simple polemic and simplistic multiculturalism. National Healing offers a compelling new aesthetic, epistemological, and rhetorical configuration.
 

A young man from Monterey and his younger brother go on their first deer hunt with their minister father and his friends. The setting is 1950s northern California, in country where, from the right height, one can see Mt. Shasta in one direction, Mt. Lassen in the other. It is a region of small, insular towns, and although it is a familiar hunting ground for the Reverend and his buddies, not everyone there welcomes black hunters. Father and son both shoulder their pride, and a racial confrontation seems inevitable.

Among the lessons young Satch learns is the sometime advantage of wit and spine. During their days in the wilderness, the brothers are initiated to the right practice of the hunt and camp and to the ribald talk, needling banter, camp tales, and occasional aggravation of sundry friends. Hunting has a primal nature, but as Satch sees, so may the variable interactions of men.

In A New Writing Classroom, Patrick Sullivan provides a new generation of teachers a means and a rationale to reconceive their approach to teaching writing, calling into question the discipline's dependence on argument.

Including secondary writing teachers within his purview, Sullivan advocates a more diverse, exploratory, and flexible approach to writing activities in grades six through thirteen. A New Writing Classroom encourages teachers to pay more attention to research in learning theory, transfer of learning, international models for nurturing excellence in the classroom, and recent work in listening to teach students the sort of dialogic stance that leads to higher-order thinking and more sophisticated communication.

The conventional argumentative essay is often a simplistic form of argument, widely believed to be the most appropriate type of writing in English classes, but other kinds of writing may be more valuable to students and offer more important kinds of cognitive challenges. Focusing on listening and dispositions or "habits of mind” as central elements of this new composition pedagogy, A New Writing Classroom draws not just on composition studies but also on cognitive psychology, philosophy, learning theory, literature, and history, making an exciting and significant contribution to the field. 

Johnson argues that nineteenth-century rhetoric was primarily synthetic, derived from the combination of classical elements and eighteenth-century belletristic and epistemological approaches to theory and practice. She reveals that nineteenth-century rhetoric supported several rhetorical arts, each conceived systematically from a similar theoretical foundation.

In Noise from the Writing Center, Boquet develops a theory of "noise" and excess as an important element of difference between the pedagogy of writing centers and the academy in general. Addressing administrative issues, Boquet strains against the bean-counting anxiety that seems to drive so much of writing center administration. Pedagogically, she urges a more courageous practice, developed via metaphors of music and improvisation, and argues for "noise," excess, and performance as uniquely appropriate to the education of writers and tutors in the center.

Personal, even irreverent in style, Boquet is also theoretically sophisticated, and she draws from an eclectic range of work in academic and popular culture-from Foucault to Attali to Jimi Hendrix. She includes, as well, the voices of writing center tutors with whom she conducted research, and she finds some of her most inspiring moments in the words and work of those tutors.

Honorable Mention, 2024 NCA Public Address Division’s Marie Hochmuth Nichols Award
Honorable Mention, 2025 Association for the Rhetoric of Science, Technology, and Medicine Book Award

While research demonstrates how Indigenous populations have been disproportionately affected by the global nuclear production complex, less attention has been given to tactics that have successfully resisted such projects. Danielle Endres’s Nuclear Decolonization shifts the conversation around nuclear colonialism in important ways, offering an account of how the Western Shoshone, Southern Paiute, and Skull Valley Goshute peoples and nations prevented two high-level nuclear waste sites from being built on their lands.

Using a decolonial approach, Endres highlights two sets of rhetorical tactics—Indigenous Lands rhetorics and national interest rhetorics—used to fight nuclear colonialism. The book reframes nuclear decolonization as fundamentally a struggle for the return of Indigenous lands while also revealing how Native activists selectively move between Indigenous nationhood and US citizenship in order to resist settler decision-making. Working at the intersection of Indigenous antinuclear advocacy, Indigenized environmental justice, and decolonization, Nuclear Decolonization centers Native activism and voices while amplifying the power and resilience of Indigenous peoples and nations.