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Gail Hawisher and Cynthia Selfe created a volume that set the agenda in the field of computers and composition scholarship for a decade. The technology changes that scholars of composition studies faced as the new century opened couldn't have been more deserving of passionate study. While we have always used technologies (e.g., the pencil) to communicate with each other, the electronic technologies we now use have changed the world in ways that we have yet to identify or appreciate fully. Likewise, the study of language and literate exchange, even our understanding of terms like literacy, text, and visual, has changed beyond recognition, challenging even our capacity to articulate them.

As Hawisher, Selfe, and their contributors engage these challenges and explore their importance, they "find themselves engaged in the messy, contradictory, and fascinating work of understanding how to live in a new world and a new century." The result is a broad, deep, and rewarding anthology of work still among the standard works of computers and composition study.

In Performing Antiracist Pedagogy, Frankie Condon and Vershawn Ashanti Young seek to help create openings to address race and racism not only in course readings and class discussion in writing, rhetoric, and communication courses but also in wider public settings. The contributors to this collection, drawn from a wide range of disciplines, urge readers to renew their commitment to intelligently and publicly deliberate race and to counteract the effects of racism. The book is both theoretically rigorous and practical, providing readers with insightful analyses of race and racism and useful classroom suggestions and examples.

Contributors: Chiara Bacigalupa, Sophia Bell, Susan Leigh Brooks, Frankie Condon, Rasha Diab, John Dean, Thomas Ferrell, Beth Godbee, Dae-Joong Kim, Timothy Lensmire, Calvin M. Logue, Aja Y. Martinez, Rebecca Nathan, Bobbi Olson, Jessica Parker, Charise Pimentel, Octavio Pimentel, Mya Poe, Neil Simpkins, Nathan Snaza, Deatra Sullivan, Vershawn Ashanti Young

A friendly critique of the field, The Politics of Writing Studies examines a set of recent pivotal texts in composition to show how writing scholarship, in an effort to improve disciplinary prestige and garner institutional resources, inadvertently reproduces structures of inequality within American higher education. Not only does this enable the exploitation of contingent faculty, but it also puts writing studies—a field that inherently challenges many institutional hierarchies—in a debased institutional position and at odds with itself.

Instead of aligning with the dominant paradigm of research universities, where research is privileged over teaching, theory over practice, the sciences over the humanities, and graduate education over undergraduate, writing studies should conceive itself in terms more often associated with labor. By identifying more profoundly as workers, as a collective in solidarity with contingent faculty, writing professionals can achieve solutions to the material problems that the field, in its best moments, wants to address. Ultimately, the change compositionists want to see in the university will not come from high theory or the social science research agenda; it must come from below.

Offering new insight into a complex issue, The Politics of Writing Studies will be of great interest to writing studies professionals, university administrators, and anyone interested in the political economy of education and the reform of institutions of higher education in America.

Post-Truth Rhetoric and Composition is a timely exploration of the increasingly widespread and disturbing effect of “post-truth” on public discourse in the United States. Bruce McComiskey analyzes the instances of bullshit, fake news, feigned ethos, hyperbole, and other forms of post-truth rhetoric employed in recent political discourse.

The book frames “post-truth” within rhetorical theory, referring to the classic triad of logos, ethos, and pathos. McComiskey shows that it is the loss of grounding in logos that exposes us to the dangers of post-truth. As logos is the realm of fact, logic, truth, and valid reasoning, Western society faces increased risks—including violence, unchecked libel, and tainted elections—when the value of reason is diminished and audiences allow themselves to be swayed by pathos and ethos. Evaluations of truth are deferred or avoided, and mendacity convincingly masquerades as a valid form of argument.

In a post-truth world, where neither truth nor falsehood has reliable meaning, language becomes purely strategic, without reference to anything other than itself. This scenario has serious consequences not only for our public discourse but also for the study of composition.

In Process This, Nancy DeJoy argues that even recent revisions to composition studies, cultural studies, service learning, and social process movements--continue to repress the subjects and methodologies that should be central, especially at the level of classroom practice. Designed to move student discourses beyond the classroom, these approaches nonetheless continue to position composition students (and teachers) as mere consumers of the discipline. This means that the subjects, methodologies, and theory/practice relationships that define the field are often absent in composition classrooms.

Arguing that the world inside and outside of the academy cannot be any different if the profession stays the same, DeJoy creates a pedagogy and a plan for faculty development that revisions the prewrite/write/rewrite triad to open spaces for participation and contribution to all members of first-year writing classrooms.

Brody provides a playful, erudite meditation on punctuation’s power to direct discourse and, consequently, to shape human subjectivity. Her analysis ranges from a consideration of typography as a mode for representing black subjectivity in Ralph Ellison’s Invisible Man to a reflection on hyphenation and identity politics in light of Strunk and White’s prediction that the hyphen would disappear from written English. Ultimately, Brody takes punctuation off the “stage of the page” to examine visual and performance artists’ experimentation with non-grammatical punctuation. She looks at different ways that punctuation performs as gesture in dances choreographed by Bill T. Jones, in the hybrid sculpture of Richard Artschwager, in the multimedia works of the Japanese artist Yayoi Kusama, and in Miranda July’s film Me and You and Everyone We Know. Brody concludes with a reflection on the future of punctuation in the digital era.