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2 books match the query 'Blewett, Kelly'

cover of Reconceptualizing Response: Using Instructor Feedback to Promote Linguistic Justice

Reconceptualizing Response

Using Instructor Feedback to Promote Linguistic Justice

Kelly Blewett

Utah State University Press, 2026

Reconceptualizing Response reframes instructor feedback, one of the most consequential practices in rhetoric and writing studies, as a site of linguistic justice. Instructor response is not merely technical commentary; it is contested terrain where students’ identities, experiences, and language varieties must be named, supported, and celebrated.

Contributors represent a wide range of institutional contexts—including two-year colleges, four-year universities, HBCUs, HSIs, SLACs, and PWIs—and write from diverse positionalities, amplifying current debates and productive tensions in the field. Organized around four key moves—looking back, looking within, looking up, and looking around—the book invites readers to critically examine the ideologies underlying feedback practices; recognize how instructors' positionality, values, and beliefs are communicated through feedback; align feedback with students’ needs; and reconsider the broader classroom ecology required for justice. Bridging linguistic justice and feedback studies, this collection provides concrete tools and frameworks, as well as sample rubrics, course policies, and fresh approaches to assessment.

Ideal for graduate students, writing program administrators, faculty teaching future writing instructors, and anyone seeking to transform classroom practice, Reconceptualizing Response offers guiding questions for reflection and practical strategies for change. This volume reimagines instructor response as a catalyst for equity, consciousness-raising, and transformation, calling instructors not only to comment on writing but also to use feedback to dismantle oppressive logics and foster linguistic justice.

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cover of The Power of Writing: Dartmouth '66 in the Twenty-First Century

The Power of Writing

Dartmouth '66 in the Twenty-First Century

Edited by Christiane Donahue and Kelly Blewett

Dartmouth College Press, 2015

At the 1966 Dartmouth Seminar, scholars gathered to debate the direction of English Studies in the academy. This debate had far-reaching effects and arguably forever changed writing instruction in the United States. To commemorate the 45th anniversary of this gathering, Dartmouth College hosted an event both celebrating the past and looking toward the future. Then as now, there is this simple truth: writing well matters, and it matters in institutions of higher education across disciplines. Yet what it means to be a good writer in the academy and in the public sphere remains a site of controversy and discussion. The Power of Writing: Dartmouth ’66 in the Twenty-First Century argues that any discussion of why writing well matters should extend beyond composition and rhetoric scholars to capture the knowledge that outstanding teachers and writers themselves put to work every day. The editors have brought together scholars and public intellectuals (including New York Times best-selling authors David McCullough and Steve Strogatz) from the sciences, social sciences, humanities, and interdisciplinary fields to engage in a dialogue about some of the controversial questions related to writing today. Readers will engage with questions about what it means to write well and how different answers affect the teaching and learning of writing in higher education. Each anchor article—representing disciplines as varied as musicology, African studies, mathematics, and history—receives responses from Dartmouth faculty and nationally renowned faculty members in writing studies programs. This timely and wide-ranging collection will have appeal far beyond writing instructors and is specifically designed for readers across disciplines.
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