Writing Centers and Learning Commons presents program administrators, directors, staff, and tutors with theoretical rationales, experiential journeys, and go-to practical designs and strategies for the many questions involved when writing centers find themselves operating in shared environments.
 

The first concerted effort of writing studies scholars to interrogate isolationism in the United States, Writing on the Wall reveals how writing teachers—often working directly with students who are immigrants, undocumented, first-generation, international, and students of color—embody ideas that counter isolationism.

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 teachers-scholars.

Strangely Rhetorical establishes the groundwork for strangeness as a lens under the broader interdisciplinary umbrella of rhetoric and composition and shares a series of rhetorical devices for practically thinking about how compositions are made unique.

Failing Sideways is an innovative and fresh approach to assessment that intersects writing studies, educational measurement, and queer rhetorics.

Childfree and Happy examines how millennia of reproductive beliefs (or doxa) have positioned women who choose not to have children as deviant or outside the norm.

Multimodal composition is becoming increasingly popular in university classrooms as faculty, students, and institutions come to recognize that old and new technologies have enabled, and even demanded, the use of more than one composing mode for communicating, solving problems, and keeping up with the latest discourse. 

In this collection writing program and writing center administrators from a range of academic institutions come together to explore their work through the lens of sensemaking.

 Utah has long claimed to have the greatest snow on Earth—the state itself has even trademarked the phrase. In Secrets of the Greatest Snow on Earth, Jim Steenburgh investigates Wasatch weather, exposing the myths, explaining the reality, and revealing how and why Utah’s powder lives up to its reputation.

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. 

In Reconstructing Response to Student Writing Dan Melzer makes the argument that writing instructors should shift the construct so that peer response and student self-assessment are more central than teacher response.
 

The New Work of Writing Across the Curriculum is a descriptive analysis of how institutions can work to foster stronger intellectual activities around writing as connected to campus-wide diversity and inclusion initiatives.

Claiming Space examines the growing tradition of decorating mortarboards at college graduations, offering a performance-centered approach to these material sites of display. 

Composition and Rhetoric in Contentious Times poses critical questions of representation, accessibility, social justice, affect, and labor to better understand the entwined future of composition and rhetoric.

The Consolations of Humor and Other Folklore Essays unfolds as a series of questions, commentaries, and criticisms of the analysis, interpretation, and explanation of folklore.

Writing Centers and Racial Justice responds to renewed and invigorated interest in racial justice and antiracism across writing centers and in writing studies, providing practical ways to enact racial justice in and through the writing center. 

Vernacular responses have been crucial for communities seeking creative ways to cope with the coronavirus pandemic.

In Beyond Productivity, a wide range of contributors share honest narratives of the sometimes-impossible conditions that scholars face when completing writing projects.

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.

Writing on the Social Network builds upon traditions in longitudinal writing research to present a longer view of the impact of social media technologies on individuals’ literacy practices. 
 

Stories of Our Living Ephemera recovers the history of the Cherokee National Seminaries from scattered archives and colonized research practices by critically weaving together pedagogy and archival artifacts with Cherokee traditional stories and Indigenous worldviews.

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.

Feminist Technical Communication introduces readers to technical communication methodology, demonstrating how rhetorical feminist approaches are vital to the future of technical communication. 

Based on a qualitative, ethnographic, observational case study approach, Environmental Preservation and the Grey Cliffs Conflict presents an analysis of the conflict negotiation between the U.S. Army Corps of Engineers and a local community that struggled to address a deteriorating Corps-managed recreational lake area in Tennessee known as “Grey Cliffs.”
 

Multimodal Composing and Writing Transfer explores transfer across various contexts of multimodal composing, extending the early conversations connecting multimodality to writing. 

The Rhetorical Mediator reveals how and why scholars and user experience (UX) researchers can include Indigenous technical communicators and oral interpretation practices in their interdisciplinary conversations.

Reaching All Writers brings together decades of writing studies experience, research, and scholarship to help organize first-year writing courses around inclusive teaching practices and foundational concepts that support disciplinary learning for all college writers, including students who have been excluded from more selective higher-education institutions.