In Reading and Writing Instruction in the Twenty-First Century contemporary scholars explore and extend the continued relevance of Scholes’s work for those in English and writing studies.
 

Providing meaningful research into the ways adult learners bring their knowledge to the classroom, From Military to Academy offers new ways of thinking about pedagogy beyond the “traditional” college experience.

Translingual Pedagogical Perspectives addresses the movement toward translingualism in the writing classroom and demonstrates the practical pedagogical strategies faculty can take to represent both domestic and international monolingual and multilingual students’ perspectives in writing programs.

Self+Culture+Writing foregrounds the possibility of autoethnography as a viable methodological approach and provides researchers and instructors with ways of understanding, crafting, and teaching autoethnography within writing studies.

Queerly Centered explores writing center administration and queer identity, showcasing nuanced orientations to LGBTQA labor undertaken but not previously acknowledged or documented in the field’s research.

This volume examines the role of writing, rhetoric, and literacy programs and approaches in the practice of civic engagement in global contexts.

This edited volume offers strategies for implementing large- and small-scale changes in writing programs by focusing on transformations­—the institutional, programmatic, curricular, and labor practices that work together to shape our teaching and learning experiences of writing and rhetoric in higher education.
 

Based on findings from a multiyear, nationwide study of new faculty in the field of rhetoric and composition, Stories of Becoming provides graduate students—and those who train them—with specific strategies for preparing for a career in the professoriate.

Mining a mountain of folklore publications, North American Monsters unearths decades of notable monster research.