In Talking Back, a veritable Who’s Who of writing studies scholars deliberate on intellectual traditions, current practices, and important directions for the future.

Conceptions of Literacy proposes a theoretical framework for examining new graduate student instructors’ preexisting attitudes and beliefs about literacy.

The courageous and inspiring personal narratives and empirical studies in Presumed Incompetent II name formidable obstacles and systemic biases that all women faculty encounter in their higher education careers.

Joseph Harris explores how the work of teaching writing has been depicted in novels, films, and plays to reveal what teachers can learn from studying not just theories of discourse, rhetoric, or pedagogy but also accounts of the lived experience of teaching writing.

Eexplores “neglected circulatory writing processes” to better understand why and how digital writers compose, revise, and deliver arguments that undergo sometimes constant revision.

(Re)Considering What We Know raises new questions and offers new ideas that can help to advance the discussion and use of threshold concepts in the field of writing studies.

Steven D. Krause explores MOOCs and their continuing impact on distance learning in higher education, putting them in the context of technical innovations that have come before and those that will be part of the educational future.