An imprint of University Press of Colorado.
Change Work across Writing Programs, Pedagogies, and Practices
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.
LGBTQA Writing Center Directors Navigate the Workplace
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.
Autoethnography for/as Writing Studies
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.
Engaging Domestic and International Students in the Composition Classroom
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.
The Writing and Learning Transitions of Student-Veterans
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.
Recovering and Transforming the Pedagogy of Robert Scholes
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.
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