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.

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.

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.
 

Unwell Writing Centers focuses on the inroads the wellness industry has made into higher education. Following graduate and undergraduate writing tutors during a particularly stressful period (2016–2019), Genie Nicole Giaimo examines how top-down and bottom-up wellness interventions are received and taken up by workers.

Hashtag Activism Interrogated and Embodied analyzes the ways that hashtags repurpose and reclaim societal narratives, considering how these digital interactions carry over into external spaces and are embodied by both participants and spectators alike.

Composing Place takes an innovative approach to engaging with the compositional affordances of mobile technologies.

The field of writing program administration has long been a space rich in metaphor. From plate-twirling to fire-extinguishing, parents to dungeon masters, and much more, the work of a WPA extends to horizons unknown. Responding to the constraints of austerity, Toward More Sustainable Metaphors of Writing Program Administration offers new lenses for established WPAs and provides aspiring and early career WPAs with a sense of the range of responsibilities and opportunities in their academic and professional spaces.

In Distant Readings of Disciplinarity, Benjamin Miller brings a big data approach to the study of disciplinarity in rhetoric, composition, and writing studies (RCWS) by developing scalable maps of the methods and topics of several thousand RCWS dissertations from 2001 to 2015.

Changing Conceptions, Changing Practices demonstrates that it is possible for groups of faculty members to change teaching and learning in radical ways across their programs, despite the current emphasis on efficiency and accountability.

Writing the Classroom explores how faculty compose and use pedagogical documents to establish classroom expectations and teaching practices, as well as to articulate the professional identities they perform both inside and outside the classroom.

The Material Culture of Writing opens up avenues for understanding writing through scholarship in material culture studies.

Focusing on overt and covert violence and bringing attention to the many ways violence inflects and infects the teaching, administration, and scholarship of composition, Violence in the Work of Composition examines both forms of violence and the reciprocal relationships uniting them across the discipline.

Racing Translingualism provides both theoretical and pedagogical reconsiderations of the translingual approach to language diversity by addressing the intersections of race and translingualism.



 

Our Body of Workinvites administrators and teachers to consider how physical bodies inform everyday work and labor as well as research and administrative practices in writing programs.

In Toward an Anti-Capitalist Composition, James Rushing Daniel argues that capitalism is eminently responsible for the entangled catastrophes of the twenty-first century—precarity, economic and racial inequality, the decline of democratic culture, and climate change—and that it must accordingly become a central focus in the teaching of writing.

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

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.

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.
 

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