An imprint of University Press of Colorado.
Community Perspectives on Community-Based Learning
Rewriting Partnerships offers concrete strategies for creating more community-responsive partnerships at the classroom level as well as at the level of program and research design.
Graduate Instructors and the Teaching of First-Year Composition
Conceptions of Literacy proposes a theoretical framework for examining new graduate student instructors’ preexisting attitudes and beliefs about literacy.
Senior Scholars and Their Colleagues Deliberate the Past, Present, and Future of Writing Studies
In Talking Back, a veritable Who’s Who of writing studies scholars deliberate on intellectual traditions, current practices, and important directions for the future.
Race, Class, Power, and Resistance of Women in Academia
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.
Learning from Fiction, Film, and Drama
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.
Learning Thresholds in Writing, Composition, Rhetoric, and Literacy
(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.
Contextualizing the Past, Present, and Future
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.
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