An imprint of University Press of Colorado.
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.
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.
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.
Writing, Information, and the Biophysical Environment
Metabolizing Capital outlines a critical ecological framework to guide the theorization of writing and rhetoric in the dynamic contexts of Web 3.0 and environmental crisis.
The Critical Role of Historical Examination in Moving Cultural and Moral Trajectories
In volume 24 of the Arrington Lecture Series, Darius Gray, who joined the LDS Church in 1964, marks the history of the years that preceded the leadership of the LDS Church’s revelation allowing all worthy male members, regardless of race, to receive the priesthood.
The Legacy of the Transcontinental Railroad Corporations
In volume 25 of the Arrington Lecture Series, Richard White discusses the transcontinental railroad’s impact on Utah’s environment, culture, and political atmosphere.
Rhetoric, Ethics, and the Teaching of Writing
Explores the diversity of ethical perspectives animating contemporary writing studies and examines the place of ethics in writing classrooms, writing centers, writing across the curriculum programs, prison education classes, and other settings.
A timely resource for understanding and resolving some of the issues graduate students face, particularly as higher education begins to pay more critical attention to graduate student success.
In Building a Resilient Twenty-First-Century Economy for Rural America, Don E. Albrecht visits rural communities that have traditionally been dependent on a variety of goods-producing industries, explores what has happened as employment in these industries has declined, and provides a path by which they can build a vibrant twenty-first-century economy.
Military Culture and Its Discontents
Different Drummers explores the disjunction between organizational solidarity and individual pushback in military organizations, examining how members of the armed forces express ambivalent attitudes about their service.
Place and the Material in Rhetoric and Writing
In Transforming Ethos Rosanne Carlo synthesizes philosophy, rhetorical theory, and composition theory to clarify the role of ethos and its potential for identification and pedagogy for writing studies.
Strategies for Recognizing and Negotiating Emotional Labor in Writing Program Administration
Emotional labor is not adequately talked about or addressed by writing program administrators. The Things We Carry makes this often-invisible labor visible, demonstrates a variety of practical strategies to navigate it reflectively, and opens a path for further research.
Style and the Future of CompositionStudies explores style’s potential for informing how students are taught to write well and its power as a tool for analyzing the language and discourse practices of writers and speakers in a range of contexts.
Ten years after the publication of the foundational edited collection Folklore and the Internet, Andrew Peck and Trevor J. Blank bring an essential update of scholarship to the study of digital folklore, Folklore and Social Media.
Collaboration and the Production of Writing
Collaboration was an important area of study in writing for many years, but interest faded as scholars began to assume that those working within writing studies already “got it.” In Beyond Conversation, William Duffy revives the topic and connects it to the growing interest in collaboration within digital and materialist rhetoric to demonstrate that not only do the theory, pedagogy, and practice of collaboration need more study but there is also much to be learned from the doing of collaboration.
Restoring Rhetorical Relations at the Carlisle Indian School
Writing Their Bodies analyzes pedagogical philosophies and curricular materials through the perspective of written and visual student texts created during the school’s first three-year term.
Mobility Work in Composition explores work in composition from the framework of a mobilities paradigm that takes mobility to be the norm rather than the exception to a norm of stasis and stability.
Lived Experiences of Non-Tenure-Track Faculty in Writing Studies
Speaking Up, Speaking Out addresses the lived experiences of those working in the non-tenure-track faculty (NTTF) trenches through storytelling and reflection.
College Students Write about Race and Segregation
Based on a mixed methods study of students’ writing in a first-year-writing course themed around racial identities and language varieties at St. John’s University, Mapping Racial Literacies shows college student writing that directly confronts lived experiences of segregation—and, overwhelmingly, of resegregation.
Conversations about Surveillance within and beyond the Classroom
Privacy Matters examines how communications and writing educators, administrators, technological resource coordinators, and scholars can address the ways surveillance and privacy affect student and faculty composing, configure identity formation, and subvert the surveillance state.
Women’s Ways of Making draws attention to material practices—those that the hands perform—as three epistemologies—an episteme, a techne, and a phronesis—that together give pointed consideration to making as a rhetorical embodied endeavor.
Rethinking Poetics, Pandemics, and the Politics of Knowledge
A provocative theoretical synthesis by renowned folklorist and anthropologist Charles L. Briggs, Unlearning questions intellectual foundations and charts new paths forward. Briggs argues, through an expansive look back at his own influential works as well as critical readings of the field, that scholars can disrupt existing social and discourse theories across disciplines when they collaborate with theorists whose insights are not constrained by the bounds of scholarship.
Theories, Methodologies, and Pedagogies
Equipping Technical Communicators for Social Justice Workprovides action-focused resources and tools—heuristics, methodologies, and theories—for scholars to enact social justice.
The Investigation of a Mormon Senator and the Transformation of an American Religion
This book examines the hearings that followed Mormon apostle Reed Smoot’s 1903 election to the US Senate and the subsequent protests and petitioning efforts from mainstream Christian ministries disputing Smoot’s right to serve as a senator.
Mountain Witches is a comprehensive guide to the complex figure of yamauba—female yōkai often translated as mountain witches, who are commonly described as tall, enigmatic women with long hair, piercing eyes, and large mouths that open from ear to ear and who live in the mountains—and the evolution of their roles and significance in Japanese culture and society from the premodern era to the present.
The Professional, Faculty, and Graduate Consultant’s Guide to Writing Centers
Redefining Roles is the first book to recognize and provide sustained focus on the presence of professional, faculty, and graduate student consultants in writing centers.
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.
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.
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.
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.
International Education, Community Partnerships, and Higher Education
This volume examines the role of writing, rhetoric, and literacy programs and approaches in the practice of civic engagement in global contexts.
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.
Demystifying the Professoriate for Graduate Students in Composition and Rhetoric
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.
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