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.

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.

Explores the culture of agriculture through a diverse and multicultural collection of fiction, poetry, essays, art, music, recipes, and folklore.

In volume 25 of the Arrington Lecture Series, Richard White discusses the transcontinental railroad’s impact on Utah’s environment, culture, and political atmosphere.

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.

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.

Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting.

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.

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.