Reflection-in-Motion considers how reflective practice is embedded in daily course happenings, centering the experiences of students and teachers in Minority Serving Institutions to amplify
underrepresented viewpoints about how reflection works in the writing classroom. 

There Is No Making It Out is an archival, revisionist rhetorical historiography and pedagogically informed conversation at the intersections of literacy, rhetorical, composition, and decolonial studies. 

The junctions between play and ritual are many and complex. Play is for fun and joy, but it also demands a total commitment and serious respect for rules. Rituals involve nearly endless varieties of social arrangements and can truly transform people, but they also include improvisation, testing, and pretending.
 
 

The Sound of Mormonism is an annotated and expanded version of the 2023 lecture “Music & the Unspoken Truth”—an homage to the Music and the Spoken Word radio program and a meditation on the relationships between religion, music, vocality, and quietude.
 

Tracing the Impact of First-Year Writing presents the results of a large-scale longitudinal study of college writers that explores the impact of a required first-year writing course with a comparative approach not previously available.

Indigenous Voices in Digital Spaces applies Indigenous frameworks and epistemologies to online cultural movements through four case studies, including hashtags, memes, cryptocurrency, and digital artistry, and develops decolonizing practices for digital rhetoric, online identity work, and digital literacy practices.
 

The Case for Critical Literacy explores the history of reading within writing studies and lays the foundation for understanding the impact of this critical, yet often untaught, skill. 

Doing Difference Differently ethnographically recounts the stories of four Chinese international students navigating the complex socio-academic environment of a North American institution for higher education. 

Doing Difference Differently ethnographically recounts the stories of four Chinese international students navigating the complex socio-academic environment of a North American institution for higher education. 

Rooted in contemporary understandings of social action, informed by up-to-date research on writing program administration, and attentive to the needs of value-driven decision-making, Burnin’ Daylight enables writing program administrators (WPAs) to shape writing programs that help people create the lives they envision.

Pivotal Strategies examines the rhetorical contexts and motivations that determine how and why people choose writing studies as a discipline, especially as the field begins to take more seriously an antiracist imperative that requires more conscious listening and promotion of work from scholars representing traditionally underrepresented voices.
 

Disruptive Stories uses an activist editing method to select and publish authors that have been marginalized in scholarly conversations and enrich the understanding of lived writing center experiences that have been underrepresented in writing center scholarship. 

The third decennial review from the International Association for Society and Natural Resources, Opening Windowssimultaneously examines the breadth and societal relevance of Society and Natural Resources (SNR) knowledge, explores emergent issues and new directions in SNR scholarship, and captures the increasing diversity of SNR research.

Inspired by folklore, television, fairy tales, social media, novels, and films, Just Wonder addresses crucial themes in social and ecological justice efforts. Moving into the mid-twenty-first century, wonder as a potentially critical sociocultural, ecological, and individual stance will play a critical role in reconceptualizing the present to imagine a different and better world.
 
 

The Composition Commons traces the century-long origins of a writing-centered idea of the American university and tracks the resurgence of this idea today.

Mentorship/Methodology brings together emerging and established scholars to consider the relationship between mentoring practices and research methodologies in writing studies and related fields. 

Engaging Ambience is the first book to develop comprehensive empirical approaches to ambient rhetoric, detailing and demonstrating visual and multisensory methodologies and methods for exploring the wondrous complexity of everyday communication.

Westwater Lost and Found: Expanded Edition is the continuing story of Westwater—a relatively short, deep canyon near the Utah-Colorado state line that has become one of the most popular river-running destinations in America—and its lasting significance to the study of the Upper Colorado River. 

Reaching All Writers brings together decades of writing studies experience, research, and scholarship to help organize first-year writing courses around inclusive teaching practices and foundational concepts that support disciplinary learning for all college writers, including students who have been excluded from more selective higher-education institutions.
 

The Rhetorical Mediator reveals how and why scholars and user experience (UX) researchers can include Indigenous technical communicators and oral interpretation practices in their interdisciplinary conversations.

Multimodal Composing and Writing Transfer explores transfer across various contexts of multimodal composing, extending the early conversations connecting multimodality to writing. 

Based on a qualitative, ethnographic, observational case study approach, Environmental Preservation and the Grey Cliffs Conflict presents an analysis of the conflict negotiation between the U.S. Army Corps of Engineers and a local community that struggled to address a deteriorating Corps-managed recreational lake area in Tennessee known as “Grey Cliffs.”
 

Feminist Technical Communication introduces readers to technical communication methodology, demonstrating how rhetorical feminist approaches are vital to the future of technical communication. 

Two-Year College Writing Studies is a comprehensive overview of the two-year college writing teaching experience within our current political and historical contexts, with examples for teachers to better enact just teaching practices in their colleges.

Stories of Our Living Ephemera recovers the history of the Cherokee National Seminaries from scattered archives and colonized research practices by critically weaving together pedagogy and archival artifacts with Cherokee traditional stories and Indigenous worldviews.

Writing on the Social Network builds upon traditions in longitudinal writing research to present a longer view of the impact of social media technologies on individuals’ literacy practices. 
 

Teaching Accelerated and Corequisite Composition is the first book to compile on-the-ground advice and teaching strategies specifically curated for accelerated and corequisite writing courses.

In Beyond Productivity, a wide range of contributors share honest narratives of the sometimes-impossible conditions that scholars face when completing writing projects.

Vernacular responses have been crucial for communities seeking creative ways to cope with the coronavirus pandemic.

Writing Centers and Racial Justice responds to renewed and invigorated interest in racial justice and antiracism across writing centers and in writing studies, providing practical ways to enact racial justice in and through the writing center. 

The Consolations of Humor and Other Folklore Essays unfolds as a series of questions, commentaries, and criticisms of the analysis, interpretation, and explanation of folklore.

Composition and Rhetoric in Contentious Times poses critical questions of representation, accessibility, social justice, affect, and labor to better understand the entwined future of composition and rhetoric.

Claiming Space examines the growing tradition of decorating mortarboards at college graduations, offering a performance-centered approach to these material sites of display. 

The New Work of Writing Across the Curriculum is a descriptive analysis of how institutions can work to foster stronger intellectual activities around writing as connected to campus-wide diversity and inclusion initiatives.

In Reconstructing Response to Student Writing Dan Melzer makes the argument that writing instructors should shift the construct so that peer response and student self-assessment are more central than teacher response.