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.