In Telling Stories, more than a dozen longitudinal writing researchers look beyond conventional project findings to story their work and, in doing so, offer otherwise unavailable glimpses into the logics and logistics of long-range studies of writing. 

 Utah has long claimed to have the greatest snow on Earth—the state itself has even trademarked the phrase. In Secrets of the Greatest Snow on Earth, Jim Steenburgh investigates Wasatch weather, exposing the myths, explaining the reality, and revealing how and why Utah’s powder lives up to its reputation.

In this collection writing program and writing center administrators from a range of academic institutions come together to explore their work through the lens of sensemaking.

Multimodal composition is becoming increasingly popular in university classrooms as faculty, students, and institutions come to recognize that old and new technologies have enabled, and even demanded, the use of more than one composing mode for communicating, solving problems, and keeping up with the latest discourse. 

Childfree and Happy examines how millennia of reproductive beliefs (or doxa) have positioned women who choose not to have children as deviant or outside the norm.

Failing Sideways is an innovative and fresh approach to assessment that intersects writing studies, educational measurement, and queer rhetorics.

Strangely Rhetorical establishes the groundwork for strangeness as a lens under the broader interdisciplinary umbrella of rhetoric and composition and shares a series of rhetorical devices for practically thinking about how compositions are made unique.

Translingual and Transnational Graduate Education in Rhetoric and Composition investigates the implications of composition studies’ changing terminological and ideological landscape around language and nation for the professionalization of future university writing teachers-scholars.

The first concerted effort of writing studies scholars to interrogate isolationism in the United States, Writing on the Wall reveals how writing teachers—often working directly with students who are immigrants, undocumented, first-generation, international, and students of color—embody ideas that counter isolationism.

Writing Centers and Learning Commons presents program administrators, directors, staff, and tutors with theoretical rationales, experiential journeys, and go-to practical designs and strategies for the many questions involved when writing centers find themselves operating in shared environments.
 

Unwell Writing Centers focuses on the inroads the wellness industry has made into higher education. Following graduate and undergraduate writing tutors during a particularly stressful period (2016–2019), Genie Nicole Giaimo examines how top-down and bottom-up wellness interventions are received and taken up by workers.

Hashtag Activism Interrogated and Embodied analyzes the ways that hashtags repurpose and reclaim societal narratives, considering how these digital interactions carry over into external spaces and are embodied by both participants and spectators alike.

Composing Place takes an innovative approach to engaging with the compositional affordances of mobile technologies.

The field of writing program administration has long been a space rich in metaphor. From plate-twirling to fire-extinguishing, parents to dungeon masters, and much more, the work of a WPA extends to horizons unknown. Responding to the constraints of austerity, Toward More Sustainable Metaphors of Writing Program Administration offers new lenses for established WPAs and provides aspiring and early career WPAs with a sense of the range of responsibilities and opportunities in their academic and professional spaces.

In Distant Readings of Disciplinarity, Benjamin Miller brings a big data approach to the study of disciplinarity in rhetoric, composition, and writing studies (RCWS) by developing scalable maps of the methods and topics of several thousand RCWS dissertations from 2001 to 2015.

Changing Conceptions, Changing Practices demonstrates that it is possible for groups of faculty members to change teaching and learning in radical ways across their programs, despite the current emphasis on efficiency and accountability.