Writing the Classroom explores how faculty compose and use pedagogical documents to establish classroom expectations and teaching practices, as well as to articulate the professional identities they perform both inside and outside the classroom.

The Material Culture of Writing opens up avenues for understanding writing through scholarship in material culture studies.

Focusing on overt and covert violence and bringing attention to the many ways violence inflects and infects the teaching, administration, and scholarship of composition, Violence in the Work of Composition examines both forms of violence and the reciprocal relationships uniting them across the discipline.

Racing Translingualism provides both theoretical and pedagogical reconsiderations of the translingual approach to language diversity by addressing the intersections of race and translingualism.



 

Our Body of Workinvites administrators and teachers to consider how physical bodies inform everyday work and labor as well as research and administrative practices in writing programs.

In Toward an Anti-Capitalist Composition, James Rushing Daniel argues that capitalism is eminently responsible for the entangled catastrophes of the twenty-first century—precarity, economic and racial inequality, the decline of democratic culture, and climate change—and that it must accordingly become a central focus in the teaching of writing.

Mining a mountain of folklore publications, North American Monsters unearths decades of notable monster research.

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.

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.
 

This volume examines the role of writing, rhetoric, and literacy programs and approaches in the practice of civic engagement in global contexts.

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.

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.