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.

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.

Translingual Pedagogical Perspectives addresses the movement toward translingualism in the writing classroom and demonstrates the practical pedagogical strategies faculty can take to represent both domestic and international monolingual and multilingual students’ perspectives in writing programs.

Providing meaningful research into the ways adult learners bring their knowledge to the classroom, From Military to Academy offers new ways of thinking about pedagogy beyond the “traditional” college experience.

In Reading and Writing Instruction in the Twenty-First Century contemporary scholars explore and extend the continued relevance of Scholes’s work for those in English and writing studies.
 

Redefining Roles is the first book to recognize and provide sustained focus on the presence of professional, faculty, and graduate student consultants in writing centers.

Mountain Witches is a comprehensive guide to the complex figure of yamauba—female yōkai often translated as mountain witches, who are commonly described as tall, enigmatic women with long hair, piercing eyes, and large mouths that open from ear to ear and who live in the mountains—and the evolution of their roles and significance in Japanese culture and society from the premodern era to the present.

This book examines the hearings that followed Mormon apostle Reed Smoot’s 1903 election to the US Senate and the subsequent protests and petitioning efforts from mainstream Christian ministries disputing Smoot’s right to serve as a senator.

Equipping Technical Communicators for Social Justice Workprovides action-focused resources and tools—heuristics, methodologies, and theories—for scholars to enact social justice.

A provocative theoretical synthesis by renowned folklorist and anthropologist Charles L. Briggs, Unlearning questions intellectual foundations and charts new paths forward. Briggs argues, through an expansive look back at his own influential works as well as critical readings of the field, that scholars can disrupt existing social and discourse theories across disciplines when they collaborate with theorists whose insights are not constrained by the bounds of scholarship.
 

Women’s Ways of Making draws attention to material practices—those that the hands perform—as three epistemologies—an episteme, a techne, and a phronesis—that together give pointed consideration to making as a rhetorical embodied endeavor.