The National Day on Writing庐 celebrates writing鈥攁nd the many places, reasons, and ways we write each day鈥攁s an essential component of literacy. Since 2009, #WhyIWrite has encouraged thousands of people to lift their voices to the things that matter most to them. Check out the titles from 起点传媒to support you in the teaching of writing.
argues that by turning what students and teachers know about writing into an area of intellectual inquiry, a philosophy of experience can make teaching sustainable after pedagogy.
draws听on historical studies as well as on current innovations of composing, and provides a new framework for understanding composing: assemblage theory.
makes听a space for WPAs of color to cultivate antiracist responses within an Afrocentric framework and to enact socially responsible approaches to program building.
听argues that, when viewed as a microcosm of the broader enterprise, the prison classroom highlights the way that composition and rhetoric as a discipline continues to make use of colonial ways of knowing and of being that work against the decolonial intentions of the field.
听examines the rich historical and political contexts of collaborative learning, starting with John Dewey鈥檚 impact on progressive education in the early twentieth century.
听makes a compelling case for counterstory as methodology in rhetoric and writing studies through the well-established framework of critical race theory (CRT).
听features eight new essays, including six in the new technology section, “Virtual Talk: Composing Beyond the Word.”
听shows how marginalized adult learners are able to theorize about their position in society, question dominant ideas, disrupt them, and challenge traditional literacy narratives in American culture.
听introduces gospel literacy, a theoretical framework analogous to gospel music within which to consider how the literacy activities of the Civil Rights Movement illuminate a continual interchange between secular and religious ideologies.
explores performances of developing young male identity in case studies from twentieth- and twenty-first-century federal and civic organizations that recruit boys and young men using appeals to American national identity, often coding these appeals as character building.
听describes the journey of a police report as it travels through the criminal justice system, exposing the ways in which power, agency, and authority circulate and accrue between writers and readers.
听shares the experiences of first-generation immigrant scholars in rhetoric, composition, and communication and how those experiences shape individual academic identity and, in turn, the teaching of writing and rhetoric.
听develops a new theoretical approach to the study of writing by fusing key aspects of postmodern theory with the empirical sensibilities of composition studies and with that field鈥檚 long-standing investment in writerly agency.
听argues that composition鈥檚 embrace of new media and multimedia often makes those media serve the rhetorical ends of writing and composition, as opposed to exploring the rhetorical capabilities of those media.
听demonstrates how theories of public pedagogy can help composition specialists relocate teaching and learning within local public contexts beyond the classroom or campus.
starts from the premise that “multilingualism is a daily reality for all students鈥攁ll language users,” Jay Jordan proceeds to both complicate and enrich the responsibilities of the composition classroom as it attempts to accommodate and instruct a diversity of students in the practices of academic writing.
听argues that a pedagogical approach to faculty interactions in Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) contexts can enhance cross-disciplinary communication and collaboration and ultimately lead to more productive, sustainable initiatives.
听explores decolonial shifts in composition and rhetoric informed by strategies for potentially decolonizing language and literacy practices, writing and rhetorical instruction, and research practices and methods.
听examines a community writing center to show where change can happen and what is possible in academic鈥揷ommunity writing partnerships when uncertainty, persistence, and respect converge.
听offers guidance, reassurance, and thoughtful commentary on the many activities leading up to and surrounding classroom instruction
听provides a detailed analysis of diversity rhetoric and the ways institutions of higher education market diversity in and through student bodies.
听draws from an ethnographic study of a summer health program in the Dominican Republic to examine what exactly rhetorical translanguaging might look like, arguing for a rhetorical approach that accounts for stigma, race, and institutional constraints.
听argues for a pedagogical shift in centering the public writing classroom more on students’ work as organizers and rhetoricians.
offers rich academic inquiry into the idea of 鈥渢he veteran鈥� as well as into ways that veteran culture has been fostered or challenged in writing classrooms, in writing centers, and in college communities more generally.
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