Composition Studies 48.3 (Fall 2020)
Composition Studies 48.3 (Fall 2020)
Composition Studies 48.3 (Fall 2020)
Composition Studies 48.3 (Fall 2020)
Composition Studies 48.3 (Fall 2020)
Composition Studies 48.3 (Fall 2020)
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Composition Studies 48.3 (Fall 2020)

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05 December 2020
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Description  

The oldest independent periodical in the field, COMPOSITION STUDIES publishes original articles relevant to rhetoric and composition, including those that address teaching college writing; theorizing rhetoric and composing; administering writing programs; and, among other topics, preparing the field's future teacher-scholars. All perspectives and topics of general interest to the profession are welcome. We also publish Course Designs, which contextualize, theorize, and reflect on the content and pedagogy of a course. Contributions to Composing With are invited by the editor, though queries are welcome (send to compstudies@uc.edu). Cfps, announcements, and letters to the editor are most welcome. Composition Studies does not consider previously published manuscripts, unrevised conference papers, or unrevised dissertation chapters. CONTENTS OF COMPOSITION STUDIES 48.3 (Fall 2020): FROM THE EDITORS: Checking In AT A GLANCE: CONNECTIONS & COLLABORATIONS How to Stop Harming Students: An Ecological Guide to Antiracist Writing Assessment by Asao B. Inoue and Mya Poe ARTICLES: Queering Ethos: Interrogating Archives in the First Year Writing Classroom by Jennifer Ansley | The Impact of Critical Community-Engaged Writing on Student Understanding of Audience by Debra Dimond Young and Rachel Morgan | Learning Institutional Ecologies for Inventive Collaboration in Writing Center/Classroom Collaboration by Elizabeth Maffetone and Rachel McCabe COURSE DESIGN: English 150: Writing as Inquiry-Explorations of Identity and Privilege by Ashanka Kumari and Brita M. Thielen | English 1900: A Writing (and Writing Program) Laboratory by Laura Hardin Marshall and Paul Lynch | English 402: Technical and Professional Writing by Vanessa Cozza WHERE WE ARE: It's (Not) All Bullshit by James Fredal | An Ethics of Bullshit: The Good, the Bad, and the Ugly by Joshua Cruz | On Bullshit and the Necessity of Balance by Bruce Bowles Jr. | On Not Bullshitting Yourself, or Your Teaching by Patricia Roberts-Miller BOOK REVIEWS: (Inter-)Cultural Literacies: Towards Inclusive Writing Pedagogies and Practices by Christina V. Cedillo | The New "Available Means": Rhetoric, Ethics, and the Teaching of Writing by Jamie White-Farnham | Changing the Subject: A Theory of Rhetorical Empathy, by Lisa Blankenship, reviewed by Lydia Wilkes | The Archive as Classroom: Pedagogical Approaches to the Digital Archive of Literacy Narratives, edited by Kathryn Comer, Michael Harker, and Ben McCorkle, reviewed by Moira Connelly | Understanding the Paragraph and Paragraphing, by Iain McGee, reviewed by Mike Duncan | Toward Translingual Realities in Composition: (Re)Working Local Language Representations and Practices, by Nancy Bou Ayash, reviewed by Demet Yigitbilek | CONTRIBUTORS

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Composition Studies 48.3 (Fall 2020)

$50.00

Description

The oldest independent periodical in the field, COMPOSITION STUDIES publishes original articles relevant to rhetoric and composition, including those that address teaching college writing; theorizing rhetoric and composing; administering writing programs; and, among other topics, preparing the field's future teacher-scholars. All perspectives and topics of general interest to the profession are welcome. We also publish Course Designs, which contextualize, theorize, and reflect on the content and pedagogy of a course. Contributions to Composing With are invited by the editor, though queries are welcome (send to compstudies@uc.edu). Cfps, announcements, and letters to the editor are most welcome. Composition Studies does not consider previously published manuscripts, unrevised conference papers, or unrevised dissertation chapters. CONTENTS OF COMPOSITION STUDIES 48.3 (Fall 2020): FROM THE EDITORS: Checking In AT A GLANCE: CONNECTIONS & COLLABORATIONS How to Stop Harming Students: An Ecological Guide to Antiracist Writing Assessment by Asao B. Inoue and Mya Poe ARTICLES: Queering Ethos: Interrogating Archives in the First Year Writing Classroom by Jennifer Ansley | The Impact of Critical Community-Engaged Writing on Student Understanding of Audience by Debra Dimond Young and Rachel Morgan | Learning Institutional Ecologies for Inventive Collaboration in Writing Center/Classroom Collaboration by Elizabeth Maffetone and Rachel McCabe COURSE DESIGN: English 150: Writing as Inquiry-Explorations of Identity and Privilege by Ashanka Kumari and Brita M. Thielen | English 1900: A Writing (and Writing Program) Laboratory by Laura Hardin Marshall and Paul Lynch | English 402: Technical and Professional Writing by Vanessa Cozza WHERE WE ARE: It's (Not) All Bullshit by James Fredal | An Ethics of Bullshit: The Good, the Bad, and the Ugly by Joshua Cruz | On Bullshit and the Necessity of Balance by Bruce Bowles Jr. | On Not Bullshitting Yourself, or Your Teaching by Patricia Roberts-Miller BOOK REVIEWS: (Inter-)Cultural Literacies: Towards Inclusive Writing Pedagogies and Practices by Christina V. Cedillo | The New "Available Means": Rhetoric, Ethics, and the Teaching of Writing by Jamie White-Farnham | Changing the Subject: A Theory of Rhetorical Empathy, by Lisa Blankenship, reviewed by Lydia Wilkes | The Archive as Classroom: Pedagogical Approaches to the Digital Archive of Literacy Narratives, edited by Kathryn Comer, Michael Harker, and Ben McCorkle, reviewed by Moira Connelly | Understanding the Paragraph and Paragraphing, by Iain McGee, reviewed by Mike Duncan | Toward Translingual Realities in Composition: (Re)Working Local Language Representations and Practices, by Nancy Bou Ayash, reviewed by Demet Yigitbilek | CONTRIBUTORS

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