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This collection offers support for instructors who are concerned about students' critical literacy abilities

Understanding WPA Readiness and Renewal examines WPA journeys and journeying.Designed for WPA graduate seminars and professional development workshops, this book addresses two questions:¿ How do people develop readiness to serve as WPAs?¿ How do experienced WPAs find or create renewal opportunities that help them move forward throughout their lives and careers?Authors address these questions from their sometimes-intersecting identities as BIPOC scholars, LGBTQ+ people, graduate students, and adjunct faculty, as well as early, mid-, and later-career WPAs.Authors draw on their experience teaching at a range of two- and four-year institutions to analyse the complexities, contingencies, and rewards of short and long-term WPA work. These scholars contend that understanding WPA "readiness" and "renewal" involves questioning inherited definitions of those terms and engaging in theorized, self-aware conversations that reflect, and reflect on, understudied fears and desires about WPA work from graduate preparation to preparing for leadership rotation and retirement.

Teaching and Race: How To Survive, Manage, and Even Encourage Race Talk provides an in-depth interdisciplinary analysis of some common student talk about race and manageable tools for responding to students.

Invisible Effectsdirectly engages systems and complexity theory to reveal how the effects of writing and writing instruction work in deferred, disguised, and unexpected ways.

In 2015, Professor Emerita Lucille M. Schultz donated to the University of Cincinnati her set of composition materials gathered from fifteen libraries and collections around the country.

Working with and against Shared Curricula: Perspectives from College Writing Teachers and Administrators explores the complexities surrounding the expanding use of shared curricula

This collection offers support for instructors who are concerned about students' critical literacy abilities

Literacy Heroines is about twelve amazing women who lived and worked in the period 1880-1930 who used their literacy abilities to address major issues in the country in those years, including some we still face today.

Balancing practical advice and theoretical discussions, this book provides a variety of models, frameworks, and research methods to consider writing assessment approaches that are sensitive to the linguistic and cultural identities that diverse students bring to writing classrooms.

This edited collection brings together well-known and emerging scholars in the field of Writing Studies, broadly defined, to explore the range of research methods and methodologies, the types of research questions asked, and the types of data in play in research about higher education writing in the 21st century

In Contemporary times, the fundamental nature of literacy remains unchanged; it is for this reason that the lessons of 1880 to 1930 are still quite relevant.

As individual institutions of education at all levels respond to the call for greater accountability and assessment, those who teach literacy face the challenging task of choosing what to measure and how to measure it.

Includes a discussion of contexts in which argumentative and aggressive communication has become salient as well as areas of research which extend into the domains of healthcare, sports, politics, digital media, and nonverbal communication. It provides over 100 studies and references.

Confronts a range of debates about stewardship in writing studies in the 21st century. In this book, the authors represent a broad range of expertise and specialization in the field, and they seek to answer questions not only about the current ownership of writing studies but also about the theoretical and practical applications of this ownership.

Afrocentric Teacher-Research: Rethinking Appropriateness and Inclusion reports on a qualitative teacher-research study that examines the ways in which African American and other students perform expository writing tasks using an Afrocentric Ebonics-focused first-year writing curriculum.