Bøger i Studies in Writing & Rhetoric serien

This collection of original essays was occasioned first by the 2020 Conference on College Composition and Communication (CCCC) Annual Convention, and then, later, by the cancellation of it. As originally planned, Documentarians (attendees in a newly created role) would share their experiences of the CCCC Convention. After the meeting was canceled because of the COVID-19 pandemic, the collection became a means for the Documentarians to share a common experience in this uncommon time.As the volume editors write, "Expect to have some of the tales resonate with your experiences and others to depict a process of sensemaking that might not align with your own. Some of the tales, and the learning they depict, are still in process-they're still happening. All of this is to say that this collection of Documentarian Tales might challenge your sensibilities . . . it might not fall together quite how you expect or even how you hope it may. But really-given its mission, its diverse sites of origin and diverse authorship-how could it? We ask you to take a moment, read, and listen to each other." The essays in this collection relate the shared experience of disruption in our work lives-which, as it turns out, also teaches us how deeply the terms of our work are implicated in our experiences of home, family, and everyday routines.

This book represents a deep and nuanced treatment of a student population that makes up an increasingly robust segment of higher education. As costs rise and dual credit and concurrent enrollment programs ramp up, understanding how those students navigate the cultural and bureaucratic transition between areas of the system gives valuable insight to readers.- Holly Hassel, North Dakota State UniversityThis book combines historical and mixed-methods research, writing with student and faculty colleagues, and personal reflection to urge, document, and enact more transfer-conducive writing ecologies. Examining the last century of community college-university relations in composition studies, it asserts that two-year college faculty and students have long been important but marginalized participants in disciplinary and professional spaces. That marginalization perpetuates class- and race-based inequities in educational outcomes. Countering such inequities requires reimagining disciplinary relations, both nationally and locally.Transfer in an Urban Writing Ecology presents findings from research into transfer student writing experiences at the University of Utah and narrates the first five years of program development with Salt Lake Community College faculty and students, discussing the emergent, and sometimes unexpected, effects of these collaborations. The book offers the authors' experiences as an extended, imperfect case study of how reimagining local disciplinary relations can use writing and rhetoric studies to challenge pervasive academic hierarchies, counter structural inequities, and expand educational opportunities for students. Additionally, this book:addresses the relative absence of two-year colleges and their faculty and students in disciplinaryhistoriography and studies of writing knowledge transfer;articulates disciplinary responsibilities for contributing to what critical higher educationresearchers call transfer receptive culture;offers precedent for faculty at two- and four-year institutions looking to foster more transferconducivewriting ecologies; andpresents a range of student- and faculty-authored perspectives on principles for partnership thathave emerged from inter-institutional collaborations in the Salt Lake Valley.

An expansive look at the discipline of writing studies, with a focus on serving and supporting first-year writing students and instructors at open access institutions.There is a huge gap between perceptions of the field of writing studies and the material realities of those who teach in it. Materiality and Writing Studies: Aligning Labor, Scholarship, and Teaching argues for the centering of the field's research and service on first-year writing, particularly the "new majority" of college students (who are more diverse than ever before) and those who teach them.The book features the voices of first-year writing instructors at a two-year, open-access, multi-campus institution whose students are consistently underrepresented in discussions of the discipline. Drawing from a study of 78 two-year college student writers and an analysis of nearly two decades of issues of the major journals in the field of writing studies, Holly Hassel and Cassandra Phillips sketch out a reimagined vision for writing studies that roots the scholarship, research, and service in the discipline squarely within the changing material realities of contemporary college writing instruction.About the CCCC Studies in Writing & Rhetoric (SWR) SeriesIn this series, the methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition-including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse-ranging from individual writers and teachers, to classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching.