Bøger udgivet af Utah State University Press

The third decennial review from the International Association for Society and Natural Resources, Opening Windowssimultaneously examines the breadth and societal relevance of Society and Natural Resources (SNR) knowledge, explores emergent issues and new directions in SNR scholarship, and captures the increasing diversity of SNR research. Authors from various backgrounds--career stage, gender and sexuality, race/ethnicity, and global region--provide a fresh, nuanced, and critical look at the field from both researchers' and practitioners' perspectives. This reflexive book is organized around four key themes: diversity and justice, governance and power, engagement and elicitation, and relationships and place. This is not a complacent volume--chapters point to gaps in conventional scholarship and to how much work remains to be done. Power is a central focus, including the role of cultural and economic power in "participatory" approaches to natural resource management and the biases encoded into the very concepts that guide scholarly and practical work. The chapters include robust literature syntheses, conceptual models, and case studies that provide examples of best practices and recommend research directions to improve and transform natural resource social sciences. An unmistakable spirit of hope is exemplified by findings suggesting positive roles for research in the progress ahead. Bringing fresh perspectives on the assumptions and interests that underlie and entangle scholarship on natural resource decisionmaking and the justness of its outcomes, Opening Windows is significant for scholars, students, natural resource practitioners, managers and decision makers, and policy makers.

Inspired by folklore, television, fairy tales, social media, novels, and films, Just Wonder addresses crucial themes in social and ecological justice efforts. Moving into the mid-twenty-first century, wonder--as a potentially critical sociocultural, ecological, and individual stance--will play a significant role in reconceptualizing the present to imagine a different and better world. These essays examine fairy tales and other traditional forms of the fantastic and the real to offer alternative expressions of justice relevant to gender, sex, sexuality, environment, Indigeneity, class, ability, race, decolonizing, and human and nonhuman relations. By analyzing fairy tales and wonder texts from various media through an intersectional feminist lens, Pauline Greenhill and Jennifer Orme consider how wonder genres and forms blend with diverse conceptions of seeking and enacting justice. International collaborators--both established and emerging scholars who self-identify with different subjectivities, locations, and generations and come from an impressive range of inter/disciplines--engage with contemporary and historical texts from various languages and cultural contexts, including interventions, counterparts, and comparisons to the fairy tale. Just Wonder offers a critical look at how creative wondering can expand the ability to resist modes of oppression while fostering equity, as well as encourage curiosity and imagination. In a world that can be overwhelming and precarious, this book presents scholarly, artistic, personal, and collective-action interventions to identify and respond to injustice while centering wonder and, thus, imagination, questioning, and hope. Just Wonder will appeal to fairy-tale scholars; folklorists; students and scholars of film, media studies, and cultural studies; as well as a general audience.

Engaging Ambience is an in-depth exploration of contemporary rhetorical theory, drawing from rich traditions of visual and sensory research. It is the first book to develop comprehensive empirical approaches to ambient rhetoric and the first to offer systematic approaches to visual research in studies of rhetoric and writing. These approaches address the complexities of everyday life and offer practical advice for understanding the factors that shape individuals and communities, how they understand one another, and the kind of world they envision. By articulating theoretically sound methodologies and methods for the empirical study of rhetoric conceived as originary, immanent, and enveloping, Brian McNely contributes a methodological perspective that furthers new materialist theories of rhetoric. McNely demonstrates how scholars' emergent theories of rhetoric call for new methodologies that can extend their reach, and in the process, he proposes a new conception of visual rhetoric. Engaging Ambience delineates methodologies and methods that help researchers in rhetoric and writing studies discover the ambient environments that condition and support everyday communication in all its forms. Engaging Ambience is the first book to develop comprehensive empirical approaches to ambient rhetoric, detailing and demonstrating visual and multisensory methodologies and methods for exploring the wondrous complexity of everyday communication. It will appeal to scholars and students of rhetorical theory, visual and multisensory rhetorics, and composition and writing studies.

Mentorship/Methodology brings together emerging and established scholars to consider the relationship between mentoring practices and research methodologies in writing studies and related fields. Each essay in this edited collection produces a new intellectual space from which to theorize the dynamics of combining mentoring and research in institutions and communities of higher education. The contributors consider how methodology informs mentorship, how mentorship activates methodology, and how to locate the future of the field in these moments of intersection. Mentorship, through the research and relationships it nourishes, creates the future of writing studies--or, conversely, reproduces the past. At the juncture where this happens, the contributors inquire, Where have current arrangements of mentorship/methodology taken writing studies? Where do these points of intersection exist in performance and practice, in theory, in research? What images of the field do they produce? How can scholars better articulate and write about these moments or spaces in which mentorship and methodology collide in productive disciplinary work? By making the "slash" more visible, Mentorship/Methodology provides significant opportunities to support and cultivate diverse ways of knowing and being in rhetoric and composition, both locally and globally. The volume will appeal to students and scholars of rhetoric, composition, and technical and professional communication, as well as readers interested in conversations about mentorship and methodology.

Revision sometimes seems more metaphor than real, having been variously described as a stage, an act of goal setting, a method of correction, a process of discovery, a form of resistance. Revising Moves makes a significant contribution to writing theory by collecting stories of revision that honor revision's vitality and immerse readers in rooms, life circumstances, and scenes where revision comes to life. In these narrative-driven essays written by a wide range of writing professionals, Revising Moves describes revision as a messy, generative, and often collaborative act. These meditations reveal how revision is both a micro practice tracked by textual change and a macro phenomenon rooted in family life, institutional culture, identity commitments, and political and social upheaval. Contributors depict revision as a holistic undertaking and a radically contextualized, distributed practice that showcases its relationality to everything else. Authors share their revision processes when creating scholarly works, institutional and self-promoting documents, and creative projects. Through narrative the volume opens a window to what is often unseen in a finished text: months or years of work, life events that disrupt or alter writing plans, multiple draft changes, questions about writerly identity and positionality, layers of (sometimes contradictory) feedback, and much more.

Based on a qualitative, ethnographic, observational case study approach, Environmental Preservation and the Grey Cliffs Conflictpresents an analysis of the conflict negotiation between the U.S. Army Corps of Engineers and a local community that struggled to address a deteriorating Corps-managed recreational lake area in Tennessee known as "Grey Cliffs." Viewing the dispute from the perspective of a new member of the community and a specialist in technical communication and professional writing, Kristin Pickering provides a unique perspective on this communication process. Though environmental degradation and unauthorized use threatened the Grey Cliffs recreational lake area to the point that the Corps considered closure, community members valued it highly and wanted to keep it open. The community near this damaged and crime-ridden area needed help rejuvenating its landscape and image, but the Corps and community were sharply divided on how to maintain this beloved geographic space because of the stakeholders' different cultural backgrounds and values, as well as the narratives used to discuss them. By co-constructing and aligning narratives, values, and ethos over time--a difficult and lengthy process--the Corps and community succeeded, and Grey Cliffs remains open to all. Focusing on field notes, participant interviews, and analysis of various texts created throughout the conflict, Pickering applies rhetorical analysis and a grounded theory approach to regulation, identity, sustainability, and community values to analyze this communication process. Illustrating the positive change that can occur when governmental organizations and rural communities work together to construct shared values and engage in a rhetoric of relationship that preserves the environment, Environmental Preservation and the Grey Cliffs Conflict provides key recommendations for resolving environmental conflicts within local communities, especially for those working in technical and professional communication, organizational communication, environmental science, and public policy.

The Composition Commons traces the century-long origins of a writing-centered idea of the American university and tracks the resurgence of this idea today. Jessica Yood delivers a timely take on invigorating higher education, illustrating how college composition courses can be dynamic sites for producing a democratic, just, and generally educated public. Drawing on archival and classroom evidence from public colleges and universities and written in a lively, autoethnographic voice, Yood names "genres of the commons" intimate, informal writing activities that create peer-to-peer knowledge networks. She shows how these unique genres create collectivity--an academic commons--and calls on scholars to invest in composition as a course cultivating reflective, emergent, shared knowledge. Yood departs from movements that divest from the first-year composition classroom and details how an increasingly diverse student population composes complex, evolving cultural literacies that forge social bonds and forward innovation and intellectual and civic engagement. The ethnographic data, historical research, and new approach to literacy and genre theory speaks to writing studies scholars, first-year composition teachers, and educators seeking fresh approaches to building a more accessible academic environment. The Composition Commons reclaims the commons as critical idea and writing classroom activities as essential practices for remaking higher education in the United States.

Multimodal Composing and Writing Transfer explores transfer across various contexts of multimodal composing, extending the early conversations connecting multimodality to writing. Contributors address how writing transfer theories intersect with multimodal composing and present methods for facilitating transfer across modes and media, offering insight into how writers can learn to compose when they encounter familiar modes in new contexts. Over the past two decades the concepts of multimodal composing and writing transfer have grown and reshaped the nature of writing studies, but rarely have the ways in which these areas overlap been studied. This collection shows how this shift in writing studies has been mutually informative, covering a wider range of contexts for multimodality and writing transfer than just in first-year composition courses. It places composition teaching practices and multimodal research in conversation with learning transfer theory to provide an in-depth examination of how they influence one another. Multimodal Composing and Writing Transfer develops these intersections to connect multimodal composition and writing practices across a wide array of fields and contexts. Scholars across disciplines, postsecondary writing teachers, writing program administrators, writing center directors, and graduate students will find this collection indispensable.

Reaching All Writers brings together decades of writing studies experience, research, and scholarship to help organize first-year writing courses around inclusive teaching practices and foundational concepts that support disciplinary learning for all college writers, including students who have been excluded from more selective higher-education institutions. Using threshold concepts and transfer as a foundation, the authors provide an invaluable resource for multiple contexts: instructors working off the tenure track and/or at multiple institutions; two-year college programs without a writing program administrator; and writing program graduate teaching assistant training courses. Each chapter includes an overview of a threshold concept, disciplinary background readings, practical teaching strategies, assignment and learning activity ideas, assessment principles, examples from student and instructor perspectives, and questions for reflection and discussion. Reaching All Writers describes effective teaching practices to help all college writing instructors, regardless of their institutional contexts, make changes that support equitable and inclusive learning opportunities--with a focus on teaching students whose backgrounds and learning experiences are different from those with more educational or economic privilege. Both new and experienced teachers adapting first-year college writing courses will find the book's blend of practical strategies and disciplinary knowledge a useful companion for facilitating new classroom and program needs or designing new teaching assistant training courses.

The Rhetorical Mediator reveals how and why scholars and user experience (UX) researchers can include Indigenous technical communicators and oral interpretation practices in their interdisciplinary conversations. Nora Rivera analyzes the challenges that Indigenous interpreters and translators face in Peru, Mexico, and the United States as a means of understanding their agency and examines the various ways in which technical and professional communication, translation and interpreting studies, and UX research can better support the practices of Indigenous interpreters and translators. In places where Indigenous language translation and interpretation are greatly needed, Indigenous language mediators often lack adequate systems to professionalize their field while withstanding Western practices that do not align with their worldviews. Through a "design thinking" methodology based on her work organizing and participating in an Indigenous-focused interpreter and translator conference, Rivera examines testimonios and semi-structured interviews conducted with Indigenous interpreters and translators to emphasize dialogue and desahogo (emotional release) as Indigenous communication practices. The Rhetorical Mediator advocates for Indigenous language practices that have been sidelined by Western scholarship and systems and helps create more equitable systems and processes to directly benefit Indigenous individuals and other underrepresented groups. This book benefits specialists, including UX researchers, technical and professional communicators, interpreters and translators, and Indigenous professionals, as well as academics teaching graduate and undergraduate methods, Indigenous rhetoric and translation, and UX courses.

Feminist Technical Communication introduces readers to technical communication methodology, demonstrating how rhetorical feminist approaches are vital to the future of technical communication. Using an intersectional and transcultural approach, Erin Clark fuses the well-documented surge of work in feminist technical communication throughout the 1990s with the larger social justice turn in the discipline. The first book to situate feminisms and technical communication in relationship as the focal point, Feminist Technical Communication traces the thread of feminisms through technical communication's connection to social justice studies. Clark theorizes "slow crisis," a concept made readable to technical communicators by apparent feminisms that can help technical communicators readily recognize and address social justice problems. Clark then applies this framework to the Deepwater Horizon Disaster, an extended crisis that has been publicly framed by a traditional view of efficiency that privileges economic impact. Through rich description of apparent feminist information-gathering techniques and a layered analysis this study offers application far beyond this single disaster, making available new crisis-response possibilities that consider the economy without eliding ecological and human health concerns. Feminist Technical Communication offers a methodological approach to the systematic interrogation of power structures that operate on hidden misogynies. This book is useful to technical communicators, scholars of technical communication and rhetoric, and readers interested in gender studies and public health and is an ideal text for graduate-level seminars focused on feminisms, social justice, and cultural studies.

Two-Year College Writing Studies is a comprehensive overview of the two-year college writing teaching experience within our current political and historical contexts, with examples for teachers to better enact just teaching practices in their colleges. Editors Darin Jensen and Brett Griffiths present grounded, well-theorized, and practical strategies for teachers to implement in classrooms, institutions, and geopolitical contexts to advocate more effectively for their students. Contributors draw on theories of identity, rhetorical third space, and linguistics to articulate a praxis of just teaching. They describe existing institutional challenges and opportunities that foster equity and offer cautionary tales of educational systems dismantled for short-term economic and political gains. Two-year college writing studies--when properly resourced--holds the potential to foster (or undermine) democratic ideals of civic literacy and uplift. Chapters in this volume offer case study examples of changes in departmental practices for reflection, interaction, and assessment that empower faculty to break free and engage directly with institutional, regional, state, and national constraints. By making these resilient practices visible, Two-Year College Writing Studies amplifies the voices and validates the experiences of instructors engaging in this work. It will serve generalists, specialists, and academics interested in the subdiscipline of student success pedagogies and the political histories of two-year colleges and be useful for instructors new to the field, as professional development for veteran instructors, and as an introduction for graduate students entering two-year college writing studies programs.

In Beyond Productivity, a wide range of contributors share honest narratives of the sometimes-impossible conditions that scholars face when completing writing projects. The essays provide backstage views of the authors' varying approaches to moving forward when the desire to produce wanes, when deciding a project is not working, when working within and around and redefining academic productivity expectations, and when writing with ever-changing bodies that do not always function as expected. This collection positions scholarly writers' ways of writing as a form of flexible, evolving knowledge. By exhibiting what is lost and gained through successive rounds of transformation and adaptation over time, the contributors offer a sustainable understanding and practice of process--one that looks beyond productivity as the primary measure of success. Each presents a fluid understanding of the writing process, illustrating its deeply personal nature and revealing how fragmented and disjointed methods and experiences can highlight what is precious about writing. Beyond Productivity determines anew the use and value of scholarly writing and the processes that produce it, both within and beyond the context of the losses, constraints, and adaptations associated with the COVID-19 pandemic.

Teaching Accelerated and Corequisite Composition is the first book to compile on-the-ground advice and teaching strategies specifically curated for accelerated and corequisite writing courses. Trailblazers in the field from colleges across the United States--who developed a foundation for corequisites by facilitating equity and accessibility for marginalized students--speak to a range of topics and demographics, offering support for instructors and practical advice for improving student success. The book primarily explores accelerated composition through the lens of two-year colleges to answer a central question in the field: to what extent do educators need to alter two-year college curricular design? The contributors also delve into assessment, a crucial process for instructors and their students transitioning to accelerated learning; the key role that reading plays in the writing process; and noncognitive learning, an area of study that has been associated with accelerated learning since its inception. Together these thirteen chapters provide instructors with a strategic approach to teaching accelerated and corequisite composition. Teaching Accelerated and Corequisite Composition points toward a new way of approaching first-year composition: a method of instruction that fosters the growth and success of writers who were once considered underprepared for college writing and are now achieving unprecedented success.

Composition and Rhetoric in Contentious Times poses critical questions of representation, accessibility, social justice, affect, and labor to better understand the entwined future of composition and rhetoric. This collection of essays offers innovative approaches for socially attuned learning and best practices to support administrators and instructors. In doing so, these essays guide educators in empowering students to write effectively and prepare for their role as global citizens. Editors Rachel McCabe and Jennifer Juszkiewicz consider how educators can respond to multiple current crises relating to composition and rhetoric with generosity and cautious optimism; in the process, they address the current concerns about the longevity of the humanities. By engaging with social constructivist, critical race, socioeconomic, and activist pedagogies, each chapter provides an answer to the question, How can our courses help students become stronger writers while contending with current social, environmental, and ethical questions posed by the world around them? The contributors consider this question from numerous perspectives, recognizing the important ways that power and privilege affect our varying means of addressing this question. Relying on both theory and practice, Composition and Rhetoric in Contentious Times engages the future of composition and rhetoric as a discipline shaped by recent and current global events. This text appeals to early-career writing program administrators, writing center directors, and professional specialists, as well as Advanced Placement high school instructors, graduate students, and faculty teaching graduate-level pedagogy courses.

Stories of Our Living Ephemera recovers the history of the Cherokee National Seminaries from scattered archives and colonized research practices by critically weaving together pedagogy and archival artifacts with Cherokee traditional stories and Indigenous worldviews. This unique text adds these voices to writing studies history and presents these stories as models of active rhetorical practices of assimilation resistance in colonized spaces. Author Emily Legg turns to the Cherokee medicine wheel and cardinal directions as a Cherokee rhetorical discipline of knowledge making in the archives, an embodied and material practice that steers knowledge through the four cardinal directions around all relations. Going beyond historiography, the educational practices delineated in this book are intertwined with multiple strands of traditional Cherokee stories that privilege Indigenous and matriarchal theoretical lenses. Stories of Our Living Ephemera synthesizes the connections between contemporary and nineteenth-century academic experiences to articulate the ways that colonial institutions and research can be Indigenized by centering Native American sovereignty. By undoing the erasure of Cherokee literacy and educational practices, Stories of Our Living Ephemera celebrates the importance of storytelling, especially to those who are learning about Indigenous histories and rhetorics. This book is of cultural importance and value to academics interested in composition and pedagogy, the Cherokee Nation, and a general audience seeking to learn about Indigenous rhetorical devices and Cherokee history.

The Consolations of Humor and Other Folklore Essays unfolds as a series of questions, commentaries, and criticisms of the analysis, interpretation, and explanation of folklore. Can we confidently regard jokes as the catharsis of sexual and aggressive impulses? What is the basis for characterizing a joke as Jewish or Scottish or Japanese? What do we really know about "dirty jokes"? How is a text or behavior constructed so that it is perceived as humorous? Can we get a computer to reliably recognize jokes? What is the relevance of memetics and a Darwinian paradigm to understanding folklore change over time? Can we identify laws operating in the realm of folklore? How can the marginalization, extinction, or continuity of traditions be explained? In the course of addressing these questions, Elliott Oring identifies some fundamental problems, brings new evidence and observations to the discussion, and proffers some original and startling insights. While recognizing the study of jokes and other forms of folklore as a humanistic endeavor, Oring believes in the relevance of a scientific perspective to the enterprise. He values clear definitions, tests of hypotheses and theories, empirical evidence, experiment, and the search for laws. Written in a sophisticated yet accessible style, The Consolations of Humor and Other Folklore Essays stimulates both scholars and students alike and contribute to the creation of a more robust folkloristics in the twenty-first century.

Vernacular responses have been crucial for communities seeking creative ways to cope with the coronavirus pandemic. With most people locked down and separated from the normal ebb and flow of life for an extended period of time, COVID-19 inspired community and creativity, adaptation and flexibility, traditional knowledge, resistance, and dynamism. Removing people from assumed norms and daily lives, the pandemic provided a moment of insight into the nature of vernacular culture as it was used, abused, celebrated, critiqued, and discarded. In Behind the Mask, contributors from the USA, the UK, and Scandinavia emphasize the choices that individual people and communities made during the COVID pandemic, prioritizing the everyday lives of people enduring this health crisis. Despite vernacular's potential nod to dominant or external culture, it is the strong connection to the local that grounds the vernacular within the experiential context that it occupies. Exploring the nature and shape of vernacular responses to the ongoing public health crisis, Behind the Mask documents processes that are otherwise likely to be forgotten. Including different ethnographic presents, contributors capture moments during the pandemic rather than upon reflection, making the work important to students and scholars of folklore and ethnology, as well as general readers interested in the COVID pandemic.

Winner of the 2015 CPTSC Award for Excellence in Program Assessment Written for those who design, redesign, and assess writing programs, Very Like a Whale is an intensive discussion of writing program assessment issues. Taking its title from Hamlet, the book explores the multifaceted forces that shape writing programs and the central role these programs can and should play in defining college education. Given the new era of assessment in higher education, writing programs must provide valid evidence that they are serving students, instructors, administrators, alumni, accreditors, and policymakers. This book introduces new conceptualizations associated with assessment, making them clear and available to those in the profession of rhetoric and composition/writing studies. It also offers strategies that aid in gathering information about the relative success of a writing program in achieving its identified goals. Philosophically and historically aligned with quantitative approaches, White, Elliot, and Peckham use case study and best-practice scholarship to demonstrate the applicability of their innovative approach, termed Design for Assessment (DFA). Well grounded in assessment theory, Very Like a Whale will be of practical use to new and seasoned writing program administrators alike, as well as to any educator involved with the accreditation process.

Westwater Lost and Found: Expanded Edition is the continuing story of Westwater--a relatively short, deep canyon near the Utah-Colorado state line that has become one of the most popular river-running destinations in America--and its lasting significance to the study of the Upper Colorado River.

"K for the Way" explores writing, rhetoric, and literacy from the perspective of the Hip Hop DJ. Todd Craig, a DJ himself, establishes and investigates the function of DJ rhetoric and literacy, illuminating the DJ as a fruitful example for (re)envisioning approaches to writing, research, and analysis in contemporary educational settings. Because it is widely recognized that the DJ was the catalyst for the creation of Hip Hop culture, this book begins a new conversation in which Hip Hop DJs introduce ideas about poetics and language formation through the modes, practices, and techniques they engage in on a daily basis. Using material from a larger qualitative research study that illustrates the Hip Hop DJ as a twenty-first-century new media reader, writer, and literary critic, Craig blends interviews from prominent and influential DJs in the Hip Hop community with narrative and interdisciplinary scholarship from writing studies, Hip Hop studies, African American studies, urban education, and ethnomusicology. The voices of DJs sit front and center, presenting a revolutionary conversation about writing and communication in the twenty-first century. Weaving Craig's life experiences with important discussions of racial literacies, "K for the Way" is a layered and utterly singular exploration of culture, identity, and literacy in America.

Writing Centers and Racial Justice responds to renewed and invigorated interest in racial justice and antiracism across writing centers and in writing studies, providing practical ways to enact racial justice in and through the writing center. The collection builds on decades of largely theoretical work on race and racism to move everyday writing center administrators toward action. In five thematically organized sections--Countering Racism and Colonialism in Higher Education; Recruitment, Hiring, and Retention; Tutor Education and Professional Development; Engaging with Campus and Community; and Holding Our Professional Organizations Accountable--scholars from a variety of institutions, both large and small, public and private, present critical reflection and concrete guidance on anti-racist writing center administrative policies and practices. Several chapters include sample materials, such as course syllabi, consultant education activities, and recruitment materials, to help current and aspiring writing center administrators implement changes in their own contexts. Writing Centers and Racial Justice is the first book to offer clear and actionable advice on how writing centers and their staff can take up racial or social justice work that will result in real sustainable change. Writing center directors, professionals, and tutors, as well as administrators and decision makers at the institutional level, will benefit from this thoughtful and effective text.

In this collection writing program and writing center administrators from a range of academic institutions come together to explore their work through the lens of sensemaking. Sensemaking is an organizational theory concept that enables institutions, supervisors, teachers, tutors, and others to better understand the work they do by using narrative, metaphor, and other theoretical lenses. The book is divided into two sections: Sensemaking with Tutors and Teachers, and Sensemaking and Institutional Structures. Chapter authors employ several theoretical approaches to sensemaking, ranging from individual experience to institutional history to document design, providing readers with ideas for how to administer and teach within their programs more effectively; how to advocate for their programs within larger university contexts; and how to positively influence the lives and careers of those they work with. Sensemaking for Writing Programs and Writing Centers theorizes daily experiences from working lives and suggests problem-solving strategies. Writing program administrators, writing department chairs, and writing center directors, tutors, and staff will find value in its pages.

The New Work of Writing Across the Curriculum is a descriptive analysis of how institutions can work to foster stronger intellectual activities around writing as connected to campus-wide diversity and inclusion initiatives. Author Staci M. Perryman-Clark blends theory and practice, grounds disciplinary conversations with practical examples of campus work, and provides realistic expectations for operations with budgetary constraints while enhancing diversity, equity, and inclusion work in higher education. Many of these initiatives are created in isolation, reinforcing institutional silos that are not used strategically to gain the attention of senior administrators, particularly those working at state-supported public institutions who must manage shrinking institutional budgets. Yet teaching and learning centers and WAC programs gain tremendously from one another by building explicit partnerships on campus-wide diversity initiatives that emphasize cultural competence. In addition, both cultural competence and written proficiency enhance the transferable skills necessary for completing undergraduate education requirements, and this work can be leveraged to draw the attention of senior administrative leadership. Faculty development and WAC need to make diversity and inclusion initiatives a priority for professional development. The New Work of Writing Across the Curriculum reviews initiatives that point to increased understanding of diversity and inclusion that will be of significance to administrators, WAC specialists, faculty developers, and diversity officers across the spectrum of institutions of higher learning.

In Telling Stories, more than a dozen longitudinal writing researchers look beyond conventional project findings to story their work and, in doing so, offer otherwise unavailable glimpses into the logics and logistics of long-range studies of writing. The result is a volume that centers interrelations among people, places, and politics across two decades of praxis and an array of educational sites: two-year colleges, a senior military college, an adult literacy center, a small liberal arts college, and both public and private four-year universities. Contributors share direct knowledge of longitudinal writing research, citing project data (e.g., interview transcripts, research notes, and journals), descriptions drawn from memory, and extended personal reflections. The resulting stories, tempered by the research and scholarship of others, convey a sense of longitudinal research as a lived activity as well as a prominent and consequential approach to inquiry. Yet Telling Stories is not a how-to guide, nor is it written for longitudinal researchers alone. Instead, this volume addresses issues about writing research that are germane to all who conduct or count on it. Such topics include building and sustaining good interpersonal research relations, ethically negotiating the institutional power dynamics that undergird writing research, effectively using knowledge from longitudinal studies to advocate for writers and writing educators, and improving both conceptual and concrete resources for long-range research in writing studies.

Writing on the Social Network builds upon traditions in longitudinal writing research to present a longer view of the impact of social media technologies on individuals' literacy practices. Amber M. Buck considers user experiences and digital literacy practices that developed on these platforms in the first decade of social media and calls for a larger acknowledgment of social network sites as locations where individuals engage in sophisticated and literate activity. Through qualitative case study research, Buck explores how literate activities on social network sites coalesced around three areas crucial for writing in digital environments: (1) a heightened awareness of audience and an ability to tailor messages to specific audiences; (2) an understanding of how personal data is collected and circulated in online spaces; and (3) a means through which to utilize the first two skills for self-promotion and self-presentation in both personal and professional settings. She identifies several distinct literacy practices and strategies used by participants to communicate effectively and addresses how these strategies can help writing researchers and internet scholars understand the impact of social media's first decade, informing the ways they will research and understand social media's second decade. Social media platforms represent important locations where the different influences on writing become visible. Writing on the Social Network is a close study of the rich literate practices individuals have engaged in on social network sites over the last ten years that allows for a better understanding of the role social media plays in shaping digital literacy.

Multimodal composition is becoming increasingly popular in university classrooms as faculty, students, and institutions come to recognize that old and new technologies have enabled, and even demanded, the use of more than one composing mode for communicating, solving problems, and keeping up with the latest discourse. Professionalizing Multimodal Composition embraces and enacts multimodal composition in various writing courses and programs by exploring institutional, programmatic, and individual faculty initiatives for capacity building and human resource development across institutions. Academic leaders, scholars, and faculty who have successfully designed and launched academic programs or faculty development initiatives discuss the theoretical and logistical questions considered in their design, the outcomes they achieved, and how others can emulate them. This exchange of knowledge, insight, experiences, and lessons learned among community members is critical for enabling or inspiring other programs, departments, and institutions to conceive, design, and launch academic programs or faculty development initiatives for their own faculty. The larger goal of professionalizing is to work with teaching faculty to increase their interactional expertise with multimodal composition, and this collection offers a set of models for how faculty can do that at their own institutions and in their own programs.

Childfree and Happy examines how millennia of reproductive beliefs (or doxa) have positioned women who choose not to have children as deviant or outside the norm. Considering affect and emotion alongside the lived experiences of women who have chosen not to have children, Courtney Adams Wooten offers a new theoretical lens to feminist rhetorical scholars' examinations of reproductive rhetorics and how they circulate through women's lives by paying attention not just to spoken or written beliefs but also to affectual circulations of reproductive doxa. Through interviews with thirty-four childfree women and analysis of childfree rhetorics circulating in historical and contemporary texts and events, this book demonstrates how childfree women individually and collectively try to speak back to common beliefs about their reproductive experiences, even as they struggle to make their identities legible in a sociocultural context that centers motherhood. Childfree and Happy theorizes how affect and rhetoric work together to circulate reproductive doxa by using Sara Ahmed's theories of gendered happiness scripts to analyze what reproductive doxa is embedded in those scripts and how they influence rhetoric by, about, and around childfree women. Delving into how childfree women position their decision not to have children and the different types of interactions they have with others about this choice, including family members, friends, colleagues, and medical professionals, Childfree and Happy also explores how communities that make space for alternative happiness scripts form between childfree women and those who support them. It will be of interest to scholars in the fields of the rhetoric of motherhood/mothering, as well as feminist rhetorical studies.