Composition Studies 48.3 (Fall 2020)
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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…mehr

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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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