Interdisciplinary collaborations to help students compose for discipline-specific contexts draw on multiple expertise. Science, technology, education, and mathematics (STEM) programs particularly rely on their writing colleagues because 1) their academic expertise is often not writing and 2) teaching writing often necessitates a redesigning of existing instructional materials. While many writing studies scholars have the expertise to assist their STEM colleagues with such tasks, how to do so—and, more fundamentally, how to begin such efforts—is not commonly focused on in the literature stemming from these collaborations. Our article addresses this gap by detailing an interdisciplinary Writing in the Disciplines (WID) collaboration at a large, public R1 university between STEM and writing experts to redesign the university’s introductory biology writing curriculum. The collaborative curriculum design process detailed here is presented through the lens of wayfinding, which concerns orientation, trailblazing, and moving through uncertain landscapes according to cues. Within this account, a critical focus on language—what we talk about when we talk about writing—emerges, driving both the collaboration itself and resultant curricular revisions. Our work reveals how collaborators can wayfind through interdisciplinary partnerships and writing curriculum development by transforming differences in discipline-specific expertise into a new path forward.

The Queer Caucus created the Gloria Anzaldúa Rhetorician Award to honor Anzaldúa’s impact on “studies of both rhetoric and queer theory” through forging “connections across difference and oppression in order to dismantle systems of privilege, whether that be heterosexism, heteronormativity, racism, sexism or ableism (as a non-exhaustive list).” However, the text of the Award, along with its impetus, belies these intentions. The Award erases Anzaldúa’s Chicanidad from her work and her person through the emphasis on culture-less sexual and gender minority experiences, the redefinition of Anzaldúa’s work as focused on generalized difference and oppression, and the omission of any substantive acknowledgment of her Chicanidad. This essay examines the erasure of Anzaldúa’s Chicanidad and the appropriation of Anzaldúa as a race-less and culture-less liberatory figure through the operation of homonormativity and whiteness. I analyze the text and impetus of the Award through an analytical framework rooted in the rhetorical concepts of Kenneth Burke and Gloria Anzaldúa’s own concerns about erasure and appropriation through homonormativity and whiteness. I argue that the meaningful change to the text and its authorship, as well as to meaningful inclusion of queers of color, is necessary for the Award to continue.

We focus on the binational educational lives of Otros DREAMers students to address Keith Gilyard’s insistence that if translingualism is to become an attractive alternative to scholars invested in combating pernicious language instruction, it must promote analyses that don’t overlook or devalue the struggles of traditionally underrepresented groups.

To reveal responsibilities of storytelling, I first disclose my representation of indigeneity, and then, as an indigenous writer, I use the narrative paradigm to examine divergent stories told about the death of Apache Chief Mangas Coloradas. This study demonstrates for teachers and students of writing how important it is to remain ethical in telling and listening to stories.

Drawing from an interpretive decolonial framework that understands multimodal writing as the act of creatingco-composedknowledge, this article analyzes Chicanx murals as multimodal compositions that exemplify the continuation of the Aztectlacuilolitztlipractice of writing with images. This work also invites rhetoric and composition scholars to reexamine Western understandings of history, particularly the history of writing.

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Women continue to be underrepresented at the highest academic rank of full professor. Studies show that once women earn tenure, they are inundated with teaching, service, and administrative responsibilities, which take time away from research and publication—the primary criteria for promotion. We believe that rhetoric and writing studies (RWS) faculty are uniquely situated to confront this challenge because of our disciplinary expertise, our experience administering writing programs, and our interest in equity. With the goal to increase the number of women full professors at our university, we created a year-long writing program for women associate professors. Based on results from this pilot study, we argue that RWS faculty can use their expertise to decrease the disparity at the highest academic rank and make the university more diverse and equitable. Moreover, we believe that RWS scholars can use their disciplinary expertise to address a range of other institutional and systemic challenges.

We surveyed 803 undergraduates at a large public university about their online writing practices. We find that despite wide platform access, students typically write in a narrow range of spaces for limited purposes and audiences, with a majority expressing rhetorical concerns about writing in digital spaces. These findings suggest rich opportunities for writing instructors to better help students negotiate the terrain of online public discourse.

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In recent years, decoloniality has emerged as a topic of critical inquiry across Latinx writing studies. This article examines the politics and stakes of this scholarship and argues that Latinx writing has reached an impasse in its project to theorize alternatives to Western epistemologies of writing. Drawing from deconstruction and subaltern studies, we propose to think Latinx writing at its “absolute limit.”

This article takes a historical view of Dawes Era medical communication, focusing on National Archives Record Group 75 (the Bureau of Indian Affairs papers). Examinations of reports from the Pine Ridge and Nett Lake Agencies focus readers’ scrutiny on prevalent formal codes and paracolonial conventions of Indian Bureau medical reports. This article challenges writing studies scholars to forthrightly concern themselves with the ways in which discourses of power are encoded in document structures and designs.

I weave stories on my relationships with the land, ancestral knowledge, and my experiences in doing research to theorize a relational scholarly practice. I invite readers to contemplate and grapple with me on what land-based knowledges, Indigenous intellect, and relationality can offer rhetoric and composition studies.

This article reports on one university’s experiment in resurrecting and reanimating the composition lecture, a one-hundred-plus student section dubbed “MonsterComp,” including the process, outcomes, and lessons learned. Although this restructuring of the first-year composition course was partially motivated by administrative pressures, the main motivation behind this experiment was to enhance teacher training and support while still retaining the workshop environment and low student-to-instructor ratio of traditional composition sections. The course involves multiple stakeholders, including the WPA and graduate student program coordinators, graduate student instructors, and course-based coaches from our university's writing center. Assessment of student work, observations of the course, and surveys administered to stakeholders indicate that the course was successful in terms of teacher training and preserving student learning outcomes.

This article uses storytelling, rhetorical analysis, and critical historicization to critique the color-blindness of the writing studies movement’s two key texts, Elizabeth Wardle and Douglas Down’sWriting about Writingreader and Linda Adler-Kassner and Wardle’s edited collectionNaming What We Know. Juxtaposing the writing studies movement with contemporary translingual and hip-hop theory as well as the history of the Students’ Right to Their Own language resolution and CUNY’s Open Admissions period, the author argues that the writing studies movement’s pivot toward neoliberalizing higher education excludes multilingual and diverse writers from its pedagogical audience as well as its conception of writing expertise. The author calls for a broader conception of writing studies that can theorize literacy in all its complex global instantiations.

Integrating design thinking methodology into writing courses can help students to develop creative approaches to problem definition and solution development. Tracing how students work with and through written genres common to design thinking reveals the possibilities and potential of learning new patterns of inquiry and argumentation. Developing these creative habits of mind empowers students to explore and invent solutions to complex, multidimensional problems across the broad range of their disciplinary, professional, and civic lives.

This article argues that rhetoric-focused first-year composition curricula may effectively use feminist revisions to rhetoric by employing a method the author calls procedural feminism, or the distillation of feminist rhetorical practices and theory within curricular development that does not make feminism a topic students will directly engage. The author argues that employing procedural feminism can move students to become more ethical participants in public discourse while circumventing student resistance to ideological classrooms.

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Some computer code bootcamps offer racially marginalized adults training in computer programming to assist in their social mobility. Many African American adults have little to no prior experience with programming. Literacy life history interviews show that the procedural literacy adult students practiced out of school scaffolded their learning coding literacy.

Through surveys and interviews of 433 doctoral faculty and students, we explore professional self-care practices and related issues of academic guilt, imposter syndrome, and burnout. We argue that self-care should be included as a professional practice, taught and modeled, to prepare doctoral students for careers as functional and healthy faculty.

Public discussion of “the authoritarian personality” returned with the election of President Trump. This article traces the rise of that concept and broader study of mass society in American social science, with adaptations into composition studies from the 1960s to the 1990s—followed by their lamentable eclipse under a lethal combination of forces since then.

Based in instructors’ embodied perspectives,positionality storiesare a critical methodology that opens space for students to consider academic counternarratives that contest educational conditions and assumptions. Sharing two stories here, we illustrate how educators might use these to help students from marginalized communities develop connections with teachers and navigate academia.

Drawing on the Teaching for Transfer (TFT) writing curriculum, this study documents how students in writing courses at four different institutions transferred writing knowledge and practice concurrently into other sites of writing, including other courses, co-curriculars, and workplaces. This research demonstrates that when students, supported by the TFT curriculum, understood that appropriate transfer of writing knowledge and practice is both possible and desirable, (1) they engaged in writing transfer during the TFT course into other sites of writing; (2) they transferred from in-school contexts into out-of-school contexts with facility; and (3) in both cases, they engaged in a just-in-time transfer.

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In this article, we argue that HBCU composition faculty members impact the composition field through our innovative and unorthodox tactics that we label cross-boundary discourse, discursive homeplacing, and safe harboring. Our goal is to show that HBCUs are unique sites of inquiry and poised to be at the forefront of conversations about race and writing because of our institutional contexts and the student populations with whom we work each day.

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A limited mixed-method study revealed that students could alter written style after direct style instruction, but the effect faded quickly. Instead, students reverted to culturally structured intuition to make conscious, contrary choices. Thus, direct instruction in precise forms of style should probably yield to methods that build culturally structured intuition.

Editor’s note: The Exemplar Award is presented to a person who has served or serves as an exemplar of our organization, representing the highest ideals of scholarship, teaching, and service to the entire profession.

Two-year college faculty have begun articulating ateacher-scholar-activistprofessional identity. After tracing the emergence of this concept and calls for solidarity in two-year college writing studies, we draw on two case studies to advocate for cross-sector disciplinary alliances that expand educational opportunity, improve professional equity, and advance social justice.

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