Using assignments drawn from a first-year composition course that centers the Southern Life Histories Collection, part of the New Deal’s Federal Writers’ Project, this paper argues for a pedagogical approach that teaches students digital literacy through archival rhetorics by converting archival texts into data.

Writing Assessment in the 21st Century: Essays in Honor of Edward M. White Norbert Elliot and Les Perelman, eds. Race and Writing Assessment Asao B. Inoue and Mya Poe, eds. Writing Assessment and the Revolution in Digital Texts and Technologies Michael R. Neal Digital Writing: Assessment and Evaluation Heidi A. McKee and Danielle Nicole DeVoss, eds.

This essay explores potential connections between feminist historiography in rhetoric and the digital humanities. We investigate how specific digital innovations might invigorate feminist historiographic study, and we pause to consider how a turn to the digital might run counter to feminist methodological imperatives.

This article describes the nature of eye-tracking technology and its use in the study of discourse processes, particularly reading. It then suggests several areas of research incomposition studies, especially at the intersection of writing, reading, and digital media, that can benefit from the use of this technology.

Through an eighty-one-year-old woman’s literacy narrative, I argue that literacy researchers should pay greater attention to elder writers, readers, and learners. Particularly asnotions of literacy shift in digital times, the perspective of a lifespan can reveal otherwise hidden complexities of literacy, including the motivational impact of affective histories and embodied practices over time.

Recent appeal to the concept of design in composition studies benefits teaching writing in digital media. Yet the concept of design has not been developed enough to fully benefit composition instruction. This article develops an understanding of design as a matter of resolving wicked problems and makes a case for the advantages of this understanding in composition studies.

The study of writers and writing in digital environments raises distinct and complex ethical issues for researchers. Rhetoric theory and casuistic ethics, working in tandem, provide a theoretical framework for addressing such issues. A casuistic heuristic grounded in rhetorical principles can help digital writing researchers critically interrogate their research designs, carefully examine their relationships with research participants, and make sound ethical judgments.

Digital writing is a prominent topic in this issue of CCC, addressed by Gail Hawisher and Cindy Selfe and their coauthors Brittney Moraski and Melissa Pearson, by Kathleen Blake Yancey, and by the new CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments.

This essay illustrates key features of visual rhetoric as they operate in two professional academic hypertexts and student work designed for the World Wide Web. By looking at features like audience stance, transparency, and hybridity, writing teachers can teach visual rhetoric as a transformative process of design. Critiquing and producing writing in digital environments offers a welcome return to rhetorical principles and an important pedagogy of writing as design.