Because source use is a key academic literacy skill tied to students’ socialization into the university, scholars have called for more research on how novice second language (L2) writers’ use of sources changes over time as they engage with disciplinary discourse. The present study, therefore, tracked the semester-long development of thirty undergraduate L2 students’ source use in a research writing seminar course. Each student wrote two research papers for the course, providing sixty papers for both quantitative and qualitative text analysis. The researcher conducted data analysis in terms of citation density, source type, citation type, and source use purpose. Findings showed that students’ engagement with scholarly articles led to formulation of new citation patterns: incorporation of research summaries and frequent use of nonintegral citations. In addition, citation density increased overall, with scholarly sources newly used in theoretical orientations to John M. Swales’s CARS model. Nonetheless, students’ papers demonstrated a lack of proficiency in the sophisticated aspects of source use. The discussion concludes with suggestions for source use instruction in line with students’ understanding of disciplinary discourse.

This article focuses on the seldom-discussed literacies of the Hip Hop audio engineer through the experiences of Lyrix, a Black woman audio engineer from the Midwest. Grounded in the literature of literacy scholars invested in the sonic dimensions of Hip Hop culture, two research questions guide this article: How does one develop their expertise as an audio engineer, and what insights can be gathered about literacy learning by focusing on marginalized Hip Hop figures, such as women audio engineers? This article ultimately argues that Lyrix’s experience underscores a nonlinear approach to sonic literacy education, highlighting a transitory approach that ruptures and flows through barriers of access. The article concludes with suggested starting points for future research on Hip Hop literacy studies in particular and literacy studies more broadly.

What are we in rhetoric, writing, and literacy studies currently practicing? What practices do harm and, in contrast, which counter harm? How do we disrupt everyday, cumulative, and structural injustices and instead invest in accountability? In addition to asking these and other questions, this article engages four accountability practices that are necessary for countering the ongoing violence of the mythical norm (Lorde), of domination, and of harm within higher education: (1) resisting denial of ongoing harms; (2) recognizing normalized violence; (3) divesting from whiteness; and (4) investing in a consistent, relational approach to seeking justice. These practices help us tap into and amplify the work of BIPOC feminist and womanist educators-scholars-activists (including Ahmed, Gumbs, hooks, Mingus, and Royster) who have been countering epistemic injustice by building linguistic resources and expanding what we can name. These practices are part of a whole in which taking a piecemeal approach entrenches the current state of affairs: white supremacy status quo and normalized violence. Together, these add up to a call for striving toward justice in a sustained, momentum-gathering way.

Reviewed are: Networking Arguments: Rhetoric, Transnational Fitalicinism, and Public Policy Writing Rebecca Dingo Conversational Rhetoric: The Rise and Fall of a Women’s Tradition, 1600–1900 Jane Donawerth Fitalicinist Rhetorical Resilience Elizabeth A. Flynn, Patricia Sotirin, and Ann Brady, editors Writing a Progressive Past: Women Teaching and Writing in the Progressive Era— Lisa Mastrangelo— Fitalicinist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies Jacqueline Jones Royster and Gesa E. Kirsch

The Evolution of College English: Literacy Studies from the Puritans to the Postmoderns Thomas Miller A Counter-History of Composition: Toward Methodologies of Complexity Byron Hawk Toward A Composition Made Whole Jody Shipka Teaching with Student Texts: Essays toward an Informed Practice Joseph Harris, John D. Miles, Charles Paine, editors

This essay theorizes the ways in which comics, and Marvel Comics in particular, acted as sponsors of multimodal literacy for the author. In doing so, the essay demonstrates the possibilities that exist in examining comics more closely and in thinking about how literacy sponsorship happens in multimodal texts.

Academically oriented first-year seminars can be good venues for teaching many of the concepts important to WAC programs, including extended engagement with a research topic and situated writing. A qualitative study of a first-year seminar program at the University of Calgary highlights faculty members’ and students’ responses.

In The Rhetoric and Ideology of Genre, the editors have assembled a collection of new essays about genre, rhetoric, and writing that are relevant for scholars with a diverse range of interests in composition studies, including rhetoric, professional and scientific communication, computers and writing, writing-across-the-disciplines, literacy studies, and literacy education. The engaging editorial introduction recalls Donald Murray’s suggestion that writers ask of drafts, “Does it work?”

This essay responds to the problem that sociocultural literacy research has failed to adequately theorize individual literacy learners as moral agents with the capacity to produce harm or good to themselves and others. Building from the rhetorical construct of dialogism, this inquiry explores how the early ethical thought of Mikhail Bakhtin can contribute an “ethics of answerability” to sociocultural literacy studies.

This article represents stories of eight former composition students, Appalachian working class women, who move from silence in the academy to voice in their communities to a more self–confident identity without destroying the community from which they came. The author argues that compositionists need to consider the two–edged nature of literacy; how literacy serves first generation, nontraditional learners; the intergenerational effects of literacy; the importance of expressivist writing as a transition into academic literacy; and the importance of region and class in multicultural conversations.

The first full-length account integrating both the cognitive and sociological aspects of reading and writing in the academy, this unique volume covers educational research on reading and writing, rhetorical research on writing in the disciplines, cognitive research on expertise in ill-defined problems, and sociological and historical research on the professions. The author produced this volume as a result of a research program aimed at understanding the relationship between two concepts -- literacy and expertise -- which traditionally have been treated as quite separate phenomena. A burgeoning literature on reading and writing in the academy has begun to indicate fairly consistent patterns in students acquire literacy practices. This literature shows, furthermore, that what students do is quite distinct from what experts do. While many have used these results as a starting point for teaching students how to be expert, the author has chosen instead to ask about the interrelationship between expert and novice practice, seeing them both as two sides of the same project: a cultural-historical professionalization project aimed at establishing and preserving the professional privilege. The consequences of this professionalization project are examined using the discipline of academic philosophy as the site for the author's investigations. Methodologically unique, these investigations combine rhetorical analysis, protocol analysis, and the analysis of classroom discourse. The result is a complex portrait of the participants in this humanistic discipline use their academic literacy practices to construct and reconstruct a great divide between expert and lay knowledge. This monograph thus extends our current understanding of the rhetoric of the professions and examines its implications for education.

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