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This essay focuses on new materialist reconfigurations of social theory that alter understandings of agency, identity, subjectivity, and power. This research lends itself to recognizing writing as radically distributed across time and space, and as always entwined with a whole host of others. After overviewing new materialist efforts to draft a robust concept of matter, I explore the value of this work for twenty-first-century writing studies through the lens of acknowledgments, a genre wherein relationality is dramatized.

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Although rhetoric and composition has long engaged with emerging digital technologies, historians in our field have not yet in large part entered these conversations. In this special issue, we present four essays by scholars building digital historiographic projects, each of which directly addresses values and concerns that lie at the heart of critical practice in rhetoric and composition: engaging underrepresented and marginalized communities; taking up critically important questions regarding historiographic investigation; and emphasizing collaboration among both scholars and stakeholder groups. Together, these essays contribute significantly to the still nascent conversation regarding how the digital intersects with the historical.

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This article analyzes the writings of activist women in modern-day Juárez, Mexico. I present their explanations about their own composition and delivery of two particular activist campaigns, highlighting the rhetorical strategies and practices they developed. Looking closely at these two campaigns, the article describes the rhetorical concept of coadyuvante developed by the activists in response to the rhetorical and material problem of femicide (the killing of women based on their gender) in Juárez.

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This symposium explores the role(s) College English has (or has not) had in the scholarly work of four scholars. Lynn Bloom explores the many ways College English influenced her work and the work of others throughout their scholarly lives. Edward M. White examines four articles he has published in College English and draws connections between these and the development of college English over the past fifty years. Jessica Enoch studies College English as an archive whose meaning is developed both on and off its pages. And, finally, Byron Hawk troubles the ideas raised in previous essays, drawing attention to how a flagship journal such as College English can operate within the broader network of scholars in the field. Taken together, these perspectives draw attention to how College English connects to the field at large and how authors and readers may see the potential role(s) the journal plays in scholarly publishing in English studies today.

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New College English editor Kelly Ritter introduces the first issue of her editorship.

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This symposium centers on the recently released Framework for Success in Postsecondary Writing, a collaboration between the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project. In addition to the document itself, the symposium features an introduction to it by some of its drafters, as well as responses to it by veteran composition specialists.

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The author argues that within the classroom, an affective response to Holocaust literature can be blended with an analytical approach. She demonstrates how this dual perspective is possible by examining a fragmentary song found on a child who was murdered at Majdanek.

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Contributors to this symposium recall and reflect on changes of mind they have experienced, noting the relationship of these to larger concerns of English studies as a profession.

The forum contributors draw on their personal experiences and insights to put forth ideas about contingent faculty’s relations with other faculty and with the academic institution as a whole.

The forum contributors draw on their personal experiences and insights to put forth ideas about how contingent faculty might improve their working conditions through various kinds of alliances.

The guest editors preview the contents of this special issue on contingent faculty and identify key concerns that have been raised by English studies’ (and the overall academy’s) reliance on such instructors