Joseph Forte Abstract This article argues that writing studies should perform something it terms “construct-focused RAD research,” or quantitative RAD research involving psychometric measurements, to study cognitive constructs that pertain to student writing. Construct-focused RAD research, which today is rare in the field, can provide a clearer sense of what writing pedagogy can accomplish. In […]

Paige V. Banaji and Kathryn Comer Abstract The habits of mind (HOM) in the Framework for Success in Postsecondary Writing offer a useful bridge between high school and college writing instruction. As the field evaluates the benefits and drawbacks of the HOM, we would be well served to listen to students’ perspectives. This article presents […]

Kathleen Lyons Abstract This article explores the role writing teachers play as access-makers. Invoking theories of embodiment, relationality, disability, social justice, and making, the article offers a technē of access as rhetorical framework for developing and implementing accessible writing pedagogies. Technē is often associated with processes of making and knowing; meanwhile, access is a rhetorical […]

Megan McIntyre Abstract In response to a growing awareness of the oppressive foundations of educational institutions, literacy educators have turned to antiracist, culturally responsive (Alim and Paris; Paris), and equitable teaching and assessment practices to combat the inequities (colonialism, racism, sexism, homophobia, ableism, etc.) on which our institutions are built. According to scholars including Geneva […]

Rebekah Sims and Sharon Hunter Abstract This program(me) profile describes the development of embedded writing instruction within a Scottish initial teacher education course: the Professional Graduate Diploma in Education (PGDE). This programme is the main entry route into primary and secondary school teaching in Scotland, where all teaching is a university-degreed profession. This profile describes […]

Yuni Kim Ostman, Heather, Howard Tinberg, and Danizete Martínez, eds. Teaching Writing Through the Immigrant Story. Utah State University Press/University Press of Colorado, 2021. Building on a growing body of scholarship that advocates for student-centered approaches in composition pedagogy, Heather Ostman, Howard Tinberg, and Danizete Martínez advance a narrative-based framework in Teaching Writing Through the […]