In this collection, we present the perspectives of seven different writing instructors from backgrounds ranging from comparative literature, creative writing, English, history, and writing studies. We all work in the UC Santa Barbara Writing Program, which has multiple upper-division courses and a Professional Writing Minor track in Science Communication. Here we share our different pedagogical reflections, as well as specific assignments, to illustrate a range of interdisciplinary lenses that can be brought to the classroom.

This webtext uses four Artifacts—annotated video excerpts of class recordings— to demonstrate how web conferencing and collaborative word processing platforms can be used to bolster interactivity, teaching presence, and social presence in synchronous online writing classes.

In a UI-driven design world, we cannot overstate the anxiety many individuals experience when encountering code. If we wish to promote any form of coding literacy at scale, our earliest attempts will need to address these fears. This webtext introduces the pedagogy of basic coding and Open Fuego, a tool designed to help educators easily integrate aspects of coding literacy, computational thinking, and computer science knowledge into the rhetoric and composition classroom.

In this webtext, I approach the composition course as an assemblage of technologies that inhibits moving beyond White Mainstream English (WME). The assemblage of state-assigned learning outcomes, the American Community Survey (ACS) data on language, and the composition course reinscribe WME. However, this assemblage of technologies works against itself when reassembled appropriately. Through mapping technologies, I reassemble these technologies to 'break' learning outcomes...

Attention to visual literacy and graphic literature has greatly increased in the field of rhetoric and composition. However, the comics industry has fallen behind in terms of attention to access for readers. This webtext discusses how writing faculty can make their visual course content—comics, in particular—more inclusive while fostering discussion of disability studies and access in the classroom.

We write as musicians and fans who are also writing teachers; we feel we have contributions to make in the form of "sympathetic resonances" we have observed between music and writing, most especially as we consider ways both music and writing can be harnessed to question and subvert power, to understand and complicate genres and expectations, to foster community, and to project and shape identity.

This webtext presents video recordings of writing conferences with two students in a lower-division online research writing course, analyzed in light of online writing instruction and writing center scholarship on synchronous conferencing—specifically considering the extent to which students in the conference practice or acquire digital literacy skills, benefit from the immediacy of the interaction, and experience an asymmetrical power dynamic.

This webtext reports on initial corpus-based analysis of roughly 45 years' worth of scholarship in top-tier journals in the field of second language writing. Findings suggest that while “rhetoric” is variously inflected by specific, historical preoccupations of the field, articles throughout the corpus evince a sustained interest in deploying “rhetoric” as a label that names explicit pedagogical targets for multilingual student writers.

Open Pedagogy relies on tools and collaboration to facilitate public discourse. Student projects are linked throughout the narrative, which were also collaboratively composed. As we will demonstrate, the inclusion of digital tools enabled students to engage with the rhetoric on a level appropriate for the times, creating our own kairotic moment.

This webtext provides one way to teach students how to enter a new discourse community; allowing them to then use what they’ve learned to enter new discourse communities after leaving their composition classes. The purpose is not to teach students a specific discourse so much as to teach them how to recognize and enter new discourse communities on their own.

A synthesis of converging and contrasting perspectives on ways of knowing and doing in digital rhetoric pedagogy among 25 teacher-scholars that provides a rough sketch of the state of digital rhetoric pedagogy as it is understood and practiced in the second decade of the 21st century and as it is told by a range of voices, including leading voices, in the subfield of Digital Rhetoric and identifies and highlights areas of productive tension among interviewees’ responses.

This webtext explores the pedagogical possibilities of teaching with and through "monkey selfies" as the issue of animal authorship and copyright opens up new pedagogical avenues for challenging the static and fixed views of authorship in composing practices.

This webtext presents excerpts from recorded interviews with seventeen writing studies practitioners that provide examples of the different, considered approaches to intellectual property that they adopt.

Using anonymous, location-based social media applications in the writing classroom can heighten student awareness of other situational factors online, such as time, place, and feeling. By engaging with student posts and their accompanying reflections, this text argues for the use of anonymous social media applications in our pedagogy to help students engage ethically in digital spaces.

Methodologically, this webtext takes up a diversity of modes of making, documenting and reflecting on this shared learning journey, including photography, interviews, participant observation, and a documentary film. This is conveyed through a spatial rhetoric that is designed to evince and allow access to different thematics and elements in the interface so that readers—students, educators, researchers—may differentially traverse the multimodal account of the learning journey.

Inspired by games such as the various Tycoon titles, DESPAIR (Department of English Simulated Problematic Adjunct Instructor Relations) puts players in the role of a Writing Program Administrator (WPA) in order to shed light on the plight of contingent labor in the writing classroom and within the larger institutional framework. The game's alternate mode, UPLIFT (Utopian Potential for Life with Instructors at Full Time), provides an example of a way academics might use simulation games to advocate for change in an affirmative manner by demonstrating how alternatives might work.

This webtext is comprised of nine sonic compositions as well as explorations and reflections on, and about, sonic rhetoric and the teaching of it. We have three goals: (1) to contribute to the growing body of scholarship on digital and sonic rhetoric via explorations of sonic rhetorical strategies and a presentation of a new digital pedagogical approach; (2) to offer insight into the complexity of understanding and employing sonic rhetorical strategies as first-time audio composers; and (3) to provide a teaching tool and curricula resource on sonic rhetoric for students in secondary and higher education.

Our concern with the interaction and interplay between writers, writing instructors and assessors, and technology is part of our interest in understanding the complexities of infrastructure through this ecosystemic frame. In this text, we consider the foundational structures, the architectural supports, of our current writing ecology and then move on to survey the larger landscape of research and debate how to build and sustain a thriving ecosystem of writing and writing instruction and assessment.

Efforts on the part of specific individuals, particular programs, and professional organizations to be change agents within various spheres of influence (i.e., within particular programs, departments, institutions, or national and international contexts) is understandably difficult given the dual challenge of bringing change to both the practices as well as the infrastructures that can support (but can also thwart) the activities of writing instruction.

In this webtext, we add to the conversation of best practices, focusing on training graduate students to teach online courses and develop pedagogically sound curricula. By training these students in online writing instruction (OWI), we not only encourage best practices in our institution, but we also prepare these graduate students to enter new jobs and programs with a comprehensive understanding of OWI pedagogy.

In this webtext, we add to the conversation of best practices, focusing on training graduate students to teach online courses and develop pedagogically sound curricula. By training these students in online writing instruction (OWI), we not only encourage best practices in our institution, but we also prepare these graduate students to enter new jobs and programs with a comprehensive understanding of OWI pedagogy.

This webtext argues for the use of multimodal instruction to design online writing courses with digital tools to deliver instructional content and facilitate feedback" — "we believe students who are asked to produce multimodal composition assignments should be engaged with instructional content of appropriate uses of multimodal materials.

The Hub represents a departure from the way writing is usually conceived of and taught in Australia, in that it emphasizes writing as a discipline with a classical rhetorical framework. … Through preliminary longitudinal data from our Sydney Study of Writing as well as student interviews and program feedback, we demonstrate how and why a rhetorical approach best supports the development of student writing in multimodal contexts.

Rhetorical Roots and Media Future is a multimodal project exploring podcasting as a part of a writing class. The text has two main components: a hypertextual webtext and a seven episode podcast series. The podcasts provide both a basic introduction to podcasting as a classroom activity and the ways in which podcasting provides new ways of engaging and shaping the canon of classical rhetoric, as well as the rhetorical skills that are foundational for good writing practice.

The practical, "how-to" companion to the more theoretically-oriented webtext in the Topoi section, Podcasting in a Writing Class? similarly provides a hypertext and series of podcasts—this time focusing on the construction and implementation of podcast assignments for writing courses.

This website is the creation of a student of mine, Jacoby Boles, who is the Editorial Assistant for the e-journal Xchanges, of which I am editor. Jacoby reflects, via this site, on his experiences as a member of the Technical Communication 371 "Publications Management" course at New Mexico Tech. TC 371, in Fall 2010, was a course explicitly designed to engage students with a unique "client project," the production of an issue of the online journal Xchanges.

Techno-velcro to Techno-memoria" is an intergenerational collection of techno-memories illustrating the impact of techo-literacies on family communication practices. Guests participating in "Techno-velcro to Techno-memoria" add their voices to create a rich resource of techo-rhetorical connections. Our guest-collaborators remember and describe moments where family, technology, and rhetoric have mixed in their lives.

This installation is a personal and cathartic engagement with my initial inability to cope with my daughter's cancer. It details events that began in August of 2008 and concluded, in a sense, in February of 2009. I offer it with hopes of helping digitally oriented rhetoric and composition scholars "determin[e] a should for a we" (Patricia Sullivan & James E. Porter, 1997, p. 103). How should we approach pedagogy in the early 21st century? My tentative answer is to approach it less with aims of "constructing knowledge" and more with hopes of "negotiating encounters.

The fact that I'm not a professor of professional writing or computer design allows for "Road Trip," with its basic code creation, to be of pedagogical use for students and teachers with limited technological resources. Through a scholarly engagement with creative writing, electronic literature, and design, this writing experiment is an example of the fun that a little, simple creative writing/coding can be for the creative writer.

In this webtext, we discuss one powerful way that writing program administrators (WPAs) can start to reshape their basic rhetorical situation, potentially shifting the underlying premises that external audiences bring to discussions about writing instruction. We argue that digital video, when used strategically, is a particularly valuable medium for communicating how writing courses promote student learning.

This webtext reveals two modern-day methods for soldiers to share their war stories: 1) soldiers sharing their stories with cadets from West Point through a project linking veterans from the Global War on Terror with composition students; and 2) soldiers learning in online composition classrooms designed specifically for them.

Interviews with undergraduates from the honors program in Multimedia Literacy at the University of Southern California.

This webtext describes a pilot course that united four first-year composition courses around shared readings and online discussion addressing the physical and virtual university. The goal of the pilot was to foster previously impossible student interactions by exploring how discrete discussion roles shaped interaction and reputations among students.Ultimately, we wanted to provide a structured environment that facilitated independent student investigation and exchange. We hope that this research testifies to the fact that forums are not naturally pedagogically sound; rather, fostering meaningful digital encounters requires careful and thoughtful pedaogical planning.

This study is intended to explore the learning outcomes of an English course in which digital texts become both the object of study and the means of assessment. The authors suggest the web project serves as a possible example of a transitional pedagogy where two ways of organizing and presenting information — of writing — are used simultaneously and toward mutually enhancing ends.

The site’s goal is to examine "the ways in which rhetoric, visual culture, and pedagogy interact with and inform each other. In keeping with this mission, the viz. blog is a forum for exploring the visual through identifying the connections between theory, rhetorical practice, popular culture, and the classroom.

There is little question that the landscape of composition theory and pedagogy is changing. Equally understood is that much of the change arises from expanded notions of literacy and the emergence of media forms; less well recognized, or at least less thoroughly studied, is the impact of these developments on the composition professoriate, more specifically as it relates to some of the myriad issues associated with aging.