In this article, I will attempt an unbuilding of a history of composition—a history of policy in/as language—to see how claims of policy (pedagogical, historiographical, conceptual) influence, complicate, or even reverse the direction of certain theoretical projects in rhetoric and composition

Academics are increasingly engaged in writing genres with purposes and for readers outside of academia—a variety of science-based communication practices that fall under the term science communication. These practices often span different modes, genres, and even languages, requiring high degrees of rhetorical flexibility, strategic knowledge, and regulation of writing. In this study, we probe the self-regulation and specifically the metacognitive strategy knowledge (MSK) of seven senior scientists who regularly and actively engage with writing for science communication. We argue that understanding their MSK can illuminate how strategic knowledge is transferred across written genres, and importantly offer useful insights for the training of future scientists. Using data derived from in-depth, narrative interviews with a recall component, we identify a variety of strategies for task conceptualization/analysis, planning and goal setting, monitoring, and evaluating the writing of different genres. Task analysis appears particularly crucial in science communication writing, due to the great variety of purposes and readers that fall under this umbrella. Interestingly, our participants underscore storytelling strategies, and seem to transfer language and style monitoring strategies to and from science communication and publication. We map the strategies identified and discuss the implications of our study for further research and science communication pedagogy.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Fluent and accurate speaking is an essential set of skills that engineering students strive to achieve, as they can lead to better job placement and a promising future. This article documents a speaking assessment carried out among 120 engineering students who have undergone two semesters of Technical English courses in the final year of their study. The students from diverse departments opted for the English for Competitive Exams elective course to improve their English language proficiency. The objective of the elective is to train the learners in essential language components for facing high-stakes competitive exams with an integrated language skills approach. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> This linguistics-focused study documents a cluster strategy, a pedagogical attempt at speaking, with a culminating self-reflection phase. The strategy cluster was thoughtfully designed and integrated throughout the semester to enhance the students' speaking competency. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. How do learners perceive the effectiveness of speaking skills practice given to them in the online sessions? 2. What benefits through feedback have learners achieved during these sessions? 3. How do students perceive the role of self-directed efforts toward improving their speaking skills? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods:</b> Students were trained on speaking skills as part of a semester-long online course, and an assessment for speaking skills was designed in which students answered 10 self-reflective questions about their perception and usefulness of practice, feedback from the instructor and peers, and self-directed efforts. Each student's recorded audio file of an average of 11 minutes 24 seconds was uploaded to the learning management system (LMS) as part of the assessment. A qualitative and interpretative investigation of their answers reflecting their learning experiences during the semester, based on the activities and self-regulation, and their self-rating were analyzed thematically. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results and discussion:</b> The findings of the metainvestigation show significantly valuable insights with potential implications on the language teachers’ perception of teaching speaking skills in the classroom, especially in the current online environment. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusions:</b> We conclude that using the strategy cluster comprising practice, feedback, and self-directed efforts with a culminating phase of oral self-reflection is highly beneficial in developing speaking skills in engineering courses focusing on technical communication.

Within the sociocultural theory of writing, texts are seen to result from cultural and social practices that affect the structure, content, and production of them in different knowledge communities. Accordingly, writing is not the same across subjects or contexts. Focusing on writing in subjects other than Language arts, this special contributes to understanding subject-specific writing involving both discipline specific knowledge, knowledge of representation, and production of knowledge in different, subject specific writing contexts. The issue advocates that disciplinary writing can start at an early age in primary school, that students have a range of preparedness for it, and that writing skills can be developed to support the learning objectives of the subject. The introduction considers the perspectives of writing to learn and learning to write as the underpinnings of writing across and in subjects. Consequently, the studies in the issue are related to these perspectives. The content areas scrutinized are Craft Education, Civics, Environmental studies, Science and Science orientation. This issue reflects the multifaceted, contextual, and hybrid forms writing can take, and, how writing can support learning in changing contexts and with different contents.

Students need support through intentional writing instruction to develop their discipline-specific writing skills outside of Language Arts. Yet, we argue not all writing instruction provides the same opportunities for student learning. In this study, with the support of professional development, teachers engaged students in civic perspective-taking through writing, focusing on locally relevant public issues. Drawing from disciplinary literacy and genre pedagogy, our research team conducted a descriptive study where thematic analysis was applied to examine second and third graders’ civics writing samples. Our findings indicate that students’ engagement with key civic concepts became more complex and purposeful as they practiced argumentative writing. Development continued from second to third grade in both the sophistication of their civic perspective-taking as well as their writing. Additionally, we found that student motivation to engage in argumentative writing increased in all classrooms across both grade levels when engaging with locally relevant public issues. This article provides details about the elementary civics writing curriculum and the students’ writing outcomes as well as includes the two graphic organizers used in the curriculum.

Upper elementary students face conceptual and linguistic challenges when writing in science. One way to scaffold science writing is the explicit teaching of cross-disciplinary language. Limited research has explored the dynamics of these language changes in instructional contexts. This study examines the micro-developmental changes in cross-disciplinary language skills and their contributions to the quality of 191 science explanations written by 65 fourth graders that participated in language and literacy-based instruction. The instruction’s pedagogical design was focused on writing-to-learn and learning-to-write the scientific explanation genre. Each student wrote an initial, a scaffolded draft, and a final explanation that was scored for scientific quality and productive cross-disciplinary language skills. Students’ prior and final scientific knowledge was also measured. The results showed large instruction size effects on the scientific quality (0.71), productive cross-disciplinary language skills (0.46), and explanation length (0.64). Stepwise regression analysis showed that prior and final science knowledge and productive cross-disciplinary language skills significantly predict the quality of the final explanation (R2 = .704, F(11,38) = 9.03, p < .000). This research offers evidence of the dynamic relationships between language, literacy, and science in contexts of explicit cross-disciplinary language instruction for disciplinary literacy and learning.

This article offers readers 11 classroom teaching innovations presented at the 2022 Association for Business Communication’s (ABC’s) Annual International Conference. Sessions were held online and on-site in Tampa, Florida, USA. Readers will find unique developments in teaching techniques—all designed to enhance students’ communication skill building. The new ideas featured here include personal and professional development, oral communication, analysis, and critical thinking. Additional assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are posted on the ABC and DePaul University Center for Sales Leadership websites: https://www.businesscommunication.org/page/assignments and https://salesleadershipcenter.com/research/business-professional-communication-quarterly-my-favorite-assignment

There is an assumption in education that allowing students to choose their writing topics and positions is beneficial; however, there is little research to support this belief, particularly from the students’ perspectives. In the present study, we conducted 20 semi-structured interviews with students at a large university in the Southwest of the United States after they completed two in-class argumentative writing assignments in a course on exceptional children, one where they chose their writing position and one where they were assigned their writing position. As a group, these 20 students (13 female, 7 male) were above average writers in their first to third year of study, and the majority of them were education majors (70%), followed by arts and sciences (25%), and design and the arts (5%). The interview protocol focused upon their shifting perspectives on the underlying motivational construct of choice related to this and other writing assignments. Taking a grounded theory approach to thematic analysis, findings indicated that having choice in writing was important because it allowed students to write about topics that they find easier, more interesting, and possess greater knowledge. Choice also allowed students to demonstrate their autonomy, which they believed, influenced their motivation and writing quality/grades. While the university students in this study generally preferred choice, a majority of them identified benefits of not choosing, including opportunities to improve writing tenacity, enhance their writing skills, and achieve new perspectives.

How can it be possible for disempowerment to be mistaken for empowerment?Isn't the dichotomy between the two abundantly clear?Erec Smith thinks not.Smith's ethos as a Black professor of rhetoric and composition places him in a unique position to critique anti-racist pedagogy.It is not his perspective that racism is not present in the academy: far from it.He has been the recipient of prejudice and discrimination from his graduate work all the way to his teaching.In his book, Smith includes personal experiences and anecdotes that help to illustrate his perspective.As a Black rhetoric and composition instructor in the majority White institution of York College of Pennsylvania, Smith has experienced these issues firsthand and has found that anti-racist pedagogy alone, which he argues can lead to a lack of academic rigor, is not necessarily the appropriate answer.Smith's main argument is that anti-racist pedagogy in rhetoric and composition often inadvertently disempowers students by ignoring important aspects of empowerment theory.This pedagogy instead encourages marginalized students to embrace their positionalities as the center of all arguments and to fall back into positions of victimhood.Smith explains that this "victim framing" creates "disempowered entities in need of enlightenment instead of empowered agents with selfefficacy and a desire to broaden the interactional and behavioral components of empowerment" (88).This victimhood allows students to escape from proper academic scrutiny which, in turn, reduces academic rigor.In his introduction, Smith begins his critique with a vignette in which W. E. B. Du Bois recounts an experience in a composition class at Harvard.In his first essay for that class, Du Bois had railed against racist issues present in society at the time and had let fly his own colloquial grammar and syntax.This first effort was met with a failing grade.From this experience, Du Bois noted, "[he] realized that while style is subordinate to content, and that no real literature can be composed simply of meticulous and fastidious phrases, nevertheless solid content with literary style carries a message further than poor grammar and muddled syntax" (Smith xix).Du Bois realized it was imperative to adapt to "standard English, " or what Smith prefers to call the "language of wider communication" (LWC) (5), rather than insist on communicating in the vernacular he grew up speaking.Using Du Bois as an example of code switching, Smith addresses the present climate of code meshing taught in many quarters of the rhetoric and composition field.According to scholars like Kwame Anthony Appiah, Asao Inoue, and others, rhetoric and composition instructors who require their students of color to adapt to the LWC engage in a form of racism because this adaptation automatically alienates students' home dialects.As such, they propose that students in rhetoric and composition should be encouraged to inject their writing with African American Vernacular English (AAVE) as well as other dialect forms.In writing and speaking this way, anti-racist scholars argue, students embrace

This qualitative study explores how writing is conceptualised by teachers within the context of the primary National Curriculum and statutory writing assessment in England. The 10 participating teachers were drawn from nine primary schools and were interviewed about writing and writing assessment in year 6. Ivanic’s discourses of writing were used as the basis of a thematic analysis framework, which focussed on teachers’ perspectives and opinions. Findings showed that reference to the creative and skills discourses were most dominant within the teachers’ viewpoints; however, they also showed alignment to other discourses. Many of the teachers’ views were at odds with the National Curriculum and statutory writing assessment and this is discussed in relation to the tensions and conflict this created in pedagogy, attitudes, and assessment.

This study explores teacher perspectives and beliefs on writing instruction in the Swedish Language Introduction Program (LI) through interviews with six teachers in Swedish as a second language. The study was guided by the following research questions: How do the teachers construct the students discursively, including the students’ educational background and prior knowledge? How do the teachers frame writing instruction, as evident by their discourses? LI is an upper secondary school program framed for newly arrived students, 15 to 18 years old, who need to qualify for mainstream programs by attaining the goals of compulsory school year 9. The study is framed within theory on second language writing instruction and teachers’ beliefs. The teachers’ discourses of writing instruction were analyzed against theory on second language writing instruction, genre pedagogy, and practices of care, and related to the teachers’ discursive constructions of the group of students as vulnerable and heterogeneous. All teachers exploited genre pedagogy, with its emancipatory aims, to enable access to the genres of schooling. The teachers’ expressed aims were directed toward long-term goals, such as employability and democratic participation. The teachers were firmly based in both theory and experience, which the demanding context seemed to require. In spite of indisputable challenges, the teachers conveyed a sense of belief in the possibilities of teaching.

This paper reconsiders the common use of mind maps as only a brainstorming tool that occurs before writing. The paper contemplates how mind mapping can be a useful pedagogical strategy throughout the writing process, not just at the beginning. The metacognitive benefits of mind mapping can support writers at all stages of their writing. Mind mapping can make their thinking overt and allow writers to make new connections throughout their revisions. The paper draws on an intrinsic case study (Stake, 2005) of sixteen first-year writing students who used mind maps at the beginning of their research papers and again as they grappled with feedback to re-design their drafts for submission. Students reported that, while the initial mind map had limited benefits on their writing, the second mind map acted as a vehicle for them to make connections between their draft, their feedback, and their next steps as writers. This second map offered a liminal space in which students could dwell with their feedback, make their thinking visible, and strategize how they could implement that feedback to make their writing stronger. The paper offers a new look at how teachers can use mind mapping to enhance students’ writing processes.

This article draws on Toulmin’s model of argumentation to propose a way of engaging with controversial topics in ways that require not only the assertion of a point of view, but attentive listening to contrasting beliefs. Given the paucity of models of respectful listening in public discourse, school becomes a place where teachers can provide opportunities for contentious discussions to be conducted through civic discourse. The article begins with an outline of Toulmin’s model, with an emphasis on warranting examples so that they serve as evidence for a claim, and engages with opposing viewpoints for a reasoned rebuttal and synthesis. The article then suggests that the topic of school dress codes would be a fruitful topic of student inquiry and argumentation, given the ideological basis of a dress code and the many differences of opinion surrounding them. Such instruction is illustrated through a method that relies on inductive reasoning and discussion as the basis for generating ideas in argumentative writing. The article concludes with a view of writing pedagogy that promotes responsible argumentation in light of critical responses that lead to a synthesis and extension of learning.

Preview this article: Review: Teaching Writing in the Twenty-First Century: by Beth L. Hewett, Tiffany Bourelle, and Scott Warnock; Administering Writing Programs in the Twenty-First Century: by Tiffany Bourelle, Beth L. Hewett, and Scott Warnock., Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/50/4/teachingenglishinthetwo-yearcollege32591-1.gif

In this study, I draw upon ethnographic methods to explore three multilingual international students’ first-semester linguistic functioning in their college writing classrooms and beyond. Through the lens of superdiversity (), I investigate participants’ experiences beyond their shared membership as Chinese international students and unpack within-group variabilities in relation to their language and literacy backgrounds. The findings indicate that multilingual international students’ varying high school experiences are likely to position them at different acculturative stages for overseas studies; it is crucial to understand their superdiversity beyond the traditional paradigms of supporting “ELLs.” The findings illustrate that superdiversity plays an important role in complicating our understandings of multilingualism and multilingual student support in American higher education. I argue that recognizing and understanding superdiversity is important for both multilingual international students and their teachers. All college educators across the disciplines must go beyond simply acknowledging the existence of superdiversity. Instead, they must explicitly teach it to combat the zero point of English (). This article outlines hands-on pedagogical activities to facilitate new arrivers’ smooth linguistic transition in college and achieve linguistic empowerment by debunking monolinguistic assumptions.

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This article describes an exercise that can be implemented in a range of writing classrooms in order to help students unpack and craft a revision plan based on instructor or peer feedback that they received on their writing.

This Methodologies and Approaches piece interfaces conversations about social justice pedagogies in technical and professional communication (TPC), Black TPC, and online TPC instruction to discuss the social justice affordances of Slack in online instruction. Drawing on our experiences using Slack within an online graduate course during the COVID-19 pandemic, we consider how Slack supports pedagogical community building and accessibility in online instruction before presenting a framework for assessing instructional technologies in terms of social justice.

ABSTRACTThis article argues that game design can be used to teach design thinking within a pedagogy of making. It analyzes qualitative survey responses from 12 writing teachers who asked students to design social justice games and argues that games not only give students practice in design thinking but that, as multimodal, embodied systems, games can enact social theories and, as such, be a way for students to empathize with and design for wicked social problems.KEYWORDS: Computer-based learningcritical theorypedagogical theoryrhetoric of technologysocial theoryusability studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRebekah Shultz ColbyRebekah Shultz Colby is a Teaching Professor at the University of Denver. She has co-edited The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom and Rhetoric/Composition/Play through Video Games. She has published articles on using games to theorize and teach rhetoric and technical writing in Computers and Composition and Communication Design Quarterly.

This article examines Hunton and Johnson’s Two Colored Women with the American Expeditionary Forces, which recounts their WWI YMCA service in France supporting Black troops. TCW exemplifies a long tradition of Black civic pedagogy, drawing on prophetic and empirical strategies to teach audiences that Black experience and racial justice are foundational to American democracy. Deploying the Black jeremiad, it exposes racial inequities and envisions a racially just future; deploying testifying, it combines narrative, reportage, and documentary evidence to empirically support its findings of white racism, Black heroism, and French egalitarianism. These strategies suggest possibilities and limitations for future practice.

Reading-to-write (RTW) tasks have been commonly employed in second language (L2) English academic writing pedagogy, and many studies have investigated the validity and reliability of RTW tasks in L2 English writing assessment. Meanwhile, few studies have examined the cognitive validity of RTW tasks, and the design and validation of such tasks in L2 Chinese academic writing assessment remain underexplored. This study develops a Chinese RTW task following a set of design criteria and procedures and evaluates its cognitive validity as an instrument of L2 Chinese academic writing assessment. The RTW task was administered to 15 undergraduate and 15 postgraduate L2 Chinese learners in an eye-tracking laboratory. Analyses of the task features and the eye-tracking and stimulated recall interview data suggested that the RTW task largely aligned with the characteristics of authentic tasks in real L2 Chinese academic writing contexts and elicited a representative range of cognitive processes in existing models of RTW cognitive processes. Many of these processes manifested in different ways between the two groups of participants at different L2 Chinese proficiency levels. Our findings have useful implications for understanding the cognitive validity of the RTW task in L2 Chinese writing assessment.

As part of a larger case study, this single exploratory case study aims to explore the potential of genre-based pedagogy (GBP) to allow L2 writing instructors to enact their writing assessment literacy and feedback literacy. The findings demonstrate that GBP afforded the participating writing instructor of a genre-based EAP writing course to carry out effective writing classroom assessment practices and thus enact their2 writing assessment literacy and feedback literacy. GBP allowed effective writing classroom assessment practices such as diagnostic assessment and learner involvement in assessment. More specifically, genre exploration tasks led to diagnostic assessment and helped the instructor coordinate effective classroom discussions to elicit evidence of the students’ knowledge of the target genre that they would study. Second, students’ production of texts in target genres not only allowed the instructor to collect evidence of the students’ specific genre knowledge, but it also afforded learner involvement through self-reflection. The instructor could also efficiently interpret this evidence and provide formative feedback through pre-established genre specific assessment criteria.

Abstract This essay discusses the usefulness of empathetic, relational pedagogy while teaching at CUNY in the time of COVID-19 and reflects on experiences with three students early in the author's career that led her to this pedagogical approach. A terminally ill student, a student who had been shot in Tahrir Square during the Arab Spring, and a student who became paralyzed in a motorbike accident led the author to reconsider the idea of the classroom as apart from the outside world. Embracing the sometimes frightening events happening beyond the classroom walls can lead to a deeper engagement with course texts as well as to a more meaningful student-teacher relationship and a sense of the course as personally significant. By constructing classrooms as places for listening and by striving to practice antiracist pedagogy, linguistically and culturally diverse students find themselves supported, even when the world outside becomes unstable and difficult to navigate.

AbstractThis article describes an antiracist first-year writing curriculum, formulated in the wake of Black Lives Matter protests in 2020. Classroom participants examined the racialized and class-based nature of “Standard English,” then each student informed their instructor of how they wished to be graded. Student coauthors reflect on their educational experience.

Ryan Baxter graduated from the University of Michigan College of Literature, Science, and the Arts in 2017 with a BA in English language and literature. Following this, he completed a master of letters on the Gothic imagination at the University of Stirling in 2019. He is currently a master's student in English at Central Michigan University on the lookout for opportunities to gain teaching experience. His research interests include the Gothic from the late eighteenth century to the present, cinema and broadcast cultures in Britain and Ireland, theories of haunting and spectrality, epistemology, landscape studies, and spatial theory.Kelly L. Bezio is associate professor of English at Texas A&M University-Corpus Christi, where her research and teaching intersect with and inform the fields of cultural studies, biopolitical theory, American literature before 1900, critical race studies, literature and science, and health humanities. Her interdisciplinary scholarship foregrounds how insights from the past help us understand how to combat inequity in the present moment.Mark Brenden is a PhD candidate in writing studies at the University of Minnesota, Twin Cities, where he also teaches writing classes. His current research investigates the digital transformation of higher education, particularly as it relates to writing pedagogy.K. Narayana Chandran currently holds the Institution of Eminence Research Chair in English and Cultural Theory in the School of Humanities/English at the University of Hyderabad, India. An occasional translator and writer in Malayalam, he has been teaching a wide variety of courses and publishing papers in Anglo-American literatures, critical and reading theories, comparative and translation studies, and English in India—its history and pedagogy.Tyler Jean Dukes is a doctoral candidate and graduate instructor at Texas Christian University. She specializes in early British literature and the medical humanities. She is also a childbirth doula, a role that informs her scholarly pursuits as she investigates the connections between storytelling and healing. To attend one of her in-person or virtual narrative medicine workshops, please visit https://dfwnarrativemedicine.com/.Sandy Feinstein's scholarship ranges across early literature, most recently on Margaret Cavendish and Marie Meurdrac in Early Modern Women; and on Mark Twain and heritage management forthcoming from Studies in Medieval and Renaissance History. She has also published creative non-fiction on reading Connecticut Yankee in King Arthur's Court during COVID-19. Cowritten articles with Bryan Shawn Wang appear in New Chaucer Society: Pedagogy and Profession, CEA: The Critic, and Angles: New Perspectives on the Anglophone World, among others.Ruth G. Garcia is an associate professor of English and Core Books at CUNY and cocoordinator at New York City College of Technology, CUNY. Her recent work includes “Fanny's Place in the Family: Useful Service and the Social Order in Mansfield Park” in Lit: Literature Interpretation Theory.An experienced teacher, scholar, and administrator, Sara M. Glasgow has served in higher education for over twenty years. She is currently dean of liberal arts at North Central Michigan College. Prior to coming to North Central, she was professor of political science at the University of Montana Western (UMW), where she was honored as the CASE/Carnegie Professor of the Year for the state of Montana (2013). While at UMW, she taught core courses in American government, theory, international relations and strategy, and political economy, as well as basic and advanced courses in research methodology. She also offered depth learning opportunities in Norse history and culture as part of the university honors program, and majors’ courses in the history and politics of illness, her research focus. She holds a BA in international studies and Spanish from Virginia Tech; an MS in international affairs from the Georgia Institute of Technology; an MA in English language and literature from Central Michigan University; and an MA and PhD in government and politics from the University of Maryland.Dana Gliserman-Kopans is professor in and chair of the Department of Literature, Communication, and Cultural Studies at SUNY Empire State College. Her research centers on the literature and culture of late eighteenth-century Britain, though the pandemic and eighteenth-century epistemologies have been a recent (and necessary) focus. Her teaching interests are far wider, spanning from Gothic literature to the medical humanities. She also serves as the associate editor of The Burney Journal.Eva Sage Gordon teaches writing at Baruch College, CUNY. She has book chapters forthcoming in Innovative Practices in Creative Writing Teaching, edited by Graeme Harper; and Authorship, Activism, and Celebrity: Art and Action in Global Literature, edited by Ruth Scobie and Sandra Mayer.Jennifer Horwitz received her PhD in literature from Tufts University and is a lecturer at the Rhode Island School of Design. Her research focuses on representations of education in multi-ethnic US literature that help envision and enact the teaching needed in this time of climate crisis.William Kangas returned to college after twenty years as a journalist to complete his MA in English composition and communication at Central Michigan University, while working as a high school substitute teacher and consultant at CMU's Writing Center. He currently is an adjunct instructor candidate for a local community college and will be entering his second year of study for an MA in strategic communication from Michigan State University.Robert Kilgore is associate professor of English at the University of South Carolina Beaufort (USCB). He is currently the president of USCB's chapter of the American Association of University Professors.Kristopher M. Lotier is associate professor of writing studies and rhetoric at Hofstra University, where he teaches courses in first-year writing, professional communication, and digital rhetoric. He is the author of Postprocess Postmortem and has published articles in Pedagogy, Enculturation, and College Composition and Communication.Xiomara Trinidad Perez is a junior studying journalism at Hofstra University, with a minor in fine arts. She hopes to work in the publishing and news industry, as well as in any area that deals with visual media. She finds enjoyment in creative writing, curating visual media, and conducting research.Aidan Pierre was born and raised in Atlanta, Georgia. He is a junior at Hofstra University, majoring in film and minoring in history. He has produced, written, and directed numerous short films and is a teaching assistant for an Introduction to Film Production course. He is a part of the Rabinowitz Honors College and has been on the provost's list for two semesters. Outside of class, he enjoys spending his time reading literature and baking bread.Timothy Ponce holds a PhD in English and a certificate in teaching technical writing from the University of North Texas. In addition to serving as an associate professor of instruction at the University of Texas Arlington (UTA), he also serves as the coordinator of internships and coordinator of technical writing and professional design in the Department of English.Elizabeth Porter is an assistant professor of English at Hostos Community College, CUNY. She is a scholar in the fields of eighteenth-century British literature, women's writing, and composition pedagogy. Her work has been published in Eighteenth-Century Fiction, Digital Defoe: Studies in Defoe and His Contemporaries, and ABO: Interactive Journal for Women in the Arts, 1640–1830.Jody R. Rosen is an associate professor of English and OpenLab codirector at New York City College of Technology, CUNY. Her recent work includes the coauthored “Supporting Twenty-First-Century Students with an Across-the-Curriculum Approach to Undergraduate Research” (2020) in Scholarship and Practice of Undergraduate Research.Prameet V. Shah is a sophomore at Hofstra University. He is majoring in pre-medical studies and minoring in biochemistry.Christy Tidwell is associate professor of English and humanities at the South Dakota School of Mines and Technology. She teaches a wide range of classes, including composition, STEM communication, science fiction, environmental ethics and STEM, and introduction to humanities; and her writing most often addresses intersections between speculative fiction, environmental humanities, and gender studies. She is coeditor of Gender and Environment in Science Fiction (2018), Fear and Nature: Ecohorror Studies in the Anthropocene (2021), and a special issue of Science Fiction Film and Television on creature features and the environment (2021).Bryan Shawn Wang is an associate teaching professor in biology at Penn State Berks. He has a background in protein engineering and synthetic biology. He has recently published on student choice and learning in Prompt: A Journal of Academic Writing Assignments; on reviving ecologies in South Central Review; and, with Sandy Feinstein and Samantha Kavky, on interdisciplinarity and de-extinction in Comparative Media Arts Journal.Rachael Zeleny is assistant professor of English and integrated arts at the University of Baltimore. Her early research is dedicated to the multimodal rhetoric of the nineteenth-century actress. Her current research explores ways to gamify the classroom using virtual escape rooms and methods of incorporating experiential learning into virtual spaces. She conducts workshops on integrating these methods into the classroom.

AbstractThis article explores some pedagogical challenges and opportunities introduced by higher education's increased reliance on private learning management systems (LMS) during the COVID-19 pandemic. It theorizes LMS as an expression of neoliberalism and argues that critical literacy, as a method, should be done to (rather than simply through) LMS. Specifically, it examines two case studies of student interactions with the LMS during an asynchronous first-year writing course.

Abstract Where do our most cherished teaching principles derive? How do we deploy them in ways that motivate students and nurture their critical engagement with the wider world? Drawing on insights gleaned from the film Bill and Ted's Excellent Adventure, this reflection explores how the development of two key strategies—engaging students through blended academic and pop-culture approaches and guiding their recognition and critical response to discursive power structures—transformed the author's pedagogical approach into one that is more student-centric and practically focused. Developed in the context of political science courses, but applicable especially to English and its instruction, these strategies decenter the instructor to promote more authentic engagement between students and the content they encounter, as well as with each other and the instructor. The strategies themselves, however, derive from a recognition that even the most light-hearted fare (such as Bill and Ted) may offer thoughtful insight into the craft of teaching: first, by recognizing that joy, passion, and creativity matter when structuring engaging learning experiences; and second, by clarifying how our attunement and response to subtle exercises of power—in the case of the film, pedagogical norms around acceptable academic projects—are instrumental in navigating a complex world.

In the winter of 2022, I had planned a place-based literature course on Providence at the Rhode Island School of Design. A series of outings formed the backbone of the class: my aim was to have students connect to the place where they lived through experiences like standing atop the landfill to understand the afterlife of their waste and touring a colonial house to trace the violent foundations of the city's wealth. Instead, due to the omicron-variant surge, the course was largely conducted over Zoom and all but one outing became virtual. I found that a disorienting, nearly absurd sensation clouded the course when we discussed places that we should have been inhabiting together; instead of bridging the distance between the texts and the world, in the end, the course only accentuated that distance.Postcolonial/ecocritical place-based teaching is challenging for the precise reason that it is based on place and our places are changing now more than ever. And yet, as the kind of teaching the planet needs becomes more difficult, it also becomes more essential. In his foreword to Teaching Postcolonial Environmental Literature and Media, Graham Huggan asserts that “teaching is the most valuable thing we postcolonial/environmental scholars do” (xiv). Amid global health and ecological crises that perpetuate, Teaching Postcolonial Environmental Literature and Media is a collection invaluable for its compilation of teaching ideas, resources, and commentary on the field of postcolonial environmentalism. But perhaps more importantly, it is invaluable for the sense of community it creates among educators who continue to dedicate themselves to a livable future.At its core, Teaching Postcolonial Environmental Literature and Media aims to show the analytical and pedagogical import of considering social and environmental injustices together through postcolonial ecocriticism. Editor Cajetan Iheka writes about the collection this way: “Taken together, the growing interest in postcolonial ecologies and the demand for a diversified curriculum addressing social concerns, including the climate crisis, makes this book a crucial contribution to the environmental humanities” (5). The majority of the essays are field-tested success stories of teaching postcolonial ecocriticism that offer a snapshot of the contributor's course. Most courses are literary, and while some are more typically environmental and others postcolonial, all experiment with the overlap of the two in exciting ways. The collection is particularly useful for teacher-scholars who know one side of the critical conversation—either postcolonialism or ecocriticism—and are wanting to bring the other to bear on their thinking and teaching.In recent years, postcolonialism has advanced the field of ecocriticism, a field long dominated by a Euro-American epistemology that put forth romanticized imaginings of pristine nature and prioritized wilderness conservation. While this hegemonic strand of environmentalism was challenged by scholars from a range of social and disciplinary perspectives, stoked in part by the US environmental justice movement in the 1990s, the conspicuous dearth of postcolonial analysis from ecocriticism remained. Due in part to the contributions of major critics like Graham Huggan, Rob Nixon, and Elizabeth DeLoughrey, the second decade of the twenty-first century has come to mark what Iheka calls “the ecocritical turn in postcolonial studies,” characterized by increased critical attention to “the inextricability of colonial plundering from environmental conditions” (1). The recognition that colonialism and neocolonialism—and the world order they uphold—are dependent on land theft, resource extraction, and the degradation of Indigenous cosmologies with devastating consequences for people and the environment has fundamentally impacted both postcolonial and environmental studies, leading to the rise of postcolonial ecocriticism.This collection contributes to the critical project of postcolonial ecocriticism by emphasizing the practice of teaching it (even as you will also learn much about postcolonial ecocriticism itself from this impressive group of scholars invested in advancing and diversifying the field). Although there is now a number of major works that take up the study of postcolonial texts and environmental concerns, Iheka points out in his introduction that “none of them explores teaching postcolonial environmental texts” (3). Published in 2021, Teaching Postcolonial Environmental Literature and Media is especially timely, as it responds to the growing demand by students that their education attend to past and present environmental and racial injustices. Uniquely positioned to expose these injustices, postcolonial ecocritical texts can help us teach the afterlives of colonialism that dually exploit local communities and environments.As you might expect from a collection that spans two fields, Teaching Postcolonial Environmental Literature and Media is impressive in its scope and breadth: twenty-seven essays are organized into six sections. The geographic diversity of the literary and other cultural media analyzed in the book, and to a lesser extent the classrooms themselves, soundly positions the project in a global context. Together, the contributors draw on an “expanded sense of the postcolonial” (9) by including colonized spaces from the Global North in their discussions of the Global South. This approach is important, as it underscores shared systems of exploitation and solidarity outside region or nationhood. The collection also features canonical ecocritical and/or postcolonial texts like Indra Sinha's Animal's People and Ken Saro-Wiwa's Month and a Day alongside newer ones like Nnedi Okorafor's Lagoon and Mohsin Hamid's Exit West, making it valuable to faculty who teach introductory and advanced literature courses. Finally, as the title emphasizes, the book examines media other than literature, and several key articles focus on teaching visuals, a crucial component of many environmental humanities courses.The first five essays, which constitute “Part I: Background and Theoretical Foundations,” showcase the intersections among postcolonial ecocriticism and other major theoretical frameworks, including environmental justice, Indigenous, queer, disability, and place studies. In the opening essay, Byron Caminero-Santangelo is motivated by “the unique contributions that postcolonial ecocriticism could make to transformative ways of imagining the world and to possibilities for action” (23). Arguing that environmental justice struggles in the Global South “are neither belated nor peripheral” (24), he shows instead that these struggles foreground fundamental elements of injustice, such as the role of multinational and transnational actors, too often ignored in US-centric conversations of environmental justice. Even as Caminero-Santangelo writes toward a global conceptualization of environmental justice, he acknowledges the equal importance of paying attention to specific and local circumstances. Throughout, the collection is animated by this “generative tension” (26) between the universal and the particular that centers the field of postcolonial ecocriticism.Together the contributors to section 1 unsettle the United States and Europe as epistemological strongholds in mainstream environmentalism. In “Finding Balance: Disability and the Ecocritical Lens,” Roanne L. Kantor describes the limitations in how disability is generally studied in the Global North. When disability is approached as socially constructed, in which “impairment happens offstage, such that its causes cannot be politicized or legally redressed” (55), it elides bodily harms inextricable from environmental hazards and disparities in medical care, as in Sinha's Animal's People and Rohinton Mistry's Fine Balance. Similarly, Brady Smith's “Place and Postcolonial Megacities: A Project-Based Approach” redresses the historic exclusion of urbanity in Euro-American literary traditions of “place” through a project-based course that examines how Okorafor's Lagoon complicates many students’ preconceived ideas of the environment.Pedagogy takes center stage in “Part II: Global Ecologies and Uneven Flows.” Each contributor shows how the study of postcolonial environmental literature necessarily shapes the structure and aims of their courses. Examples include creating opportunities for students “to discover their own power” through assignments like an open-ended field journal (81). In Margaret Anne Smith's “Decolonizing the Environmental Classroom: Increasing Student Agency through a Journal Assignment,” excerpts from these journals enable student voices to dominate that essay. Perhaps most radical, Elaine Savory describes a course that integrates lecturers from various environmental fields in the close reading of literary texts. Together, the essays in part 2 demonstrate how postcolonial ecocriticism is by definition interdisciplinary and intersectional because, as Savory puts it, “to think about the environment in postcolonial space is to think globally and locally at once, beyond disciplines and across time” (105).More localized considerations of postcolonial ecocriticism are featured in “Part III: Regional and Local Perspectives,” and Christina Gerhardt opens the section with a region that exemplifies climate injustice: the Pacific Islands. In her environmental humanities course, students explore the threat of sea level rise and the politics of representation as they view map collections and read Pacific Island literature, including Kathy Jetñil-Kijiner's Iep Jāltok: Poems from a Marshallese Daughter and Craig Santos Perez's From Unincorporated Territory [Hacha]. In choosing an island to represent in both essay and map form, students in the course are primed to think through ideological questions like who and what is centered in each representation and to what effect. Other essays develop these themes of positionality and audience. I particularly appreciate Salma Monani's honest appraisal of her pedagogical decision, as a woman of color in a majority-white classroom, to begin her introductory environmental course with “voices and situations familiar to [her] students” (132), even as the choice delays introducing Indigenous perspectives (Yurok, Hoopa, and Karuk) until a case study on water wars in the Klamath River Basin.While the third section brings together essays on a range of regions, from the Pacific Islands to the Caribbean to Latin America, it concludes with the challenges of using region as an organizing principle. There needs to be more attention on the Global East as colonizer and as colonized, Simon C. Estok insists, at the same time that teacher-scholars need to acknowledge the vast heterogeneity among East Asian nations. This work includes serious obstacles, not least of all because “teaching postcolonial East Asian ecocriticisms outside the region means teaching in a language and culture not of the region” (172). While most of ecocriticism is conducted in English, Estok includes untranslated Korean to highlight how “an inability to read something means an inability to receive the information contained in that writing” (172). Readers will find that Estok's essay resonates with critical linguistic conversations outside of this collection, including those on the politics of language in postcolonial writing, the traditional ecological knowledge embedded in Indigenous languages, and the need to diversify standard academic English in composition studies.“Part IV: The Lives of Animals” introduces the more-than-human community as an essential element of postcolonial environmental teaching. Although animal rights are often pitted against human rights—with one taking precedence over the other—essays by Jonathan Steinwand, Amit R. Baishya, and Jason Price eschew the hierarchal thinking that justifies environmental, racial, and (neo)colonial violence. Instead, both Steinwand and Baishya formulate courses that emphasize multispecies entanglement and, as Baishya defines, “the mutual constitutiveness of the human and the animal” (199). Price confronts the vexed animal studies debate on how to interpret cultural renditions of animals by teaching animist-realist African literature. Instead of reading animals as wholly outside symbolic meaning or not, Price helps students work toward “metaphoric-material approaches [that] successfully blend treatments of animals as literal and nonliteral without denying or backgrounding the animal” (221).Rhonda Knight and Mary Laffidy, a professor and a student, respectively, open the next section with a question that many of their co-contributors in the Global North grapple with: what scaffolding is required to help Western students engage responsibly with literature from other parts of the world? Their course focuses on speculative petro-fiction, in which new worlds are built on African and Caribbean cultures. Knight and Laffidy choose not to provide contextual resources directly but to create a multimodal assignment that guides students to fill in their own knowledge gaps. Students keep a reading journal and then rewrite parts of their journal for a public blog, building their capacity for research and communication in global digital contexts.The essays in “Part V: Extractive Ecologies, Environmental Justice, and Postcolonial Ecomedia” experiment with media that allow for new forms of storytelling. To understand art as a tool of empire and resistance, students compare hegemonic representations of the Caribbean with Haitian artist Edouard Duval-Carrié’s exhibit Imagined Landscapes, in which bright colors are notably absent from his paintings and glitter reflects viewers’ faces, details that lead students to consider their own role in the exoticism and exploitation of the Caribbean landscape (Charly Verstraet). (This essay immediately made me want to learn more about the exhibit and to incorporate more art in my classes.) Another course describes the digital project Colonize Mars, “part choose-your-own adventure novel, part nonfiction account of Mars exploration past and future, and part video game” (273), created by Rachel Rochester (and now available to the public) for students to contend with interplanetary colonization and terraforming, as well as to envision alternative, sustainable futures.What will strike you over and over as you move through Teaching Postcolonial Environmental Literature and Media is the reminder that the stakes of our teaching are high. “Effective environmental pedagogy,” Rochester writes, “must expose the ideological miasma that normalizes colonial violence and its trail of environmental and social catastrophe while invigorating learners to identify alternative means of inhabiting the world” (274). The final section of the collection, “Part VI: Place-Based Approaches,” highlights pedagogical methods that engender these alternative means of inhabiting the world by rooting students in place. In “Ecocriticism in Nigeria: Toward a Transformative Pedagogy,” Sule Emmanuel Egya outlines the challenges and rewards of teaching ecocriticism in a country where the field remains relatively new and of incorporating place-based practices. Class trips to “ecological zones” around campus cultivate students’ concern for local environmental conditions alongside the desire to become agents of change. Additionally, in their significant contribution to the collection, Kristin Lucas and Gyllian Phillips contemplate how to resist a place-based pedagogy that reinforces settler colonialism by centering Indigenous texts that ask their settler students in Canada to engage with the continuance of colonization, as well as restorative human-land relations.Far from being provincial or parochial, the place-based courses shared in the last section illustrate the relevance of the local in studies of the global and offer expansive imaginings of what place-based education can be. For example, comparative learning is presented as place-based when images of oil spills in Ogoniland and writings by Saro-Wiwa lead students in Malaysia to make connections between the power structures that govern both postcolonial places in what Shalini Nadaswaran describes as a “text-to-world-to-self sequence” (324). In the final essay, Sarah Dimick and Cheryl Johnson follow a similar sequence in writing about students in a postcolonial literature course visiting a Chicago-based environmental justice organization. The experience is guided by pragmatics—bringing students to locales depicted in the literature would have required international travel—but also politics: “Without domestic context, students from relatively unpolluted areas of the United States who enroll in a postcolonial environmental literature course may inadvertently come to associate sacrifice zones . . . with distant geographies” (349). For faculty or administrators who need to be encouraged to include field trips in university courses, this concluding essay showcases the critical, reciprocal, and hopeful learning that can happen when students engage with environmental justice community work.While too often “place” is reserved for the rural and place-based teaching as excursions into “nature,” this collection integrates throughout pedagogical methods that invite the careful study of varied places, including urban and built environments. In her book that asserts the specificity of global connections, Anna Tsing (2005: 3) asks, “Where would one locate the global in order to study it?” We might read each essay in the collection as a response to that question. In fact, one of the most provocative moments in relation to place-based approaches appears outside the section labeled as such in “The Colonial Relation between Digitization and Migration in Mohsin Hamid's Exit West” when Sofia Ahlberg asks students to track their online activity, calculate its corresponding carbon footprint, and “imagine which part of the world their finger actually affects as they click and drag on their devices” (246). While it is difficult to find any serious shortcomings with this smart and capacious collection, brushes with the virtual world like this one made me wish that explicit discussion of online courses had been included, especially given the challenges of making local, material environments come to in virtual Postcolonial Environmental Literature and Media will teacher-scholars in the fields of ecocriticism and postcolonialism to bring students to the place where the two to For an this collection, not only in the need for more postcolonial ecocritical teaching but also in the capacity to make to own course or the book, you will as you are in a of their and and, because course and are you will that it is more than to For the of the the contributors to this collection that you

Abstract Responses to the COVID-19 pandemic have increased feelings of isolation and lack of support among faculty. Grounded in collaborative curriculum and professional development, the Core Books at CUNY project offers faculty the opportunity to work together to incorporate texts from Columbia University's core curriculum into first-year writing (FYW) courses. The project invites faculty to collaboratively develop, implement, and reflect on the shared curriculum. As an Open Educational Resource (OER), the resulting curriculum was well positioned to become part of CUNY's Model Course Initiative that makes consistent curriculum easily shareable on the college's OpenLab, an open platform for teaching, learning, and collaboration. This curriculum provides the agility necessary for post-pandemic teaching as it builds a sustained community among participating contingent and full-time faculty and across community-building initiatives. It provides support on multiple levels, is flexible and adaptable for new situations—pandemic or otherwise—and ameliorates the isolation of teaching. Community through shared curriculum is therefore a way forward and a model for English departments in the post-pandemic future.

AbstractThis article proposes that the methods and philosophies informing corequisite teaching could be generalized throughout English studies to support students at all levels who are undergoing and recovering from pandemic-related traumas. Corequisite courses, which promote equity among first-year students, are designed with attention to trauma-informed approaches and a focus on process-driven writing. Instructors address noncognitive skills with students, such as time management and note-taking, and consider the cultural relevance of their reading and writing assignments. By describing specific activities and methods used at Hostos Community College, the article considers how strategies that are central to corequisite pedagogy might be widely adopted or adapted in this moment of reorientation for English studies. Additionally, the article suggests that mission-driven practices of community colleges serve as a model for higher education more broadly.

AbstractOn Wednesday, March 11, 2020, the author received an email that would change the course of his teaching for the following twenty-four months. The university-wide communication indicated that, due to the emerging COVID-19 crisis, all classes, activities, and university business was suspended, with the email further instructing faculty to wait at home for more details. As the author mulled over the educational shifts ahead of him, his training as a technical communicator—and more specifically his knowledge of user-experience (UX) and design thinking—kicked in, offering him a set of tools he could pull from as he sought to create courses that reflected the quickly shifting needs of his students. In this article, the author discusses how the use of design thinking expands the limited conversations about course co-creation, a practice that leads to more effective and equitable course designs. The author additionally uses his experience employing design thinking in the creation of his Shakespeare seminar course as a case study, demonstrating the value that the collaborative nature of design thinking has for pedagogy.

Abstract These notes from the field describe one instructor's experience with adopting a narrative medicine-informed pedagogy in the literature classroom during the COVID-19 outbreak. It examines how the chronic stress of surviving through a pandemic can contribute to an international “empathy deficit” and how an attitude of receptivity and co-intentionality—paired with reading fictional stories about health and illness—can buoy the empathy reserves of both students and teachers.

This study examines the role of multimodality in facilitating service-learning goals. We report findings from qualitative interviews with 20 college instructors who have designed and facilitated multimodal community-engaged learning projects, identifying their motivations, goals, and the impact of these projects through reflections. Based on our qualitative analysis of these instructor responses, we discuss the technological and pedagogical implications of multimodal social advocacy projects in technical and professional writing courses.

Scholars have long argued that technical editing should be viewed as a rhetorical practice in which copy editors take “a situational approach to each individual task” (Buehler, 1980/2003, p. 458). Yet many editing pedagogies still treat some language-level editing tasks, like those that involve prescriptive usage rules, as mechanical rather than rhetorical. This article discusses how empirical data from corpora can help copy editors adopt a more rhetorical view of prescriptive usage rules and introduces corpus linguistics as a methodology that can contribute to technical editing pedagogy.

Although retrospective project reports are common in the materials development literature, accounts of textbook writing sessions are rare; so too are accounts of open textbook production. Open textbooks are learning resources that are free to use and oftentimes adapt by virtue of their copyright permissions. The authors used concurrent verbalization and interviews to document writing episodes while preparing their first book, an open textbook devised for corequisite technical writing courses. Corequisite designs pair content courses with explicit skill-building modules as a means to support underprepared learners in higher education in the United States. Qualitative content analysis of the data revealed how teaching and other praxis influenced the open textbook’s composition: in the authors’ applications of technical writing principles, pedagogical reasoning skills, and nonteaching work. The findings may encourage open textbook writers to exploit their established composing practices and knowledge bases to proceed with textbook production. In addition, the article highlights the usefulness of concurrent verbalization to textbook research and identifies the various materials development opportunities open textbook projects provide. It also contributes to the underresearched area of textbook production by exposing the complexities of open textbook development and how two novice authors negotiated them during writing episodes.

The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English learners. In this article, we synthesize the literature on effective instructional practices for this diverse group of learners and describe how these strategies are leveraged in a teacher professional development program that has been previously shown to improve students’ argument writing. Then, we share results of a study that focuses on distinct subgroups of secondary English learners students to (a) determine their needs and challenges and (b) examine the impact of a cognitive strategies approach on rhetorical and linguistic aspects of writing at posttest. Results show English learners have considerable challenges with higher-order tasks involved in writing literary arguments and with the linguistic demands of academic writing before receiving the intervention. However, after receiving the intervention, using descriptive statistics and multiple hierarchical linear regression, we show that these students grew in the areas of presentation of ideas, organization, evidence use, and language use. For example, students designated as reclassified English learners (RFEP [Reclassified Fluent English Proficient]) and students who have even more limited English proficiency (designated as EL [English learner] here) show improvements in many aspects of writing, especially in their ability to write claims and use evidence. In contrast, improvements in language use components were more limited for both groups of learners. Moreover, some of the gains due to being in the treatment were significant enough to bring the average EL student close to parity or beyond their EO (English Only) / IFEP (Initial Fluent English Proficient) peers in the control condition at posttest. We conclude by discussing pedagogical implications for English learners.

Drawing on recent decades, literature in college writing that theorizes the importance of Critical Language Awareness (CLA) curricula for African American Language (AAL)-speaking students, this article offers empirical evidence on the design and implementation of a college writing curriculum centered on CLA and its influence on AAL–speaking students’ language ideologies with respect to both speech and writing. Qualitative analyses of students’ pre- and-post-Questionnaires and the researcher’s field notes demonstrate that the curriculum helped students view AAL as an independent, natural, and legitimate language and view themselves as critically conscious thinkers and writers—more likely and willing to develop their academic writing skills and the strategies that support employing their native language in writing—for example, code-meshing strategies. This study offers important implications for college writing instruction.

Writing center pedagogy requires that consultants use directive, nondirective, collaborative, and emotionally-aware methods to provide personalized writing assistance. Consultants are expected to be highly skilled in rapport and relationship building. Interestingly, few studies investigate how consultants’ personalities—including introverted and extroverted traits—may influence their experiences with consulting. Drawing from a diverse group of scholars, I use research from the field of psychology and studies on personality theory to interpret what characteristics define extroversion and introversion. From there, writing center scholarship is evaluated to examine whether the scholarship is biased towards introverted or extroverted traits. Although most research presented does not overlap to show how personality and pedagogy intersect, using personality theory to understand extroverts’ social inclination and introverts’ observational skills enables researchers and directors to explore what constitutes effective consultation strategies. Reevaluating these strategies may result in the abandonment of certain practices and, more than likely, specialized training may need to be added for consultants to comprehend and apply the pedagogy in a way that suits their skillsets. Keywords : introversion, extroversion, personality, directive, nondirective, empathy, consultant training, tutors, writing center

The incorporation of emotional intelligence skillsets in tutor training helps build empathy and communication skills that better prepare tutors to work with a diverse range of students. These skills are important for holding space for the voices of diverse authors and encouraging authenticity. In addition, writing centers must examine the racism inherent in Standardized English and encourage tutors to look closer at their internalized biases. Previous research by writing center scholars shows that training based in emotional intelligence and training based explicitly in activist rhetoric have similar outcomes: tutors become empathetic toward historically underrepresented voices and are often motivated to take an active role in social justice. This paper pieces together these different approaches to illustrate their efficacy and the opportunity writing center training has to push back against the systemic racism rooted in writing pedagogy. However, it is important that this education is based in challenging the internalized biases of privileged writers to avoid using historically underrepresented voices as a tool for our own enlightenment.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction:</b> 360° videos are increasingly popular channels for science communication and higher education; however, time-limited 360° videos that disseminate scientific research via platforms like YouTube remain underexamined. To address this problem, this experience report reviews the creation and evaluation of six 2D video interviews and six 360° video tours. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> The European Commission's Joint Research Centre (JRC) and other public-facing organizations already publish 2D videos on social media channels and host 360° video content on their institutional websites. This case addresses the affordances and constraints of creating short 360° videos for publication on public-facing platforms. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> 360° video content has been incorporated into science communication and pedagogical practices in higher education. The authors review these developments and show the need for further research on time-limited 360° video. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods/approach:</b> Scientists researching energy-related technologies were invited to record 2D video interviews. Based on these interviews, six transcripts for 360° videos were drafted and recorded in the same lab settings. When the videos were published, European researchers and communication professionals were recruited to complete a short survey evaluating the videos’ relative merits. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> The survey results (n = 32) suggest a similar overall quality of the 2D video interviews and 360° video tours. Respondents ranked the interviewee or narrator as the best feature of both the 2D and 360° format, and 47% said that they would prefer to have a 360° video created about their research. Based on our experience, we provide guidelines related to the production and publication of short 360° videos. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> Further research and practice are required to understand which specific features of the 360° videos are most effective and whether this technology offers distinct advantages as a tool for dissemination. Further research and practice will establish more detailed approaches to 360° video.

Yvonne Cleary's The Profession and Practice of Technical Communication (2022) offers a narrative survey on communication design/technical communication as an academic field of study but also builds bridges between academic work (both pedagogical and research-oriented) to work environments and practitioners in the professional realm. Because of the book's organizational structure and approachable text, Cleary is highly successful both in her research and the presentation of it, creating a valuable resource for students and providing insight for field practitioners.

This article explores how we eliminated—without lowering student success rates—our developmental writing and reading courses (three to seven noncredit hours) and shifted to an all-inclusive, no-placement-necessary, integrated reading and writing course for first-year comp.

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This article describes a Pitch Assignment, designed by two journalists turned faculty, to increase support and self-efficacy for writing majors enrolled at a minority-serving institution (MSI). Pedagogical theory to support pitching processes and development is substantially undertheorized. Much of the extant literature focuses on academic writing and editing for undergraduate research; this article extends that discussion by focusing on the needs of underrepresented students seeking careers in nonacademic fields. Those needs include opportunities for increasing confidence and skill for such nonacademic work as freelance writing for newspapers and magazines. For this assignment, students write a pitch for a preview or review feature they will write later in the course. This assignment scaffolds how to analyze, prepare, and successfully pitch to target publications of students’ choosing while developing a sense of self-efficacy that will transfer into future professional writing contexts. The authors conclude by reflecting on how this assignment might be approached differently by other instructors and how support for diversity might be offered in other ways.

As questions of social justice, diversity, equity, and inclusion have come into greater focus in the field of technical and professional communication (TPC), we have developed an assignment sequence in our TPC courses centered on these issues. This assignment sequence reframes our units on workplace communication and correspondence and asks students to practice a variety of genres in addressing and creating cases of intercultural miscommunication, insensitivity, and ignorance in the workplace. We have adopted a case study pedagogy for this assignment in an effort to preempt the resistance that can sometimes accompany discussions of social justice in courses where social justice is not traditionally addressed. We have found that this approach makes the instruction more authentic, provides students with realistic workplace situations in which to practice professional correspondence, and highlights the existence and reality of social issues in the contemporary workplace.