This article seeks to present a model of critical factors that influence writing transfer by exploring and extending conversations happening in the field. The article identifies five critical and interconnected factors that support writing transfer: connection, perception, reflection, disposition, and fortification. These factors emerge from an integration of writing transfer scholarship and data from a longitudinal study of student writers. In that study, six participants were followed for seven years (from first-year composition past graduation and into the workforce) and asked to explain their experiences and perceptions of writing. I offer these five factors to spark a broader conversation about how multiple overlapping influences contribute to writing transfer and to encourage further research into how these factors interact and reinforce one another.

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

This piece was originally delivered as the CCCC Chair’s Address at the 2025 CCCC Annual Convention in Baltimore, Maryland, on April 10, 2025. It has been lightly revised for a print format.

Taking stock of the diminishing material conditions faced by contemporary writers broadly conceived, this article (re)frames writing as a site and a practice of exploited labor. Arguing that writing scholars have often avoided interrogating writing’s links to labor, particularly with respect to declining working conditions and the appropriation of value from workers, I draw attention to the pervasive crisis of writing’s devaluation under late capitalism. To evidence this assessment, I apply political economist Harry Braverman’s conception of the “progressive alienation of the process of production”—the notion that labor is increasingly eroded through capitalism’s advancement—to the scene of contemporary gig writing, specifically Amazon’s microtask platform Mechanical Turk (MTurk). MTurk, I maintain, offers a paradigmatic illustration of contemporary writers’ material exploitation, both for its efforts to de-skill writers and for its conscription of writers to advance their own exploitation by employing them to train generative AI.

This letter was written for the CCCC membership in September 2025; it has been lightly edited for publication here.

Writing studies scholarship lauds reflection’s capacity for building metacognitive understanding and facilitating transfer. Meanwhile, feminist and antiracist pedagogy scholarship highlights reflection’s ability to create spiritual and societal change. By contextualizing reflection within institutional and programmatic contexts, we argue that writing scholars can revise assignments to account for reflection’s contributions to civic and spiritual identity development. This cross-institutional case study analyzes patterns in first-year students’ reflective writing across three writing programs. Drawing on five codes for reflective identities—scholarly, writerly, professional, civic, and spiritual—we found that scholarly and writerly identities were emphasized regardless of context. However, students often had an “excess” in reflection, writing about civic and spiritual growth when prompts did not invite it. In conversation with university and program mission statements, we argue that instructors and WPAs can leverage reflection to expand beyond a single classroom context, ultimately tapping into its potential to create individual and social change.

This paper examines the civic and literacy practices that emerged through virtual feminista pláticas between Adri, a first-year college student and graduate of a “newcomers” high school, and her former teacher. Amidst a context in which transnational and immigrant youth often struggle to find a sense of belonging in educational and civic spaces, this article reveals the importance of relationships and spaces built on trust, care, and the co-construction of knowledge in which multilingual recently arrived youth can elevate their voices. I draw from transcripts of over seven hours of translingual virtual feminista pláticas. I draw on the concepts of border thinking (Anzaldúa, 2012, 2015; Mignolo, 2000) and futurity literacies from the margins (Cervantes-Soon, 2024) to deepen our understandings of speculative civic literacies (Mirra & Garcia, 2022). Findings reveal how Adri drew upon her border thinking to critically interrogate a deeply unjust global context and to imagine alternative futures for herself and her communities. This work highlights the epistemic ingenuity of transnational youth like Adri and the civic and literacy practices that can emerge through methodologies and pedagogies that recognize that ingenuity.

This article reports the findings of a long-term qualitative study that examines the experiences and perspectives of Native youth re-learning their tribal community’s language. Situated within notions of Indigenous relationality, “identity resources” from the learning sciences, and Indigenous futurisms, findings reveal that, through learning their ancestral language, Native youth: (a) develop a deeper sense of their cultural identity, (b) imagine new linguistic futures and possibilities for their tribal community, and (c) recognize ways they, themselves, can become contributors to the cultural continuance of their tribal community. Set against the backdrop of structural settler colonialism and ongoing apocalypse within what is currently known as the “United States,” this research demonstrates the ways language revitalization operates as an anti-colonial act of rupture to settler colonialism’s ongoing attack on Indigenous Peoples, as well as an Indigenous-centric act of healing and self-determination .

As recent history has shown, an information ecology polluted with fake news, mis/disinformation, and conspiracy theories can breed division, anxiety, and hatred—forces that pose profound challenges to nurturing a civically engaged, democratic citizenry. But is that always the case? The satirical conspiracy movement Birds Aren’t Real offers a curious example of how a faux conspiracy theory—that birds were replaced by avian drones to spy on Americans starting in the 1960s—can counterintuitively create counterpublics that engage in democratic civic action across digital platforms and real life but do so by actively increasing the noise in the system. Guided by Moncada’s theoretical work on vigilantism, this critical content analysis of Birds Aren’t Real describes how Bird Truthers enact vigilante civic literacies, authentic forms of youth-led activism in which literacy practices are deployed outside of and/or against institutional constraints in the service of collective, democratic good. Through this study, the authors suggest that beyond merely integrating Birds Aren’t Real into classroom media literacy lessons, ELA classrooms can become civic-minded counterpublics in their own right—spaces where students’ literacies are mobilized to interrogate institutional power, imagine alternative futures, and engage in novel forms of civic participation.

Drawing from theories of youth speculative civic literacies and freedom dreaming, this article explores how youth imagine the future of education and what roles schools and teachers play in fostering students’ dreaming. In this research study, the three co-authors—a literacy professor, an undergraduate English major, and a graduating high school student/future teacher—engage in intergenerational qualitative data analysis to discover how youth cultivate the capacities and imagination to engage in speculative educational dreaming. Through analysis of student interviews and youth counternarratives, we found that the types of interactions students have with their teachers as well as the availability of authentic opportunities for youth to engage in civic thought and action in schools are instrumental in the shaping of youth imagination and agency. For many students, school is something that is happening to them rather than for them. However, when their ideas and voices are heard within schools, it compels students to think about the world outside of school and their place in it. Conceptualizing student dreaming as acts of discovering and moving toward one’s purpose, we posit that engagement in critical civic praxis and relational encounters in learning environments are instrumental factors in the cultivation of youth agency and capacities for freedom dreaming.

This is a time of extreme change. While we know that the world and our lives are defined by constant flux, it is hard to attribute the changes we see every day to the natural ebb and flow of the universe. Even so, it is how we acknowledge and, ultimately, address these changes that will determine how we continue to make our own change in the world.

Cookies, or small packets of data sent between programs, have become synonymous with the opaque practices for collecting, storing, and commodifying user-generated data. Convoluted language and misleading design practices impede user understanding and agency over the security of their data, including its collection, use, and storage. This article provides a brief history of cookies, presents concerns related to how websites inform users of the presence of cookies and their choices in how they are used, and introduces heuristics that align with technical and professional communication best practices for crafting user-centered cookie banners.

By Andrea A. Lunsford. I’m grateful to the editors of Composition Forum, Aja Y. Martinez, and the authors of this symposium for the opportunity to read and reflect on the essays included here, since doing so led me to do some very memorable time traveling. And specifically to the mid 1980s and my first encounter with what would become known as Critical Race Theory (CRT)—in the work of Patricia Williams, particularly her “Alchemical Notes: Reconstructing Ideals from Deconstructed Rights.” In those years, Lisa Ede and I were studying (and practicing) collaborative writing, with its implicit challenge to traditional notions of singular authorship as the only valid and valuable form of academic publication. We were attuned to scholars who were resisting such values, rejecting the unwritten but powerful rules against anything other than single authorship, and who were pushing the boundaries of traditional academic discourse in other ways as well.

This article examines how technical communicators, specifically concerned with the overlap between design, community, and security logics, can better understand how certain ideals around security, surveillance and safety can reinforce or resist narratives about state-sponsored protections. We use the public and political controversy surrounding the Atlanta Public Safety Training Center (Cop City) as a backdrop for engaging the questions regarding technical communicators potential for intervening into unjust security logics that impact the environment and marginalized communities.