This article draws on examples of student interviews incorporating multiple modalities to explore the writing lives of students as part of a larger project focusing on participants’ experiences of writing within and beyond the university. We explain this innovative, iterative research method combining multiple texts and maps, characterizing it as a kind of triangulation operating inside the frame of the interview. Through students’ triangulated multiple representations, the interviewer learns about, and from, students’ tacit knowledge of their experiences as it is made explicit through multiple modalities: visual as well as linguistic (oral and written). Our study suggests that engaging students in multiple modalities allows researchers to get a more comprehensive understanding of participants’ experiences. Moreover, as we demonstrate from our findings, students found that the mapping activity helped them understand their own writing and the relationships among their spheres of writing more fully. We argue for the value of engaging research participants in multiple modalities as a way of eliciting tacit knowledge through triangulating the data in the discourse-based interview.

Drawing upon a two-year study of student-veterans in college writing classrooms, this article analyzes three types of courses developed in an effort to respond to increased military-affiliated student enrollments: veterans-only, veteran-focused, and veteran-friendly. The article concludes with recommendations for an asset-based approach to professional development for writing faculty

Suggesting that higher education is at a pivotal time regarding the influx of veteran students on campus, this and the following essays argue that faculty have an ethical obligation to investigate and, if appropriate, respond to the veteran student demographic enrolled in two- and four-year institutions. We hope to encourage language, literature, and writing faculty to rethink their preconceptions of war, warriors, and military culture—to ask hard questions about what we know about the wars, the people who fight them, their families, and the public narratives that have controlled our access to “combat operations.” We encourage faculty to engage the complexities of war, to honor the complicated questions and dilemmas military members face, and to understand how those questions will likely filter into classrooms, social interactions, and broader national discourse. We provide our colleagues with an opportunity to hear veteran voices in the hope that classroom teachers can have some grounds on which to reconsider and engage with the culture of war. We have an opportunity to theorize classroom practices that are in clear contact with veteran experiences and, more important, an opportunity to engage with veterans and service members not simply as objects of study but as colleagues.

In this interview, former CCCC Chair Marilyn Valentino expands upon her call to action at the 2010 CCCC, when she drew attention to the “ethical obligation” college writing professionals have to “react responsibly” to veterans in our classrooms and asked, “How can we build relationships, connect one-to-one, to help all students more fully invest in writing?” During this discussion, she focuses in particular on what role WPAs have in relation to student veterans as a demographic.

Women who work in highly male-dominated fields such as science and the military often find it difficult to establish a place for themselves within their workplace communities. In this essay, I examine how two related online communities for military women enable participants to overcome their workplace isolation, form a collective consciousness, find positive mentorship, and develop a community literacy that affords them a voice through which to enact both personal and public change.

Lt. Gen. Caldwell is a three-star general who has publicly promoted the use of digital media technologies—from blogs to YouTube to Twitter—by military personnel of all ranks. He discusses training, security, and other issues associated with the use of information technologies by active-duty military personnel.

Larry Sanger, a Ph.D. philosopher (The Ohio State University, 2000), was, along with Jimmy Wales, a co-founder of Wikipedia. Sanger is currently the Editor-in-Chief of a new wiki encyclopedia project called Citizendium. He has written and spoken extensively on the subjects of online knowledge communities and what he calls "the new politics of knowledge" in the age of the Internet. He also offers consulting services on the design of online collaborative communities for Internet businesses

Kathleen E. Welch, author ofElectric Rhetoric: Classical Rhetoric, Oralism, and a New LiteracyandThe Contemporary Reception of Classical Rhetoric: Appropriations of Ancient Discourse, is the Samuel Roberts Noble Family Foundation Presidential Professor of English at the University of Oklahoma.