Drawing on interviews with ten female-identifying graduate students, this article theorizes a norm of recognition and argues that recognition, conceptualized as a masculine-coded good, circulates away from female graduate students toward faculty and from faculty back to male graduate students. Female graduate students instead experience misogyny, understood as a punishment for straying from patriarchal gender roles in which they are required to be givers.

This article considers the role of real-world writing pedagogy in the persistence of the real world/academy binary that fuels contemporary trigger warning debates, arguing instead for attention to the actual rhetorical constraints of the classrooms we all work in regularly.

As I write this response, I am also preparing my life writing syllabus for the spring, and in that course, I will be teaching essays and memoirs whose authors seek adequate witnesses for their test...

Although many composition teachers feel anger when they discover that a student of theirs has plagiarized, they are more apt to reveal this emotion in personal conversations and in blogs than in published composition scholarship. The field’s scholarship should, however, disclose and analyze this common affective response.

With the inauguration of Young Scholars in Writing: Undergraduate Research in Writ ing and Rhetoric, composition scholars now have access to student writing that is not accompanied by?and therefore not represented as an instantiation of?the peda gogical apparatus that has historically accompanied the publication of student writ ing in composition studies' flagship journals. Students from schools as varied as the University of Missouri-Kansas City, the University of Wisconsin-Madison, Oberlin College, and Messiah College publish their work in this new undergraduate rheto ric and writing journal founded by scholars Laurie Grobman and the late Candace Spigelman of Penn State Berks-Lehigh Valley. As is the case with any other work published in a journal, authors' full names, institutional affiliations, and short bios are provided. Each essay that appears in Young Scholars has been reviewed by peers

The author argues that the new journal Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric offers access to student writing outside of the pedagogical apparatus that has historically accompanied the publication of such writing, and in the process challenges composition’s standard practice of citing students by first name only. Young Scholars in Writing, as representative of the disciplinary shift from a conception of writing as verb to writing as noun, compels composition studies to consider the affective aspect of citation, which often goes unremarked.

1^y mother is never late for anything. In fact, she's infuriatingly early for doctor's appointments, movies, personal dates. When my siblings and I were kids, we heard over and over again, Hurry up. You don't wanna be late. My brother Guy and I are our mother's children-never late for anything, usually five or ten minutes early. My habit of being early has paid off for me, I have to admit. I've gotten the job more than once because I was the first one there. Employers see me as dependable and conscientious, and my friends know they can count on me to be there when I say I will. My sister Sue, though, chose to respond to our mother's chronic promptness by rebelling-she's late for everything. When I lived with her for a year in Anchorage, I found myself adopting her way of thinking for a while. Doctor's appointment across town in twenty minutes? Sure, I've still got time to eat

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