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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.

This program profile describes a restructure of the PhD exam intended to enhance graduate-level instruction and advisement within the Rhetoric and Composition program at Georgia State University. We explain how a mix of institutional constraints and mentorship opportunities drove revisions to our doctoral exams and processes of doctoral advisement. Shifting away from a gatekeeping model to a heuristic-based approach, the revised exam is intended to decrease time-to-degree and to better support students’ job preparedness. Our reflections on these programmatic changes speak to the necessity of graduate programs in Rhetoric and Composition to not simply replicate the models of doctoral studies through which we were educated and to instead imagine new possibilities.

Our experiences in English 696e: Spatial and Visual Rhetorics culminated in a semester project that included large-scale installation projects and mini-workshops. This semester project was anevent—titled svr2—that we hosted for our local community, particularly targeting an audience of first-year composition instructors who would be teaching visual and spatial analysis to undergraduate students as part of the University of Arizona's first-year composition curriculum.

Originally published in: Holmes, Ashley J. “Virtual Volunteerism: Review of LibriVox and VolunteerMatch.” Community Literacy Journal. 6.1 (Fall 2011). DOI: 10.1353/clj.2012.0006 Copyright © 2012 Community Literacy Journal. Posted with the permission of the publisher.

Service-learning pedagogies attempt to bridge the often-distant realms of work in the academy with that of the surrounding community. However, in practice, a true partnership among stakeholders can be challenging to achieve. For this project, I invited three former students and the director of a local non-profit to partner with me in an important aspect of academic work: course redesign. Through the lens of standpoint theory, we see that students and community partners hold unique standpoints, yet all too often their voices are marginalized. I assert that their standpoints offer essential contributions to the course re-design process.