In this Retrospective we celebrate the fifty-year anniversary of Donald M. Murray’s Teach Writing as a Process Not Product by reflecting on its impact on the field and continued usefulness to teachers and scholars of Writing Studies.

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Distant reading and related data-driven methodologies illuminate previously unrecognized trends in how the discipline of English has incorporated, resisted, and naturalized new media technologies.

This article critically analyzes how technical communication practices both construct and are constructed by normalizing discourses, which can marginalize the experiences, knowledges, and material needs of people with disabilities. In particular, the article explores how disability studies theories can offer critical insights into research in two areas: safety communication and usability. In conclusion, the article offers ways that disability studies can intervene in the pedagogy of usability, communication technology, linguistic bias, narrative, and discourse communities.