This project explores audio description (AD) as a rich digital-composing practice. It offers a framework for understanding AD rhetorically, which is elaborated through an illustrated retelling of the fairy tale "The Bremen Town Musicians." Through discussion of the framework and the fairy tale, this webtext highlights the complex technical and ethical questions that arise with applications of AD.

Two disabled researchers draw from their experiences conducting an interview study with a population of self-identified disabled faculty members to question some long-held commonplaces about qualitative interviewing. They use the phrase centering disability to emphasize disability as a critical lens and form of embodied experience that has theoretical and methodological implications for qualitative interviewing research design, implementation, and analysis.

Traversing public and private spaces inevitably means finding a way to access those spaces. This simple fact is thrown into relief for those who experience barriers to access, and often unnoticed by those whose bodies, minds, abilities, and resources allow them to occupy the role of default user. Multimodality has been discussed at length as a means to enhance access to the public and private spaces through which we and our writing move. However, we argue that multimodality as it is commonly used implies an ableist understanding of the human composer. Our webtext seeks to redress this problem.

This article challenges current assumptions about the teaching and assessment of critical thinking in the composition classroom, particularly the practice of measuring critical thinking through individual written texts. Drawing on a case study of a class that incorporated disability studies discourse, and applying discourse analysis to student work, “Accessing Disability” argues that critical thinking can be taught more effectively through multi-modal methods and a de-emphasis on the linear progress narrative.

Plagiarism is difficult, if not impossible, to define. In this paper, I argue for a context sensitive understanding of plagiarism by analyzing a set of written institutional policies and suggesting ways that they might be revised. In closing, I offer examples of classroom practices to help teach a concept of plagiarism as situated in context.

Preview this article: Letters to My Students, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/8/2/collegecompositioncommunication22482-1.gif