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Table of Contents

PART ONE

Chapter 1: Investigating Writing: Threshold Concepts and Transfer

Chapter 2: Readers, Writers, and Texts: Understanding Genre and Rhetorical Reading

Chapter 3: Research: Participating in Conversational Inquiry about Writing

Chapter 4: Composing

     Anne Lamott, Shitty First Drafts 

     Sondra Perl, The Composing Processes of Unskilled College Writers     

     Nancy Sommers, Revision Strategies of Student Writers and Experienced Adult Writers 

     Mike Rose, Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer’s Block 

     John R. Gallagher, Considering the Comments: Theorizing Online Audiences as Emergent Processes

     Teresa Thonney, Teaching the Conventions of Academic Discourse

     Richard Straub, Responding — Really Responding — to Other Students’ Writing 

     Jaydelle Celestine, Did I Create the Process? Or Did the Process Create Me? [first-year student text] 

     Brittany Halley, Materiality Matters: How Human Bodies and Writing Technologies Impact the Composing Process [student text]

Chapter 5: Literacies

     Deborah Brandt, Sponsors of Literacy

     Malcolm X, Learning to Read

     Victor Villanueva, Excerpt from Bootstraps: From an American Academic of Color 

     Arturo Tejada Jr., Esther Gutierrez, Brisa Galindo, DeShonna Wallace, and Sonia Castaneda, Challenging Our Labels: Rejecting the Language of Remediation [first-year student text]

     Vershawn Ashanti Young, Should Writers Use They Own English? 

     Julie Wan, Chinks in My Armor: Reclaiming One’s Voice [first-year student text] 

Chapter 6: Rhetoric 

     Doug Downs, Rhetoric: Making Sense of Human Interaction and Meaning-Making 

     Maulana Karenga, Nommo, Kawaida and Communicative Practice: Bringing Good into the World

     Rebecca Lorimer Leonard, Multilingual Writing as Rhetorical Attunement

     Paul Heilker and Jason King, The Rhetorics of Online Autism Advocacy: A Case for Rhetorical Listening

     Kelly Medina-López, Pardon My Acento: Racioalphabetic Ideologies and Rhetorical

     Resa Crane Bizzaro, Shooting Our Last Arrow: Developing a Rhetoric of Identity for Unenrolled American Indians

     Heather Yarrish, White Protests, Black Riots: Racialized Representation in American Media [student text]

Chapter 7: Communities  

     James Paul Gee, Literacy, Discourse, and Linguistics: Introduction 

     John Swales, Reflections on the Concept of Discourse Community

     James E. Porter, Intertextuality and the Discourse Community

     Sean Branick, Coaches Can Read, Too: An Ethnographic Study of a Football Coaching Discourse Community [first-year student text]

     Tony Mirabelli, Learning to Serve: The Language and Literacy of Food Service Workers 

     Perri Klass, Learning the Language  

     Elizabeth Wardle, Identity, Authority, and Learning to Write in New Workplaces

     Elizabeth Wardle and Nicolette Mercer Clement, Double Binds and Consequential Transitions: Considering Matters of Identity During Moments of Rhetorical Challenge

     Lidia Cooey-Hurtado, Danielle Tan, and Breagh Kobayashi, Rhetoric Deployed in the Communication Between the National Energy Board and Aboriginal Communities in the Case of the Trans Mountain Pipeline [student text]

Authors

Elizabeth Wardle

Elizabeth Wardle is the Roger and Joyce Howe Distinguished Professor of Written Communication and Director of the Roger and Joyce Howe Center for Writing Excellence at Miami University. She was Chair of the Department of Writing and Rhetoric at the University of Central Florida (UCF), and Director of Writing Programs at UCF and University of Dayton. These experiences fed her interest in how students learn and repurpose what they know in new settings. With Linda Adler-Kassner, she is co-editor of Naming  What  We Know: Threshold Concepts of Writing Studies (2015), winner of the WPA Award for Outstanding Contribution to the Discipline (2016), and of (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy; with Rita Malenczyk, Susan Miller-Cochran, and Kathleen Blake Yancey, she is co-editor of Composition, Rhetoric, and Disciplinarity (2018). Her current research focuses on how to enact grassroots change via writing across the curriculum programs, and her forthcoming co-edited collection with faculty from across disciplines is Changing Conceptions, Changing Practices: Innovating Teaching and Learning Across Disciplines (2022).

Doug Downs

Doug Downs is Associate Professor of  Rhetoric and Writing Studies and former Director of the Core Writing Program in the Department of English at Montana State University (Bozeman). His interests are in college-level writing, research, and reading pedagogy, especially as these intersect in first-year composition courses and in undergraduate research. He served as editor of Young Scholars in Writing, the national peer-reviewed journal of undergraduate research on writing and rhetoric, from 2015 to 2020. His current research projects involve methods of mentoring undergraduate research, inclusive writing pedagogies that help students grow as writers, and how we can teach rhetorics that foster constructive and cooperative public discourse.

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