Best of the Journals in Rhetoric and Composition 2019 represents the result of a nationwide conversation—beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition—to select essays that showcase the innovative and transformative work now being published in the field’s journals. Representing both print and digital journals, the essays featured here explore issues ranging from classroom practice to writing in global and digital contexts, from border rhetorics to social justice research. Together, the essays provide readers with a rich understanding of the present and future direction of the field. The anthology features work by the following authors and representing these journals: Amber Simpson and Kristi Girdharry | Elaine Richardson and Alice Ragland (Community Literacy Journal ) | Shari J. Stenberg (Rhetoric Society Quarterly) | David Riche (Literacy in Composition Studies) |Eileen Kogl Camfield, Lara Killick, and Ruth Lewis ( Journal of Teaching Writing) | Elizabeth G. Allan (Pedagogy) | Christina Saidy (WPA: Writing Program Administration) | Anthony Warnke and Kirsten Higgins (Teaching English in the Two-Year College) | Cati V. de los Ríos and Kate Seltzer (Research in the Teaching of English) | Romeo García (Writing Center Journal) | Wendy Pfrenger (Journal of Basic Writing) | Janine Butler (Rhetoric Review) | Pamela Takayoshi (College Composition and Communication) | Maria Novotny and John T. Gagnon (Reflections) | Kate Vieira (Writing on the Edge)

The Best of the Independent Rhetoric and Composition Journals 2012 represents the result of a nationwide conversation—beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition—to select essays that showcase the innovative and transformative work now being published in the field’s independent journals. Representing both print and digital journals in the field, the essays featured here explore issues ranging from classroom practice to writing in global and digital contexts, from writing workshops to community activism. Together, the essays provide readers with a rich understanding of the present and future direction of the field. In addition to the introduction by Julia Voss and Beverly Moss, the anthology features work by the following authors and representing these journals: Jamie White-Farnham (Community Literacy Journal), Noah R. Roderick (Composition Forum), Kate Pantelides and Mariaelena Bartesaghi (Composition Studies), Heidi A. McKee (Computers and Composition), Rex Veeder (Enculturation), Matthew Pavesich (Journal of Basic Writing), Kelly S. Bradbury (The Journal of Teaching Writing), Derek N. Mueller (Kairos), Richard H. Thames (KB Journal), Jeanne Marie Rose (Pedagogy), and Melvette Melvin Davis (Reflections).

Representing both print and digital journals, the essays featured here explore issues ranging from classroom practice to writing in global and digital contexts, from border rhetorics to public health and prison literacy.

Revision sometimes seems more metaphor than real, having been variously described as a stage, an act of goal setting, a method of correction, a process of discovery, a form of resistance. Revising Moves makes a significant contribution to writing theory by collecting stories of revision that honor revision’s vitality and immerse readers in rooms, life circumstances, and scenes where revision comes to life. In these narrative-driven essays written by a wide range of writing professionals, Revising Moves describes revision as a messy, generative, and often collaborative act. These meditations reveal how revision is both a micro practice tracked by textual change and a macro phenomenon rooted in family life, institutional culture, identity commitments, and political and social upheaval. Contributors depict revision as a holistic undertaking and a radically contextualized, distributed practice that showcases its relationality to everything else. Authors share their revision processes when creating scholarly works, institutional and self-promoting documents, and creative projects. Through narrative the volume opens a window to what is often unseen in a finished text: months or years of work, life events that disrupt or alter writing plans, multiple draft changes, questions about writerly identity and positionality, layers of (sometimes contradictory) feedback, and much more.

Creole Composition is a collection featuring essays by scholars and teachers-researchers working with students in/from the Anglophone Caribbean. Arising from a need to define what writing instruction in the Caribbean means, Creole Composition expands the existing body of research literature about the teaching of writing at the postsecondary level in the Caribbean region. To this end, it speaks to critical disciplinary conversations of rhetoric and composition and academic literacies while addressing specific issues with teaching academic writing to Anglophone Caribbean students. It features chapters addressing language, approaches to teaching, assessing writing, administration, and research in postsecondary education as well as professionalization of writing instructors in the region. Some chapters reflect traditional Caribbean attitudes to postsecondary writing instruction; other chapters seek to reform these traditional practices. Some chapters’ interventions emerge from discussions in writing studies while other chapters reflect their authors’ primary training in other fields, such as applied linguistics, education, and literary studies. Additionally, the chapters use a variety of styles and methods, ranging from highly personal reflective essays to theoretical pieces and empirical studies following IMRaD format. Creole Composition, the first of its kind in the region, provides much-needed knowledge to the community of teacher-researchers in the Anglophone Caribbean and elsewhere in the fields of rhetoric and composition, writing studies, and academic literacies. In suggesting frameworks around which to build and further institutionalize and professionalize writing studies in the region, the collection advances the broader field of writing studies beyond national boundaries. Contributors include Tyrone Ali, Annife Campbell, Tresecka Campbell-Dawes, Valerie Combie, Jacob Dyer Spiegel, Brianne Jaquette, Carmeneta Jones, Clover Jones McKenzie, Beverley Josephs, Christine E. Kozikowski, Vivette Milson-Whyte, Kendra L. Mitchell, Raymond Oenbring, Heather M. Robinson, Daidrah Smith, and Michelle Stewart-McKoy.

Use your course's big ideas to accelerate students’ growth as writers and critical thinkers The newly revised third edition of Engaging Ideas delivers a step-by-step guide for designing writing assignments and critical thinking activities that engage students with important subject-matter questions. This new edition of the celebrated book (now written by the co-author team of Bean and Melzer) uses leading and current research and theory to help you link active learning pedagogy to your courses' subject matter. You'll learn how to: Design formal and informal writing assignments that guide students toward thinking like experts in your discipline Use time-saving strategies for coaching the writing process and handling the paper load including alternatives to traditional grading such as portfolio assessment and contract grading Help students use self-assessment and peer response to improve their work Develop better ways than the traditional research paper to teach undergraduate reading and research Integrate social media, multimodal genres, and digital technology into the classroom to promote active learning This book demonstrates how writing can easily be integrated with other critical thinking activities such as inquiry discussions, simulation games, classroom debates, and interactive lectures. The reward of this book is watching students come to class better prepared, more vested in the questions your course investigates, more apt to study purposefully, and more likely to submit high-quality work. Perfect for higher education faculty and curriculum designers across all disciplines, Engaging Ideas will also earn a place in the libraries of graduate students in higher education.