In the early 1990s, Linda Brodkey landed on the front page of the New York Times and in the columns of George Will and other conservative pundits. The furor was over the "Writing about Difference" syllabus she helped create at the University of Texas, an effort that came to be more casualty in the debate over multiculturalism in the academy. Writing Permitted in Designated Areas Only is made up of Brodkey's dispatches from the front lines of the culture wars. Comprising specific examples of student work in addition to Brodkey's own essays, Writing Permitted in Designated Areas Only ranges from personal essay ("Writing on the Bias") to hard-hitting polemic ("Writing Permitted in Designated Areas Only"). Touching on many of the major issues in the teaching of writing today. Brodkey explores alternatives to the standard methods for teaching composition. The result is a passionate plea for the loosing of writing to achieve its full power and potential; to unharness writing - and its teachers - from the institutional structures that stifle both creativity and independent thought.

A Rhetoric for Writing Program Administrators (2nd Edition) presents the major issues and questions in the field of writing program administration. The collection provides aspiring, new, and seasoned WPAs with the theoretical lenses, terminologies, historical contexts, and research they need to understand the nature, history, and complexities of their intellectual and administrative work.

The New Work of Writing Across the Curriculum is a descriptive analysis of how institutions can work to foster stronger intellectual activities around writing as connected to campus-wide diversity and inclusion initiatives. Author Staci M. Perryman-Clark blends theory and practice, grounds disciplinary conversations with practical examples of campus work, and provides realistic expectations for operations with budgetary constraints while enhancing diversity, equity, and inclusion work in higher education. Many of these initiatives are created in isolation, reinforcing institutional silos that are not used strategically to gain the attention of senior administrators, particularly those working at state-supported public institutions who must manage shrinking institutional budgets. Yet teaching and learning centers and WAC programs gain tremendously from one another by building explicit partnerships on campus-wide diversity initiatives that emphasize cultural competence. In addition, both cultural competence and written proficiency enhance the transferable skills necessary for completing undergraduate education requirements, and this work can be leveraged to draw the attention of senior administrative leadership. Faculty development and WAC need to make diversity and inclusion initiatives a priority for professional development. The New Work of Writing Across the Curriculum reviews initiatives that point to increased understanding of diversity and inclusion that will be of significance to administrators, WAC specialists, faculty developers, and diversity officers across the spectrum of institutions of higher learning.

This work explores how writers from several different cultures learn to write in their academic settings, and how their writing practices intersect with their evolving identities as students and professionals in academic environments.

The book addresses issues in the field of teaching academic writing to non-native speakers. This book provides a series of discussions about multiple aspects of second language writing, presenting chapters that collectively address a range of issues that are important to new teachers at the post-secondary level. The 13 chapters provide scholarly visions, insight, and interpretation, oriented toward explaining the field of teaching academic writing to non-native speakers. The book is designed to provide foundational content-knowledge in this area, with each chapter authored by recognized experts in the field. In addition to helping train new teachers, the book will serve as an updated reference book for practicing teachers and scholars to consult.

The contributors to this collection explore why--and how--higher education in America under attack.

Short enough to be synoptic, yet long enough to be usefully detailed, A Short History of Writing Instruction is the ideal text for undergraduate courses and graduate seminars in rhetoric and composition. It preserves the legacy of writing instruction from antiquity to contemporary times with a unique focus on the material, educational, and institutional context of the Western rhetorical tradition. Its longitudinal approach enables students to track the recurrence over time of not only specific teaching methods, but also major issues such as social purpose, writing as power, the effect of technologies, the rise of vernaculars, and writing as a force for democratization. The collection is rich in scholarship and critical perspectives, which is made accessible through the robust list of pedagogical tools included, such as the Key Concepts listed at the beginning of each chapter, and the Glossary of Key Terms and Bibliography for Further Study provided at the end of the text. Further additions include increased attention to orthography, or the physical aspects of the writing process, new material on high school instruction, sections on writing in the electronic age, and increased coverage of women rhetoricians and writing instruction of women. A new chapter on writing instruction in Late Medieval Europe was also added to augment coverage of the Middle Ages, fill the gap in students’ knowledge of the period, and present instructional methods that can be easily reproduced in the modern classroom.