Books published by Parlor Press

WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include writing faculty education, training, and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; wpa and writing program histories and contexts; WAC / ECAC / WID and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and wpa work; and projects that enhance wpa work with diverse stakeholders. CONTENTS OF WPA 42.3 (Summer 2019): Celebrating our Discipline: On the Occasion of WPA's 40th Anniversary by Lori Ostergaard, Jim Nugent, and Jacob Babb | Solidarity Forever for Awhile by Douglas Hesse | Tools of the Trade: Occupational Metaphors in the First Decade of WPA by Stephanie Roach | "A Little Coda . . . Before We Go": Kenneth Bruffee, WPA, and Editorial History by Melissa Ianetta | Commemorating Community: Forty Years of Writing Assessment in WPA: Writing Program Administration by Shane A. Wood and Norbert Elliot | Reviewing a Career of Scholarly Innovation, Mentorship, and Service: An Interview with Duane H. Roen by Sherry Rankins-Robertson, Angela Clark Oates, and Nicholas Behm | Topics and Networks: Mapping Forty Years of Scholarly Inquiry by Kristine Johnson | Changing Conceptions of Writing: An Interview with Elizabeth Wardle by Mandy Olejnik | Forty Years of Resistance in TA Education by Eric D. Brown and Savanna G. Conner | Assessing the Field of WPA with Edward M. White: An Interview with an Influential Scholar in WPA by Sarah Elizabeth Snyder | Professional Development as a Solution to the Labor Crisis by Morgan Hanson | Celebrating the Contributions of Doug Hesse by Molly Ubbesen | What's in a Name? Editor-Mentor-Administrator-Teacher-Scholar: Christine Hult on Managing Multiple Identities and Issues as a WPA Editor | Amy Cicchino and Kelly A. Moreland | Reflecting, Expanding, and Challenging: A Bibliographic Exploration of Race, Gender, Ability, Language Diversity, and Sexual Orientation and Writing Program Administration by Sheila Carter-Tod | Writing and Technology in WPA: Toward the WPA as an Advocate for Technological Writing by Michael J. Faris | Looking Backward to See Forward: An Investigative History of Dual Credit/Concurrent Enrollment Writing Courses by Erin Costello Wecker and Patty Wilde | Beyond Good Intentions: Learning to See and Address Race and Diversity in the Work We Do by Cassie A. Wright | WPAs Relating to Stakeholders: Narratives of Institutional Change in 40 Years of WPA: Writing Program Administration by Lynn Reid | A Retrospective on Two Articles Published in the 1980s on Writing Across the Curriculum by Elaine P. Maimon | Susan McLeod on Sustaining Collaboration and Community in Writing Across the Curriculum: A Labor of Love by Mary D. De Nora

Creole Composition is a collection featuring essays by scholars and teacher-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.

Creole Composition is a collection featuring essays by scholars and teacher-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.

The essays in Sudden Eden explore the ways in which the memory of Paradise, or experience of the paradisiacal, has shaped canons of experimental writing from the late Middle Ages through to the present day. Keyed to figures as various as Dante and Beckett, Thomas Traherne and Barbara Guest, Sudden Eden proposes a new constellation of Metaphysical, Symbolist, and Postmodern lights-a single, continuous Heaven. DONALD REVELL is the author of fifteen collections of poetry, most recently of The English Boat (2018) and Drought-Adapted Vine (2015), both from Alice James books, Revell has also published six volumes of translations from the French, including Apollinaire's Alcools, Rimbaud's A Season in Hell, Laforgue's Last Poems, and Verlaine's Songs without Words. His critical writings have been collected as Essay: A Critical Memoir; The Art of Attention; and Invisible Green: Selected Prose. Winner of the PEN USA Translation Award and two-time winner of the PEN USA Award for Poetry, he has also won The Academy of American Poets' Lenore Marshall Prize and is a former Fellow of the Ingram Merrill and Guggenheim Foundations. Additionally, he has been twice awarded Fellowships from the National Endowment for the Arts. Having previously taught at the universities of Alabama, Denver, Iowa, Missouri, Tennessee and Utah, Donald Revell is currently Professor of English at the University of Nevada, Las Vegas.

Out of the 1920s Surrealist art studios emerged the exquisite corpse, a collaboratively drawn body made whole through a series of disjointed parts whose relevance today is the subject of Exquisite Corpse: Studio Art-Based Writing in the Academy. This collection draws from the processes and pedagogies of artists and designers to reconcile disparate discourses in rhetoric and composition pertaining to 3Ms (multimodal, multimedia, multigenre), multiliteracies, translingualism, and electracy. With contributions from a diverse range of scholars, artists, and designers, the chapters in this collection expand the conversation to a broader notion of writing and composing in the 21st century that builds upon traditional notions of composing but also embraces newer and nontraditional forms. In the section devoted to process, readers will find connections between art, design, and academic writing that may encourage them to incorporate nontraditional strategies and styles into their own writing. In the section devoted to pedagogy, readers will encounter art-based writing projects and activities that highlight the importance of interdisciplinary work as students continue to compose in ways that are more than solely alphabetic. Both sections provide insight into experimental process, inquiry-based work, play, and risk-taking. They also reveal what failure and success mean today in the composition classroom. Throughout the collection, readers will encounter a variety of stylized critical essays, poetic vignettes, lavish contemporary visual art, 20th-century Surrealist exquisite corpse drawings, and candid snapshots from the artists' own studios.Contributors include John Dunnigan, Brian Gaines, Felix Burgos, Meghan Nolan, Derek Owens, Jason Palmeri, Christopher Rico, Jody Shipka, S. Andrew Stowe, Vittoria S. Rubino, Tara Roeder, Gregory L. Ulmer, and K. A. Wisniewski."Inspired by the Surrealist parlor game that fosters play, randomness, and collaboration in the creative process, Exquisite Corpse: Studio Art-Based Writing in the Academy breathes fresh air into traditional pedagogy in the disciplines of writing, art- making, and writing about art. Its essays advocate playfulness, fancy, collaboration, collage, improvisation, and intersecting genres to upend traditional practices of academic art-making and criticism with the goals of richer creativity, inclusivity, and social justice. Reading it has made me want to try all sorts of new things in my writing classes." -James Lough, Savannah College of Art and Design."As I made my way through this wonderfully diverse collection of essays exploring the elements and implications of art-based processes and art-based pedagogy, I (as reader, writer, and teacher) could feel my juices stir. Oh, the possibles. While this collection focuses on processes and pedagogy, the project as a whole subverts the traditional and skillfully sidesteps method to reveal ways of doing/teaching composition that inspire. This collection, as the editors suggest, "values play, collaboration, community, imagination and artistic innovation," resonating the Deleuzian 'difference.' Each chapter reminds us that what it means to teach writing is to help students make the connection (between writing and life)-that writing like 'difference' comes first and above all, in the words of Deleuze, from "the internal explosive force that life carries with it." Exquisite Corpse: Studio Art-Based Writing in the Academy is indeed exquisite. -Jacqueline Preston, Utah Valley University

Out of the 1920s Surrealist art studios emerged the exquisite corpse, a collaboratively drawn body made whole through a series of disjointed parts whose relevance today is the subject of Exquisite Corpse: Studio Art-Based Writing in the Academy. This collection draws from the processes and pedagogies of artists and designers to reconcile disparate discourses in rhetoric and composition pertaining to 3Ms (multimodal, multimedia, multigenre), multiliteracies, translingualism, and electracy. With contributions from a diverse range of scholars, artists, and designers, the chapters in this collection expand the conversation to a broader notion of writing and composing in the 21st century that builds upon traditional notions of composing but also embraces newer and nontraditional forms. In the section devoted to process, readers will find connections between art, design, and academic writing that may encourage them to incorporate nontraditional strategies and styles into their own writing. In the section devoted to pedagogy, readers will encounter art-based writing projects and activities that highlight the importance of interdisciplinary work as students continue to compose in ways that are more than solely alphabetic. Both sections provide insight into experimental process, inquiry-based work, play, and risk-taking. They also reveal what failure and success mean today in the composition classroom. Throughout the collection, readers will encounter a variety of stylized critical essays, poetic vignettes, lavish contemporary visual art, 20th-century Surrealist exquisite corpse drawings, and candid snapshots from the artists' own studios.Contributors include John Dunnigan, Brian Gaines, Felix Burgos, Meghan Nolan, Derek Owens, Jason Palmeri, Christopher Rico, Jody Shipka, S. Andrew Stowe, Vittoria S. Rubino, Tara Roeder, Gregory L. Ulmer, and K. A. Wisniewski."Inspired by the Surrealist parlor game that fosters play, randomness, and collaboration in the creative process, Exquisite Corpse: Studio Art-Based Writing in the Academy breathes fresh air into traditional pedagogy in the disciplines of writing, art- making, and writing about art. Its essays advocate playfulness, fancy, collaboration, collage, improvisation, and intersecting genres to upend traditional practices of academic art-making and criticism with the goals of richer creativity, inclusivity, and social justice. Reading it has made me want to try all sorts of new things in my writing classes." -James Lough, Savannah College of Art and Design."As I made my way through this wonderfully diverse collection of essays exploring the elements and implications of art-based processes and art-based pedagogy, I (as reader, writer, and teacher) could feel my juices stir. Oh, the possibles. While this collection focuses on processes and pedagogy, the project as a whole subverts the traditional and skillfully sidesteps method to reveal ways of doing/teaching composition that inspire. This collection, as the editors suggest, "values play, collaboration, community, imagination and artistic innovation," resonating the Deleuzian 'difference.' Each chapter reminds us that what it means to teach writing is to help students make the connection (between writing and life)-that writing like 'difference' comes first and above all, in the words of Deleuze, from "the internal explosive force that life carries with it." Exquisite Corpse: Studio Art-Based Writing in the Academy is indeed exquisite." -Jacqueline Preston, Utah Valley University

"If only words were salt-soluble, savory, vital, electric," Eric Pankey writes in "Variations on Hadrian's Animula," one of many virtuosic works in Vestiges: Notes, Responses, and Essays 1988 - 2018. In this diverse collection of lyrical prose, Pankey assays his personal-poetic history with passion, brilliance, and grace. He considers the works of many great poets-Dickinson, Stevens, Donne, Hopkins, Merwin, Justice, Levis, and Lorca, to name just a few-invoking them as teachers and guides. As much about language as the unutterable, sight as the unseen, Vestiges is a gorgeous, vital collection. -Danielle Cadena Deulen, author of The RiotsVestiges: Notes, Responses, and Essays 1988 - 2018 maps the mind of one of our best lyrical poets and thinkers. In these concise and nuanced works of prose, Eric Pankey meditates on such subjects as spiritual faith, the poetic image, memory, language, duende, and silence in poetry. Pankey is a quester, a searcher for truth, so it's no surprise that in Vestiges he eschews nailed-down arguments and grand arrivals, prioritizing the question and the journey towards "the unsayable, the untouchable . . . the unknowable." He reminds us that mystery and uncertainty are not weaknesses, but essential aspects of a life lived richly in both art and faith. -Brian Barker, author of Vanishing ActsEric Pankey muses, "What is the divine? How is it made manifest? Where does it reside?" Revisiting the lyric impulse in a post-religious generation, Vestiges ponders the Romantic lyric subject in light of postmodern skepticism with allusions to Biblical contexts, illuminating the phenomenon of wonder in a material yet epistemologically unstable world: "In the lyric, language is both the ritual and the sacrifice at the moment's altar." Guided by an inner compass of memory and desire, psalms and lamentations, restoration and revival, we unearth in ourselves "not a spark, but a splinter of God in each of us, inflamed, working its way to the surface." This book, a revitalizing act of faith and inspiration, is a marvelous gift to us. -Karen An-hwei Lee, author of Phyla of JoyERIC PANKEY is also the author of ten collections of poetry and Professor of English and the Heritage Chair in Writing at George Mason University in Fairfax, Virginia.

WPA publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs.

In her early career, Kang Eun-Gyo marked nihilism as the departure of her poetic imagination. In response to the turmoil of the world and modern Korean history full of violence and violations of human rights, the poet struggled to build her poetry in a house of nothingness. With Bari's Love Song, Kang Eun-Gyo echoes the voice of a sorceress, a female shaman who treats the sadness, suffering, loss, and pain of all people. From the private losses of the poet to the universal songs of losses and love, Bari's Love Song portrays the modern history of Korea in the forms of songs and recollections of Bari, the princess from Korean folk literature who walked the land in search of hope.Kang Eun-Gyo made her literary debut with the publication of Night of the Pilgrims, which earned her the 1968 New Writer Prize by the journal Sasanggye (World of Thoughts). Her most significant poetry collections are House of Nothingness, Diary of a Pauper, House of Noises, Red Rivers, Song of the Wind, and Letter in the Wall. Kang was also the recipient of the Korean Writers Prize and the Contemporary Literature Award.About the TranslatorChung Eun-Gwi is Professor in the Department of English Literature at Hankuk University of Foreign Studies, Seoul. Her publications include Ah, Mouthless Things (2017), Fifteen Seconds without Sorrow (2016), The Colors of Dawn: Twentieth Century Korean Poetry (2016), and When the Wind Blows (2019) Her articles and translations have appeared in a wide variety of journals.This book is published with the support of the Literature Translation Institute of Korea (LTI Korea)

The oldest independent periodical in the field, Composition Studies publishes original articles relevant to rhetoric and composition, including those that address teaching college writing; theorizing rhetoric and composing; administering writing programs; and, among other topics, preparing the field's future teacher-scholars. All perspectives and topics of general interest to the profession are welcome. We also publish Course Designs, which contextualize, theorize, and reflect on the content and pedagogy of a course. Contributions to Composing With are invited by the editor, though queries are welcome (send to compstudies@uc.edu). Cfps, announcements, and letters to the editor are most welcome. Composition Studies does not consider previously published manuscripts, unrevised conference papers, or unrevised dissertation chapters. CONTENTS OF COMPOSITION STUDIES 47.1 (Spring 2019): Reviewers from March 2018 through March 2019 | From the Editorial Assistants: An Interview with Laura R. Micciche | COMPOSING WITH: Adventures in Collaborative Documentary Editing Across Continents, or How I Learned to Make Better Movies by Alexandra Hidalgo | ARTICLES: Approaching the (Re)Design of Writing Majors: Contexts of Research, Forms of Inquiry, and Recommendations for Faculty by Kara Alexander, Michael-John DePalma, Lisa Shaver, and Danielle M. Williams | Encouraging Languages other than English in First-Year Writing Courses: Experiences from Linguistically Diverse Writers by Alyssa G. Cavazos | "Nameless, Faceless People": How Other Teachers' Expectations Influence Our Pedagogy by Brooke R. Schreiber and Dorothy Worden | Decolonial Potential in a Multilingual FYC by Cruz Medina | The Reader in the Textbook: Embodied Materiality and Reading in the Writing Classroom by Carolyne M. King | To Ensure Warfighting Function: Writing Inside a U.S. Army Brigade Headquarters by J. Michael Rifenburg | Beginning at the End: Reimagining the Dissertation Committee, Reimagining Careers by Amy J. Lueck and Beth Boehm | Good Things in Threes: Long-Term Effects of Literate Dwelling by Steve Lamos | WHERE WE ARE: Where We Are: My Mundane Professional Life | BOOK REVIEWS: Composition Studies, Public-Facing Activism, and Our Continued Social Turn: A Review Essay by Darin Jensen | Retention, Persistence, and Writing Programs, edited by Todd Ruecker, Dawn Shepherd, Heidi Estrem, and Beth Brunk-Chavez, Reviewed by James Clifford Swider | Bad Ideas about Writing, edited by Cheryl E. Ball and Drew M. Loewe, Reviewed by Jenn Fishman with Alli Bernard, Jessica Brown, Grace Chambers, Lorena Dulce, Ryan Higgins, Brian Huback, Saúl López, Aishah Mahmood, Shane Martin, Beth Michalewski, Madi Moster, Carly Ogletree, Alyssa Paulus, Lily Regan, Anna Story, and Haley Wasserman | Assembling Composition, edited by Kathleen Blake Yancey and Stephen J. McElroy, Reviewed by Sara Austin | Composition, Rhetoric, and Disciplinarity, edited by Rita Malenczyk, Susan Miller-Cochran, Elizabeth Wardle, and Kathleen Blake Yancey, Reviewed by Jacob Babb | Retroactivism in the Lesbian Archives: Composing Pasts and Futures, by Jean Bessette, Reviewed by Katie Brooks | How Writing Faculty Write: Strategies for Process, Product, and Productivity, by Christine E. Tulley, Reviewed by Emily Carson | Public Pedagogy in Composition Studies: Studies in Writing and Rhetoric, by Ashley J. Holmes, Reviewed by Erin Cromer Twal | Contributors

COMMUNITY LITERACY JOURNAL 13.2 (Spring 2019) | The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas. CONTENTS: Editors' Introduction by Paul Feigenbaum and Veronica House | ARTICLES: Typing Corrections: An Exploration & Performance of Prison (Type)Writing by Alexander Rahe and Daniel Wuebben | Writing's Potential to Heal: Women Writing from Their Bodies by Kate Vieira | Writing From "The Wrong Class": Archiving Labor in the Context of Precarity by Jessica Pauszek | "The Spirit of Our Rural Countryside": Toward an Extracurricular Pedagogy of Place by Nancy Reddy | Centering Partnerships: A Case for Writing Centers as Sites of Community Engagement by Amy McCleese Nichols and Bronwyn T. Williams | COMMUNITY LITERACY PROJECT PROFILE: The Drake Community Press by Carol Spaulding-Kruse | INTERVIEWS: An Interview with Floyd Jones and Denise Jones, Youth Enrichment Services, Pittsburgh by Paul Feigenbaum | An Interview with David Jolliffe, University of Arkansas by Veronica House | BOOK REVIEWS: From the Book and New Media Review Editor's Desk by Jessica Shumake, Editor | The Half Life of Deindustrialization: Working-Class Writing about Economic Restructuring by Sherry Lee Linkon Reviewed by William DeGenaro | Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies by Steven Alvarez Reviewed by Adele Leon | Partnering with Immigrant Communities: Action through Literacy by Gerald Campano, María Paula Ghiso, and Bethany J. Welch Reviewed by Addison Koneval | The Arkansas Delta Oral History Project: Culture, Place, and Authenticity by David A. Jolliffe, Christine Z. Goering, Krista Jones Oldham, and James A. Anderson Jr. Reviewed by Natalie E. Taylor | Crossing Borders, Crossing Boundaries: The Rhetoric of Lines Across America edited by Barbara Couture and Patti Wojahn Reviewed by Adam Hubrig | Genre and the Performance of Publics edited by Mary Jo Reiff and Anis Bawarshi Reviewed by Shana Latimer | Crafting Presence: The American Essay and the Future of Writing Studies by Nicole B. Wallack Reviewed by Josh Privett | Emerging Writing Research from the Middle East-North African Region edited by Lisa R. Arnold, Anne Nebel, and Lynne Ronesi Reviewed by Josephine Walwema

In Retellings: Opportunities for Feminist Research in Rhetoric and Composition Studies, the contributors use the anniversary of the publication of Cheryl Glenn's Rhetoric Retold: Regendering the Tradition from Antiquity Through the Renaissance, the first book to examine women's contributions to rhetoric across history, as an opportune moment to assess feminist rhetorical research and test out new possibilities. Together, the essays ask, what does it or should it mean to engage rhetoric from a feminist perspective?Each chapter addresses one of four aspects of this question, including the place of feminist rhetoric in contemporary (real-world and transnational) politics; the relationship between feminist rhetorical studies and identity studies; the prospects for feminist research methods and methodologies; or the feminist rhetorical commitment to "paying it forward" through teaching and mentoring. Collectively, the essays push scholars to expand the national boundaries of rhetorical inquiry to include women's roles in global politics. Contributors also engage in intersectional analyses of gender and other vectors of power (including, here, religious affiliation and sexuality), considering identities as epistemic resources for rhetors. To develop richer methods and methodologies, contributors highlight the ethical challenges of research practices ranging from IRB submissions to archival research, critically interrogating the positionality of the researcher with relation to her subjects and materials. Finally, contributors address the needs and interests of diverse readers when they highlight how feminist perspectives challenge traditional models of teaching and mentorship.Contributors include Heather Brook Adams, Jean Bessette, Michelle F. Eble, Jessica Enoch, Rosalyn Collings Eves, Karen A. Foss, Sonja K. Foss, Lynée Lewis Gaillet, Cheryl Glenn, Anita Helle, Jordynn Jack, A. Abby Knoblauch, Shirley Wilson Logan, Briggite Mral, Krista Ratcliffe, Cristina D. Ramírez, Elaine Richardson, Wendy B. Sharer, and Berit von der Lippe.

In Retellings: Opportunities for Feminist Research in Rhetoric and Composition Studies, the contributors use the anniversary of the publication of Cheryl Glenn's Rhetoric Retold: Regendering the Tradition from Antiquity Through the Renaissance, the first book to examine women's contributions to rhetoric across history, as an opportune moment to assess feminist rhetorical research and test out new possibilities. Together, the essays ask, what does it or should it mean to engage rhetoric from a feminist perspective?Each chapter addresses one of four aspects of this question, including the place of feminist rhetoric in contemporary (real-world and transnational) politics; the relationship between feminist rhetorical studies and identity studies; the prospects for feminist research methods and methodologies; or the feminist rhetorical commitment to "paying it forward" through teaching and mentoring. Collectively, the essays push scholars to expand the national boundaries of rhetorical inquiry to include women's roles in global politics. Contributors also engage in intersectional analyses of gender and other vectors of power (including, here, religious affiliation and sexuality), considering identities as epistemic resources for rhetors. To develop richer methods and methodologies, contributors highlight the ethical challenges of research practices ranging from IRB submissions to archival research, critically interrogating the positionality of the researcher with relation to her subjects and materials. Finally, contributors address the needs and interests of diverse readers when they highlight how feminist perspectives challenge traditional models of teaching and mentorship.Contributors include Heather Brook Adams, Jean Bessette, Michelle F. Eble, Jessica Enoch, Rosalyn Collings Eves, Karen A. Foss, Sonja K. Foss, Lynée Lewis Gaillet, Cheryl Glenn, Anita Helle, Jordynn Jack, A. Abby Knoblauch, Shirley Wilson Logan, Briggite Mral, Krista Ratcliffe, Cristina D. Ramírez, Elaine Richardson, Wendy B. Sharer, and Berit von der Lippe.

Volume 24 • 2018-2019 | THE JOURNAL OF THE ASSEMBLY FOR EXPANDED PERSPECTIVES ON LEARNING, JAEPL, provides a forum to encourage research, theory, and classroom practices involving expanded concepts of language. It contributes to a sense of community in which scholars and educators from preschool through the university exchange points of view and cutting-edge approaches to teaching and learning. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals. | CONTENTS OF VOLUME 24: Dear JAEPL Readers | ESSAYS: Faith Kurtyka, "Be a Liberation Whatever": Social Justice Literacy in a Living-Learning Community | Mara Lee Grayson, Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom | SPECIAL SECTION: Encountering the Natural World: Environmental Education in the Arts and Humanities | Wendy Ryden, Swamps, Flat Earthers, and Boughs of Holly: "Encountering" the Natural World and the Poetics of Environmental Literacy | Brian Glaser, Containing the Jeremiad: Understanding Paradigms of Anxiety in Global Climate Change Experience | Amy Nolan, Seeking a Language that Heals: Teaching and Writing from a Ruined Landscape | Anastassiya Andrianova, Teaching Animals in the Post-Anthropocene: Zoopedagogy as a Challenge to Logocentrism | Michael S. Geary, Writing about Wolves: Using Ecocomposition Pedagogy to Teach Social Justice in a Theme-Based Composition Course | W. Kurt Stavenhagen, Relational Literacy | BOOK REVIEWS: Irene Papoulis, Present and Feeling | Dan Mrozowski reviews Newkirk, Thomas. Embarrassment and the Emotional Underlife of Learning | Jacquelyne Kibler reviews Young, Shinzen. The Science of Enlightenment: How Meditation Works | Christy I. Wenger reviews Peary, Alexandria. Prolific Moment: Theory and Practice of Mindfulness for Writing | Mary Leonard reviews De Luca, Geraldine Teaching toward Freedom: Supporting Voices and Silence in the English Classroom | Sharon Marshall reviews Cooper, Brittney. Eloquent Rage, A Black Feminist Discovers Her Superpower | CONNECTING: Christy I. Wenger, Finding Meaning in our Work and Writing | Monica Mische, Response from Beyond | Kristina Fennelly, Reflecting on Arguing and Listening in Digital Spaces | Laurence Musgrove, Sunday Morning Before Midterms | Lindsey Allgood, Honoring Impulse, Attending to Gesture | Contributors to JAEPL, Vol. 24

COMMUNITY LITERACY JOURNAL 13.1 (Fall 2018) | The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas.CONTENTS: Guest Editors' Introduction: Community Listening: A Community Writing Praxis by Jenn Fishman and Lauren Rosenberg | PROVOCATIONS: Creating Presence from Absence and Sound from Silence by Romeo García | The Story of Sound Off: A Community Writing/Community Listening Experiment by Erica M. Stone | ARTICLES: Toward a Model for Preparatory Community Listening by Karen Rowan and Alexandra J. Cavallaro | Decolonizing Community Writing with Community Listening: Story, Transrhetorical Resistance, and Indigenous Cultural Literacy Activism by Rachel C. Jackson with Dorothy Whitehorse DeLaune | Writing to Listen: Why I Write Across Prison Walls by Wendy Wolters Hinshaw | Challenging Audiences to Listen: The Performance of Self-Disclosure in Community Writing Projects by Justin Lohr and Heather Lindenman | BOOK REVIEWS: Relocating Authority: Japanese Americans Writing to Redress Mass Incarceration by Mira Shimabukuro, Review by Elizabeth Miller | Teaching with Conscience in an Imperfect World: An Invitation by William Ayers, Review by Ildikó Melis | Out of the Ruins: The Emergence of Radical Informal Learning Spaces by Robert H. Haworth and John M. Elmore (Eds.), Review by Sarah Moon | Crossing Divides: Exploring Translingual Writing Pedagogies and Programs by Bruce Horner and Laura Tetreault (Eds.), Review by Gina Wrobel

AUTHORS: Vershawn Ashanti Young, Rusty Barrett, Y'Shanda Young-Rivera, and Kim Brian Lovejoy. SERIES: Working and Writing for Change edited by Steve Parks. With a new Foreword by April Baker-Bell and a new Preface by Vershawn Ashanti Young and Y'Shanda Young-Rivera, Other People's English: Code-Meshing, Code-Switching, and African American Literacy presents an empirically grounded argument for a new approach to teaching writing to diverse students in the English language arts classroom. Responding to advocates of the "code-switching" approach, four uniquely qualified authors make the case for "code-meshing"-allowing students to use standard English, African American English, and other Englishes in formal academic writing and classroom discussions. This practical resource translates theory into a concrete road map for pre- and inservice teachers who wish to use code-meshing in the classroom to extend students' abilities as writers and thinkers and to foster inclusiveness and creativity. The text provides activities and examples from middle and high school as well as college and addresses the question of how to advocate for code-meshing with skeptical administrators, parents, and students. Other People's English provides a rationale for the social and educational value of code-meshing, including answers to frequently asked questions about language variation. It also includes teaching tips and action plans for professional development workshops that address cultural prejudices.

Best of the Journals in Rhetoric and Composition 2018 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.Jordan Canzonetta, Laura Gonzales, and André Habet | D. Alexis Hart and Roger Thompson (College Composition and Communication) | Steven Alvarez (Community Literacy Journal) | Hannah J. Rule (Composition Studies) | Blake Watson (Enculturation) | Kristopher Kyle and Scott Crossley (Journal of Second Language Writing) | Eamon Cunningham (Journal of Teaching Writing) | Kaia Simon (Literacy in Composition Studies) | (Patricia Fancher (Present Tense) | Tasha Golden (Reflections) | Erika Claire Strandjord) (Rhetoric Review) | Risa Applegarth (Rhetoric Society Quarterly) | Darin Jensen and Susan Ely (Teaching English in the Two-Year College) | Brian Hendrickson and Genevieve Garcia de Mueller (The WAC Journal) | Michelle Miley (WLN: A Journal of Writing Center Scholarship) | E. Shelley Reid (WPA: Writing Program Administration)

"Over the past few years, Elizabeth Jacobson has become one of my favorite American poets. Her work is original, deep, serious, and sensuous in ways that surprise me repeatedly. In the way of true inquiry, Jacobson's poems unearth genuinely new feelings and knowledge in a clean, mature and fully achieved style. These poems carry heavy water, fetched from deep nature, in human hands. I love this book." -Tony Hoagland"This wild, remarkable book begins in painstaking definition, via what isn't-to strange and dazzling discoveries of the natural world, to instinct and melancholia and surprise. This poet wanders through a range of poetic architecture-an eight-sectioned poem which begins with a woman removing her body parts, epistolary poems, prose poems, small strange lyrics of love and bewilderment. Genuine curiosity fuels this book and (can we bear it?) a true savoring of the world. Elizabeth Jacobson starts in clarity and ends in mystery, two points of imaginative departure. Beware and rejoice: this is how a very original brain thinks itself into poems." -Marianne Boruch"Snakes, birds, insects, and all manner of strange encounters: Elizabeth Jacobson is a true observer immersed in the natural world. These poems arise out of a deep questioning; they are puzzles, tangled road maps we can't help but follow. It takes some wisdom to abide, as Jacobson's work does, so effortlessly in paradox. I am moved to wonder, to breathe and slow down, experiencing how, as she says-the whole world is in me. Through her love of the particular a great expanse opens within us. These are the poems we need and long for right now." -Anne Marie MacariNot into the Blossoms and Not into the Air is a collection of poems wealthy with the speaker's intimacy with nature and with the philosophical and spiritual insights that emerge from a deep practice of close observation. In a manner that is wonderfully relaxed and conversational, Jacobson's poems enter into the most venerable and perennial of our human questions.

THE WAC JOURNAL is a national peer-reviewed journal on writing across the curriculum. Published by Clemson University, Parlor Press, and the WAC Clearinghouse, THE WAC JOURNAL is an annual collection of articles by educators about their WAC ideas and WAC experiences. It is a journal of practical ideas and pertinent theory. | CONTENTS of VOLUME 29 (2018): ARTICLES: WAC Seminar Participants as Surrogate WAC Consultants: Disciplinary Faculty Developing and Deploying WAC Expertise by Bradley Hughes and Elisabeth L. Miller | Writing across College: Key Terms and Multiple Contexts as Factors Promoting Students' Transfer of Writing Knowledge and Practice by Kathleen Blake Yancey, Matthew Davis, Liane Robertson, Kara Taczak, and Erin Workman | Building Sustainable WAC Programs: A Whole Systems Approach by Michelle Cox, Jeffrey Galin, and Dan Melzer | Inclusion Takes Effort: What Writing Center Pedagogy Can Bring to Writing in the Disciplines by Sarah Peterson Pittock | WAC Journal Interview of Asao B. Inoue by Neal Lerner | Getting Specific about Critical Thinking: Implications for Writing Across the Curriculum by Justin K. Rademaekers | A Tale of Two Prompts: New Perspectives on Writing-to-Learn Assignments by Anne Ruggles Gere, Anna V. Knutson, Naitnaphit Limlamai, Ryan McCarty, and Emily Wilson | More Than a Useful Myth: A Case Study of Design Thinking for Writing Across the Curriculum Program Innovation by Jenna Pack Sheffield | How Exposure to and Evaluation of Writing-to-Learn Activities Impact STEM Students' Use of Those Activities by Justin Nicholes | Preparing Writing Studies Graduate Students within Authentic WAC-Contexts: A Research Methods Course and WAC Program Review Crossover Project as a Critical Site of Situated Learning by Michelle LaFrance and Alisa Russell | "Stealth WAC": The Graduate Writing TA Program by Cameron Bushnell and Austin Gorman | REVIEWS: Reframing the Relational: A Pedagogical Ethic for Cross-Curricular Literacy Work by Sandra L. Tarabochia, Reviewed by C.C. Hendricks | What We Mean When We Say "Meaningful" Writing: A Review of The Meaningful Writing Project, Reviewed by Mary Hedengren | CONTRIBUTORS

The oldest independent periodical in the field, Composition Studies publishes original articles relevant to rhetoric and composition, including those that address teaching college writing; theorizing rhetoric and composing; administering writing programs; and, among other topics, preparing the field's future teacher-scholars. All perspectives and topics of general interest to the profession are welcome. We also publish Course Designs, which contextualize, theorize, and reflect on the content and pedagogy of a course. Contributions to Composing With are invited by the editor, though queries are welcome (send to compstudies@uc.edu). Cfps, announcements, and letters to the editor are most welcome. Composition Studies does not consider previously published manuscripts, unrevised conference papers, or unrevised dissertation chapters. CONTENTS OF COMPOSITION STUDIES 46.2 (Fall 2018): From the Editor | COMPOSING WITH: Composing With by Ethan Philbrick | ARTICLES: Naming What We Feel: Hierarchical Microaggressions and the Relationship between Composition and English Studies by Meaghan Brewer and Kristen di Gennaro | "Higher" School: Nineteenth-Century High Schools and the Secondary-College Divide by Amy J. Lueck | Translational Learning: Surfacing Multilingual Repertoires by Ryan McCarty | Inhabiting Ordinary Sentences by Peter Wayne Moe | Learning about Learning: Composition's Renewed Engagement with Cognition by Ann M. Penrose and Gwendolynne C. Reid | Intellectual Risk in the Writing Classroom: Navigating Tensions in Educational Values and Classroom Practice by Alexis Teagarden, Carolyn Commer, Ana Cooke, and Justin Mando | COURSE DESIGNS: Advanced Exposition: Writing through Podcasts by Jacob Greene | Sociolinguistics for Language and Literacy Educators by Missy Watson | WHERE WE ARE: #METOO AND ACADEMIA: Beyond a Hashtag: Considering Campus Policies in the Age of #MeToo by Laura Rosche | Literacy Narrative: Ways to Write #MeToo by Tessa Brown | Misogyny in the Classroom: Two Women Lecturer's Experiences by Patricia Fancher and Ellen O'Connell Whittet | A Vindication of the Rights of Faculty by Michelle Graber | Academic Spaces and Grad Student Harassment by Katelyn Lusher | Centering the Conversation: Patriarchy, Academic Culture, and #MeToo by Anna Sicari | BOOK REVIEWS: Here We Go Again: More Ways of "Making It," Circa 2018 Review of Women's Professional Lives in Rhetoric and Composition: Choice, Chance, and Serendipity, edited by Elizabeth A. Flynn and Tiffany Bourelle and Surviving Sexism in Academia: Strategies for Feminist Leadership, edited by Kirsti Cole and Holly Hassel Reviewed by Michelle Ballif, Diane Davis, and Roxanne Mountford | Centering Research, Practice, and Perspectives: Writing Center Studies and the Continued Commitment to Inclusivity and Accessibility Review of The Oxford Guide for Writing Tutors: Practice and Research, by Lauren Fitzgerald and Melissa Ianetta and Writing Centers and Disability, by Rebecca Day Babcock and Sharifa Daniels. Reviewed by Mike Haen | Legible Sovereignties: Rhetoric, Representations, and Native American Museums, by Lisa King. Reviewed by Katie Bramlett | Florida, edited by Jeff Rice. Reviewed by Jacob W. Craig | Inside the Subject: A Theory of Identity for the Study of Writing, by Raúl Sánchez. Reviewed by Thomas Girshin | Facing the Sky: Composing through Trauma in Word and Image, by Roy F. Fox. Reviewed by Christy Goldsmith | Announcement | Contributors