H. Bernard Hall, in the new Research in the Teaching of English, says we no longer need to ask why to use hip-hop in English classes; we need more models for how to use it well.
In the November College English, Stephanie West-Puckett argues for “digital badges” as a means of encouraging participation among teachers and students as they design writing assessment practices that work toward social justice.
In the June issue of College Composition and Communication, Stuart Blythe and Laura Gonzales use screencast videos to track what students actually do as they compose a researched argument for an interdisciplinary biology class.
In the Spring 2016 issue of the Journal of the Council of Writing Program Administrators (WPA), Joseph M. Moxley and David Eubanks report on a study of 46,689 ratings of essays to discover whether student ratings correlate with instructor ratings of intermediate drafts in first-year writing courses.
Check out first chapters and pitches for books I’m working on. I’d love feedback and swaps for beta reads!
T J Geiger II, writing in the Fall 2015 issue of Composition Studies, investigates the prevalence of “affective” pedagogy in independent undergraduate writing majors and its potential effects on disciplinarity. http://wp.me/p5NPq1-3Q
A detailed discussion of course design for an upper-level scientific writing class: Combs, D. Shane, Erin A. Frost, and Michelle F. Eble. “”Collaborative Course Design in Scientific Writing: Experimentation and Productive Failure.” Composition Studies 43.2 (2015): 132-49. Web. 11 Nov. 2015.
Stephanie Cox, Jennifer Black, Jill Heney, and Melissa Keith, in Teaching English in the Two-Year College. provide strategies to overcome some of the limitations of online feedback. They focus on enhancing “presence”: “social,” “cognitive,” and “teacher presence,” with special attention the rhetorical canon of delivery. Visit the blog and share your online strategies for feedback!