H. Bernard Hall, in the new , says Research in the Teaching of English we no longer need to ask why to use hip-hop in English classes; we need more models for how to use it well.
Rob McAlear and Mark Pedretti, writing in
, Composition Studies ask students how they decide if a paper is “done.” The answer isn’t what you think.
John Duffy, in the January
, College English explores “virtue ethics” as a possible replacement for consequentialist, deontological, and poststructuralist ethics in college writing classrooms. Jenae Cohn, writing in the December , provides case studies of student digital literacy narratives to study Computers and Composition how the “addiction trope” influences student views of their social-media use.
In the September 2016 issue of
, Tony Scott argues that College Composition and Communication composition scholarship has little impact on the “neoliberal” privatization of writing instruction because it fails to “see” the disconnect between innovative scholarly ideas and the material environments in which they will be enacted.
Leah Anderst, Jennifer Maloy, and Jed Shahar Teaching English in the Two-Year College , assess the Accelerated Learning Program (ALP) at Queensborough Community College, part of the City University of New York system. They argue that ALP is especially helpful for English Language Learners.
In the June issue of
Stuart Blythe and Laura Gonzales use College Composition and Communication, screencast videos to track what students actually do as they compose a researched argument for an interdisciplinary biology class.
In the new
Sara Webb-Sunderhaus uses College English, the lens of “tellability” to explore how teacher expectations shape identity performance for students from Appalachia.
Jennifer Grouling and Jackie Grutsch McKinney
investigate whether students are actually doing multimodal writing and whether they know what “multimodality” means! , in press. Computers and Composition
Suzanne Choo argues that
literature can counter the pressures of “strategic cosmopolitanism,” in which education is just an economic investment and not a means of fostering ethical relationships. May Research in the Teaching of English.
In the June
College Composition and Communication, Chris Anson explores what happens when an expert writer attempts a new genre. And Joanne Baird Giordano and Holly Hassel argue in the May Teaching English in the Two-Year College for the value of developmental work and open access, even if not every student succeeds. Lisa R. Arnold, writing in the Spring issue of discusses her exchanges with faculty at the American University of Beirut during Composition Studies, a two-semester seminar on rhetoric and composition theory as it has been developed in North America for monolingual audiences. In particular, she details the responses of faculty teaching in Lebanon to the theory of “translingualism” as proposed by Bruce Horner, Min-Zhan Lu, Jacqueline Jones Royster, and John Trimbur. A VERY CHALLENGING ARTICLE on the stresses of racial equity work by faculty at a Minnesota community college: “A Tragedy in Five Acts.”
Matt Sumpter argues that
creative writing and composition differ enough that they should remain separate courses but that they offer enough individual value that both belong in a first-year curriculum.