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.
Jenae Cohn, writing in the December Computers and Composition, provides case studies of student digital literacy narratives to study how the “addiction trope” influences student views of their social-media use.
In the September 2016 issue of College Composition and Communication, Tony Scott argues that 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.
Writing in Teaching English in the Two-Year College, Leah Anderst, Jennifer Maloy, and Jed Shahar 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 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.
Jennifer Grouling and Jackie Grutsch McKinney investigate whether students are actually doing multimodal writing and whether they know what “multimodality” means! Computers and Composition, in press.
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 Composition Studies, discusses her exchanges with faculty at the American University of Beirut during 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.