Steve Lamos argues in the March College English that job security for teaching-track writing faculty will remain elusive if administrators and other powerful stakeholders continue to see the emotional labor such teachers perform as “unimportant, uninteresting, and ultimately unworthy of attention.” He offers concrete steps toward combating “negative affect.”
Zak Lancaster in College Composition and Communication analyzes the templates (“formulas?”) offered in the college writing textbook They Say/I Say. Do they really reflect the choices academic writers make? Check out what he found!
Do you teach academic writing? What do you think about Lancaster’s claims?
Lauren Obermark, Elizabeth Brewer, and Kay Halasek, in the WPA Journal, present a model for moving TA development beyond “one and done.”
The January 2016 issue of College English deals with new approaches to language difference in writing classrooms and in culture. John Trimbur “trace[s] a branch of translingualism to its source.”
In the December 2015 issue of College Composition and Communication, Chase Bollig argues for making “the citizen-worker” the “subject of composition.” http://tinyurl.com/jrey64u