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.
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.
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.
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.”
Lauren Obermark, Elizabeth Brewer, and Kay Halasek, in the WPA Journal, present a model for moving TA development beyond “one and done.”
For college educators:
From The Journal of Writing Assessment: Joanne Addison reports on the growing influence of the Common Core State Standards Initiative in college classrooms. I hope this is on your radar!