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.
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.
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.
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.
Noreen S. Moore and Charles A. MacArthur, writing in the Journal of Writing Research, explore how 7th- and 8th-graders respond to computer feedback and scoring when they revise their writing.
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 new College English, Sara Webb-Sunderhaus uses 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! 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 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.