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.
Writing in the May Research in the Teaching of English, Vivian Yenika-Agbaw analyzes textbooks used to teach English in her home country, Cameroon, during the colonial, postindependence, postcolonial, and globalization periods. She is particularly interested in how textbooks construct citizenship in an emerging nation.
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.”
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?