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.
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.
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 July College English, Casey Boyle makes a case for rejecting “reflection” as crucial to the “habits of mind” encouraged by the Framework for Success in Postsecondary Writing and replacing it with an “ecological orientation” appropriate to “posthumanism.”
Writing in the new College English, Gregory Coles traces how and why terms like “black” and “queer” have been made available for laudatory or descriptive public use while other terms remain restricted to in-group use.
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.”
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.”
From the new issue of College English: Jenny Rice argues for a new understanding of “expertise”
to engage writing students in problem-posing and solving.