College Composition & Communication - Volume 73, Issue 3, 2022

Data from a study of graduate instructors in a composition teaching practicum show that the neglect of declarative knowledge about language is something that they were conscious of and wished to remedy. This finding supports arguments calling for reinstating a focus on linguistic knowledge in composition and writing studies programs.

Current market globalism demands new discourses that capture complex political and economic realities. This article proposes co-brokering, defined as mediation, translation, and circulation of texts as a critical analytic for understanding the formation of informal and formal markets. Co-brokering unveils how writing at the margins galvanizes affinity in discursive formations.

To equip students to analyze and create infographics with a rich understanding of rhetorical dynamics and sensitivity to how difference and equity issues are communicated, I propose a pedagogical approach to infographics drawn from Karen Barad’s concept of performative enactment and describe its implementation in a required writing classroom.

This study sought to explore how undergraduates in two majors (chemistry and English) at one US public university constructed identities of belonging in academic life stories, and how these stories may be understood as relating to their evaluations of what they identified as personally meaningful disciplinary writing.

Recent research on reading in cognitive science disproves the Common Core’s central claim that reading skills are learned most effectively when students exclude their knowledge and experience from the reading process. The discussion here is focused on how this scientific research overlaps with the transaction theory of reading and writing, and the present opportunities for renewing it.

Utilizing Sara Ahmed’s work on “brick walls,” this article discusses a qualitative study of stories shared by twenty-five women writing center directors and the possible insights gleaned if we choose to “notice through feminism,” (Ahmed) and advocate for change across writing studies.

This social-constructionist review of research illuminates the ways in which feedback, reflection, and revision are all inherently relational processes. Research suggests that university students’ perceptions of feedback shape their revision processes, though it appears that their preferred types of feedback may not always lead them to make effective revisions.