College Composition & Communication - Volume 74, Issue 1, 2022

This essay examines two narratives for US higher education—the tradition of access and the current moment of globalized expansion—to understand how policies about access and language do not inherently uphold practices of equity. I also discuss how writing specialists can intervene in the explicit and implicit practice of these policies.

Bilateral mentorships in rhetoric and composition can persist beyond formalized, institutional arrangements in ways that continue to (re)shape lives in the profession. Mediated discourse theory provides a lens through which to describe practices of enduring mentorships in terms of ways they might advance cross-gender and cross-generational understanding.

Based on a qualitative case study of students’ “theory of writing” essays, this study examines ways that first-year students’ community engagement experiences solidify and disrupt their writing knowledge, beliefs, and practices. Analysis of student writing demonstrates how different community-engaged writing projects inform first-year students’ writing theories and strategies.

This article argues that conceptions of public memory, as constructed, produced, and enacted in spaces such as a university campus, can be strategically reconceived for social justice ends by mapping student-created rhetorical audio tour compositions to physical locations around that place.

Developed from a collaborative transdisciplinary analysis of transfer scholarship, we redefine transfer as a relational phenomenon to capture the “dynamic, emergent, embodied, messy” elements of writing transfer (Prior and Olinger 137). Relationality also highlights conceptual relationships in transfer research that produce seeming contradictions but are more often complementary than confounding.

Situated in disability studies, this article shares the results from a qualitative research project that examined how three community college students who wrote about addiction navigated the process-based activities assigned in their first-year writing courses. These findings illuminate how such exercises evoke a spectrum of emotion that shapes both process and product.