College Composition & Communication - Volume 74, Issue 2, 2022

So often left unquestioned is the very place in and from which scholarly ethos and praxis are being proposed. The goal of this essay is to call for and work towards establishing a foundation to explore such questions vis-à-vis deep rhetoricity. Deep rhetoricity invites and demands of us all returns, careful reckonings, and enduring tasks. We illustrate possibilities of deep rhetoricity across these three epistemic principles. Ultimately, we argue for deep rhetoricity both as an intervention into rhetorical practices and as a praxis of invention.

Currently, creative writing and writing studies occupy different disciplinary positions, but this relationship doesn’t need to be adversarial. This study illustrates “line-crossing” pedagogies of two creative writers who teach FYW to further the discussion of creative writing’s place in FYW and to help bridge disciplinary gaps.

In this article, we call for translingual praxis—an antiracist and decolonial pedagogy that interrogates, with students, language ideologies and their political histories. Amplifying the voices of scholars of color, we provide a rationale for and illustrate four strategies for delinking our language work from the legacies of racism and colonization.

This essay defines “benevolent gaslighting”: a technology of whiteness in which racisms are repurposed as benevolent misunderstandings. In reading disciplinary trends and cultural examples, we show how it (re)centers whiteness and prompts BIPOC to question their histories, memories, and realities by situating racial trauma as “progressive” teaching moments.

These remarks have been edited lightly for publication here.