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Volume 13, 2016


Tags: writing center, Transfer, Metacognition, survey, faculty, multimodal, media, Rhetoric, student writing, technical and professional communication, second-language writers, copyright law, Literacy
Volume 20, Number 2 (Fall 2001)
Tags: rhetoric and composition, Gender, rhetorical theory, multimodal, secondary institution, postsecondary institution, social change, community
Volume 21, Number 2 (Fall 2002)
Tags: WAC, secondary education, writing center, postsecondary education, TESL, multilingual, Discourse Studies, multimodal, Basic Writing
Volume 33, Number 1 (2014)
Tags: multimodal, inclusivity, Basic Writing, secondary education, common core, ethnography, Linguistics, culture, translingualism, Discourse Studies
Volume 35, Number 1 (2016)
Tags: observational research, Pedagogy, Teaching strategies, composition studies, writing strategies, postsecondary education, multimodal, first-year composition, Basic Writing
The Journal of Basic Writing
Tags: multimodal, first-year composition, Basic Writing, student writing, collaboration, Pedagogy, research methods, first-year composition, composition studies, writing studies
ARTiculating: Teaching Writing in a Visual World
Tags: multimodal, WAC, technology, Pedagogy, digital landscape, visual arts
A New Literacies Dictionary
Tags: Technology, Multimodal, Pedagogy, Writing
Social Writing/Social Media: Publics, Presentations, and Pedagogies

Edited by Douglas M. Walls and Stephanie Vie

Social media have been (for quite some time now) part of the fabric of our lives. But as with many new technologies, it often takes a while for us to be able to step back, assess the tool's impact, and consider what's next. This collection offers one of the first sets of scholarly work in our field that responds to social media's influence on both popular and extra-curricular writing as well as on scholarly communication. Too frequently, social media is dismissed as non-academic, unworthy of sustained attention by researchers. The authors featured here present compelling reasons why this oft-neglected form of writing deserves—and demands—continued academic response.

Tags: Pedagogy, composition studies, multimodal, media, social media
Acknowledging Writing Partners

By Laura R. Micciche

Acknowledging Writing Partners treats the genre of written acknowledgements as a lens for viewing writing as a practice of indebted partnerships. Like new media scholars who have argued that studying ubiquitous technologies such as the pencil reveals the mundane and profound ways in which writing is always mediated by tools, Laura R. Micciche argues that writing activities are frequently mediated by human and non-human others, advancing a view of composing that accounts for partners who emerge in acknowledgements: feelings, animals, and random material phenomena. 

Tags: writing acknowledgements, writing studies, Pedagogy, multimodal

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