Since 2007, Open Words has been dedicated to publishing peer-reviewed articles focusing on political, professional, and pedagogical issues related to teaching composition, rhetoric, reading, creative writing, ESL, and literature to open-admissions and “nonmainstream” student populations. 

CURRENT ISSUE

Volume 14, Number 1, Fall 2022

Special Issue on Grant Writing, Access, and Empowerment

Guest Editors: Charles Etheridge and Catherine Quick Schumann

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Introduction from the Editors, by Yndalecio Isaac Hinojosa, Sue Hum, and Kristina Gutierrez

Grant Writing, Access, and Empowerment: Introduction, by Charles Etheridge and Catherine Quick Schumann
DOI: 10.37514/OPW-J.2022.14.1.01

Localize, Prioritize, Decolonize: a Guide for Consciously Supporting POC-led Organizations, by Zosha Stuckey and Carrie Grant
DOI: 10.37514/OPW-J.2022.14.1.02

Guardians at the Gate: Grant Writing, Access, Long Term Partnerships, and Social Justice, by Charles Etheridge
DOI: 10.37514/OPW-J.2022.14.1.03

"Writing the Watershed": The Place of Bioregional Pedagogy and Student Grant Writing in a Community-Based Professional Writing Course, by Alex Ozbolt, Andy Ross, and James Wolf
DOI: 10.37514/OPW-J.2022.14.1.04

Access as a Participatory Design Principle: Grant Writers Moving from Securing, by Ian R. Weaver
DOI: 10.37514/OPW-J.2022.14.1.05

Online Access: Grant Writing as Reciprocal Service-Learning at a Hispanic-Serving Institution, by Rachael Jordan
DOI: 10.37514/OPW-J.2022.14.1.06

Signaling Access in Grant Writing Pedagogy and Practices, by Kavita Surya
DOI: 10.37514/OPW-J.2022.14.1.07

Open Words: Access and English Studies is an open-access, peer-review scholarly journal, published on the WAC Clearinghouse and supported by Colorado State University. Articles are published under a Creative Commons BY-NC-ND license (Attribution-NonCommercial-NoDerivs). ISSN: 2690-3911 (Print) 2690-392X (Online).