Volume 13, Number 1, Fall 2021

Special Issue on Teaching Writing Now: Diversity, Inclusion, and Social Justice in the Writing Classroom

Guest Editors: Claire Carly-Miles, Lori Arnold, and Matthew McKinney

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

Introduction: Revising Our Practices Mindfully and Embodying Anti-Racist Pedagogy, by Valerie Balester
DOI: 10.37514/OPW-J.2021.13.1.01

Not Grading Writing as Teaching Writing Now: Considerations of Diversity, Inclusion, and Social Justice in the Writing Classroom, by Asao B. Inoue
DOI: 10.37514/OPW-J.2021.13.1.02

Introduction to “Teaching Writing at the Border,” by Claire Carly-Miles
DOI: 10.37514/OPW-J.2021.13.1.03

Ni de over here, ni de allá: Bilingual Professional Writing Practices on the Mexico/US Borderland, by Laura Gonzales
DOI: 10.37514/OPW-J.2021.13.1.04

Culturally Sustaining Border Pedagogy, by Victor Del Hierro
DOI: 10.37514/OPW-J.2021.13.1.05

“You‚re not Listening, or I‚m not Saying it Right”: Reflecting on Borderland as Methodology, by Marlene Galván and Randall W. Monty
DOI: 10.37514/OPW-J.2021.13.1.06

Introduction to “Teaching Writing Across the English Department Curriculum: A Roundtable,” by Matthew McKinney with Roundtable Participants
DOI: 10.37514/OPW-J.2021.13.1.07

Teaching Writing after George Floyd, by Vershawn Ashanti Young, Valerie Balester, and Florence Davies
DOI: 10.37514/OPW-J.2021.13.1.08

Introduction to “Social Justice Matters in Technical and Professional Writing,” by Claire Carly-Miles
DOI: 10.37514/OPW-J.2021.13.1.09

Advocating for Social Justice: Knowledge Telling and Knowledge Construction in an Infographic Assignment, by Sue Hum
DOI: 10.37514/OPW-J.2021.13.1.10

Citation Practices: Shifting Paradigms, by Natasha N. Jones
DOI: 10.37514/OPW-J.2021.13.1.11

Programmatic Efforts to Redress Anti-Blackness in Technical and Professional Writing, by Jennifer Sano-Franchini
DOI: 10.37514/OPW-J.2021.13.1.12

Introduction to “Workshopping a Social Justice Pedagogy: A Workshop for Faculty and Graduate Students,” by Lori Arnold
DOI: 10.37514/OPW-J.2021.13.1.13