Composition Forum vol. 37 now available!

Posted by – December 5, 2017

We are pleased to announce the publication of Volume 37 of Composition Forum, now available at:
This volume includes the following features:

  • An interview with Sharon Crowley
  • A retrospective article by John Swales
  • Six articles addressing the intersections of composition theory and pedagogy
  • Program Profiles from University of Arizona, New Jersey City University, and University of Washington
  • Three reviews of recent books in rhetoric and composition

We hope you will read this volume of Composition Forum, and we welcome your suggestions and comments.

Volume 36 of Composition Forum now available!

Posted by – August 10, 2017

Volume 36 of Composition Forum, a Special Issue on Public Writing in Composition, is now available at:

This special issue, guest edited by Christopher Minnix, begins with interviews with Susan Wells and Paula Mathieu that explore the development of public writing scholarship and respond to the question “what do we want from public writing now?”

This special issue also includes five articles that expand and build upon the insights of public writing scholarship in order to respond to exigencies, affordances, and constraints of teaching public writing in our current moment. Two program profiles of the University of North Dakota and The University of Michigan Dearborn provide insightful explorations of public writing pedagogy within the classroom and beyond classroom and national borders. In addition, this special issue contains a thought-provoking forum on the Digital Archive of Literacy Narratives as a space of public discourse, as well as an insightful review of Shari Stenberg’s Repurposing Composition: Feminist Interventions for a Neoliberal Age.

We hope you will read this volume of Composition Forum, and we welcome your suggestions and comments.

Christopher Minnix

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Composition Forum Call for Applications: Review Editor

Posted by – April 17, 2017

Composition Forum: A Journal of Pedagogical Theory in Rhetoric and Composition seeks a Review Editor to replace the outgoing editor. The Review Editor solicits book reviews and review essays, offers editorial feedback to review authors, and helps to format reviews for two regular issues and one “special themed” issue per year. Duties also include maintaining contact with publishers to obtain new titles, ensuring that review authors receive copies of texts, and participating in online editorial meetings. The incoming editor will shadow the current Review Editor for one production cycle.

Please submit a CV and an email describing your qualifications and vision/goals for the Reviews section of Composition Forum to Christian Weisser ( Review of applicants will begin on May 15, 2017.

Volume 35 of Composition Forum is now available!

Posted by – March 23, 2017

Volume 35 of Composition Forum is now available at:

The Spring 2017 volume begins with two interviews. The lead interview features Elizabeth Flynn, and the second is a discussion-based interview with Cindy Selfe, Victor Villanueva, and Steve Parks. Volume 35 also includes seven articles addressing the intersections of composition theory and pedagogy, as well as profiles of writing programs at Brigham Young University, University of New Mexico, and St. George’s University (West Indies). In addition, Volume 35 contains a review essay and two book reviews.

We also want to announce an expansion of the Retrospectives section, which will now include reflections on important scholarship from multiple authors as well as retrospectives that memorialize scholars who had a groundbreaking impact on the field. Please read our From the Editors column to learn more:

We hope you will read this volume of Composition Forum, and we welcome your suggestions and comments.

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Volume 34 of Composition Forum now available!

Posted by – September 9, 2016

We are excited to announce the publication of a special issue of Composition Forum on emotion in composition!

This issue includes an interview with Daniel M. Gross, a retrospective by Laura Micciche, seven articles, two reviews, and two sets of shorter pieces unique to this issue: five “Reflections on Emotional Labor” and four “Assignments in Emotional Literacy.”

You can find volume 34 of Composition Forum at

We welcome your suggestions and comments about this special issue on emotion in composition.

Call For Papers: Composition Forum Special Issue: Public Writing in Composition

Posted by – August 10, 2016

The editors of Composition Forum are pleased to announce a call for papers for an upcoming special issue on Public Writing in Composition guest edited by Christopher Minnix. Please send 300 to 500 word proposals for articles and Program Profiles by September 15, 2016 to Christopher Minnix ( See below for a complete timeline.

Special Issue CFP: Public Writing in Composition
Guest editor: Christopher Minnix (

Twenty years ago Susan Wells introduced us to the story of Arthur Colbert—a Temple University student who crafted a powerful and effective public response to being falsely accused, detained, and beaten by two Philadelphia policemen—in the introduction to her seminal article “Rogue Cops and Health Care: What Do We Want from Public Writing?” Writing six years after Wells, Christian Weisser predicted that public writing could become “the next dominant focal point around which the teaching of college writing is theorized and imagined” (42) in Moving Beyond Academic Discourse: Composition Studies and the Public Sphere. Over the past twenty years, public writing has indeed become a major focus in composition and a major initiative in many composition programs. At the same time, rereading Arthur Colbert’s story in our contemporary moment, a moment marked by significant police brutality but also by powerful and savvy rhetorical responses, such as we see from movements like #BlackLivesMatter and Dreamers Adrift, underlines the continued importance of teaching public writing, while returning us to the perennial question articulated by Wells: “what do we want from public writing?”

This special issue of Composition Forum calls on public writing teachers to respond to this question in our current disciplinary and political moment. The editor invites work that examines and explores critical issues in the theory and teaching of public writing within the discipline of composition studies, but also invites studies that examine how contemporary public discourse, such as the rhetoric of social movements, collective activism, or advocacy, might shed new light on enduring controversies in public writing research and provide new theoretical and pedagogical approaches to teaching public writing.

Research on public writing has theorized and critiqued understandings of the classroom as public space, debated the authenticity of public writing assignments and genres, theorized and outlined multimodal public writing pedagogies, developed the use of rhetorical case studies of public rhetoric in teaching public writing, argued for the role of community literacy and community publishing work in fostering students’ public knowledge and agency, and theorized composition studies as a public. The past 20 years have also witnessed the development and increasing accessibility of new media genres, multimodal composing platforms, and digital networks that have expanded our students’ opportunities for composing and circulating public arguments. These developments have challenged scholars in public writing to explore the relationship between access and opportunity for public writing and the potential influence or public efficacy of students’ public writing. Both the expansion of opportunities for public writing and the development of public writing theory and pedagogy have served as catalysts for numerous writing programs across the country to “go public” by crafting public writing curricula and defining public writing as part of their outcomes.

To revisit the question “what do we want from public writing?” in our contemporary moment, authors are encouraged to engage and revisit the tensions and problems that have defined public writing pedagogy in composition, while also exploring and defining new areas of inquiry. Authors might pursue issues such as the following, though they should not feel limited by them:

  • emerging genres and mediums of public writing and their pedagogical applications.

  • materiality and public writing pedagogy, including investigations of material rhetoric in the public writing classroom and explorations of the relationship between materiality and the composition and circulation of public writing.

  • students’ prior knowledge of genres and mediums of public writing and the potentials and constraints of this knowledge for the public writing classroom.

  • case studies or analyses of public writing—social movement rhetoric, activist rhetoric, advocacy rhetoric, etc.—with pedagogical implications for the public writing classroom.

  • spatial or place-based perspectives on public writing, including work that examines rhetorical ecologies of public writing

  • new approaches to service learning and community-based projects that foster students’ public writing and agency.

  • interdisciplinary approaches and perspectives applicable to public writing in composition, such as work in civic media, youth political participation, civic gaming, etc.

  • approaches to the problem of authenticity in public writing classrooms, including work that examines authentic public writing assignments.

  • work that expands our understanding of what counts as public participation in the public writing classroom, including explorations of participatory acts that often fall outside of the category of persuasion, such as sharing information across social networks.

  • approaches to assessing public writing and public writing programs.

  • public writing pedagogy that engages global contexts and exigencies.

  • theoretical and pedagogical approaches to multimodal public rhetoric.

  • approaches that revisit or explore public writing and theories of the public or publicity—public spheres, counter-publics, etc.

  • work that explores the intersections and divergences of public writing and civic education, particularly contemporary pedagogies such as “the new civics.”

  • analyses of initiatives to integrate public writing into community college and university writing programs.

  • approaches and possibilities for teaching public writing across the curriculum or in the disciplines.

  • teaching public writing in Basic Writing classrooms.

  • discussions of resistances—institutional, faculty, departmental, student—to public writing in composition.

Topics other than those listed above are enthusiastically encouraged, and articles on a broad range of issues and topics that fall within the broad project of public writing theory and pedagogy will be considered.

The guest editor also seeks two Program Profiles that focus on several important aspects of public writing programs, including, but not limited to, the following: the development and implementation of public writing courses and curricula, the role of community partnerships in public writing programs, the institutional perception and politics of public writing in specific universities or community colleges, and the role of writing program administration in advocating for public writing programs. Of particular interest are profiles that focus on the benefits and risks of integrating public writing into the curriculum at the level of writing programs. Interested contributors are invited to submit 300-500 word proposals to the guest editor, Christopher Minnix (, by September 15, 2016.

For more information on submitting articles or Program Profiles, visit


August 1, 2016 – CFP released

September 15, 2016 – Deadline for proposals (300500 words)

September 25, 2016 – Notification of acceptances

January 25, 2017 – Deadline for completed MSS

March 15, 2017 – Review complete, revisions requested

May 30, 2017 – Final versions of MSS due

June 2017 – Editing, manuscript preparation, etc.

July 2017 – Special issue published

Please contact Christopher Minnix ( with inquiries.

Gonzales’ “Multimodality, Translingualism, and Rhetorical Genre Studies” Selected for The Best of the Independent Rhetoric and Composition Journals

Posted by – July 1, 2016

Laura Gonzales’ article “Multimodality, Translingualism, and Rhetorical Genre Studies” from Composition Forum vol. 31 has been accepted for inclusion in the newest edition of The Best of the Independent Rhetoric and Composition Journals.

We are incredibly happy for her achievement!

Below is the abstract for the article, and you can read the text in its entirety here:

This article situates one possible future for rhetorical genre studies (RGS) in the translingual, multimodal composing practices of linguistically diverse composition students. Using focus group data collected with L1 (English as a first language) and L2 (English as a second language) students at two large public state universities, the researcher examines connections between students’ linguistic repertoires and their respective approaches to multimodal composition. Students at both universities took composition courses that incorporate rhetorical genre studies approaches to teaching writing in conventional print and multimodal forms. Findings suggest L2 students exhibit advanced expertise and rhetorical sensitivity when layering meaning through multimodal composition. This expertise comes in part from L2 students’ experiences combining and crossing various modes when they cannot exclusively rely on words to communicate in English. Through this evidence, the researcher argues the translingual practices of L2 students can bridge connections and help develop pedagogical applications of multimodality and RGS, primarily by helping writing instructors teach genres as fluid and socially situated. In addition, the researcher presents a methodology for analyzing the embodied practices of composition students, which can further expand how genres are theorized and taught in composition courses.

The Best of the Independent Rhetoric & Composition Journals series, published by Parlor Press, “represents the result of a nationwide conversation—beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition—to select essays that showcase the innovative and transformative work now being published in the field’s independent journals.”

Congratulations to Laura!

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Call For Papers: First Conference on Rhetoric and Writing Studies Undergraduate Programs (Oct. 13-14, 2016)

Posted by – February 28, 2016

Call for Proposals: First Conference on Rhetoric and Writing Studies Undergraduate Programs

October 13-14, 2016
Camino Real Hotel
El Paso, Texas

Sixteen years into a new century, we can say that undergraduate programs in Rhetoric and Writing Studies (RWS) are a diverse and exciting landscape in which, to borrow Sandra Jamieson’s words, we can discern “a snapshot of where the field of writing studies is today” and “where it is going and what it might become” (vii).

Sponsored by the Association for Rhetoric and Writing Studies Undergraduate Programs, this conference will provide a space for scholarship, conversation, and collaboration related to all facets of undergraduate programs in RWS. As such, we invite proposals on any issue related to RWS undergraduate programs, whether existing, planned, or aspirational.

Proposed topics may include, but are not limited to:

  • Defining Undergraduate Programs: Rhetoric? Writing Studies? Rhetoric &/or Writing Studies?
  • Curriculum of Undergraduate Programs in RWS
  • Teaching, Learning, and Pedagogy in Undergraduate RWS Programs
  • Institutional Locations of Undergraduate RWS Programs
  • Institutional Politics and Undergraduate RWS Programs
  • Undergraduate RWS Program Administration
  • Histories of Undergraduate RWS Programs
  • Student Recruitment, Mentoring, and Retention
  • Undergraduate Research: Mentoring, Presentation, and Publication
  • Education, Hiring, and Mentoring of Undergraduate RWS Faculty
  • Funding, Grants, and Resources for Undergraduate RWS Programs
  • Partnerships between RWS Programs and Publics, Government, Workplace, Nonprofits, etc.
  • Technology and Digital Studies in Undergraduate RWS Programs


The conference welcomes individual proposals as well as proposals for panels, roundtables, and posters.

Conference sessions will be concurrent, lasting 90 minutes per session. Individual proposals will be grouped into conference sessions by topic. Presenters may propose panels of 3 to 4 presenters, roundtables of 5 or more presenters, and poster presentations.

Faculty, graduate students, and undergraduate students may submit proposals.


Presenters should submit an abstract (500 words or less) of the proposed presentation no later than May 15, 2016.
Presenters will be notified of the status of their proposal by July 30, 2016.

To Submit A Proposal

Proposals may be submitted by email to Please identify status as faculty, graduate student, or undergraduate student.

For More Information

Information about conference registration, hotel accommodations, and El Paso attractions will be posted to the Association website at

Questions can be sent to Helen Foster at or Angela Petit at

Work Cited

Jamieson, Sandra. Foreword. Writing Majors: Eighteen Program Profiles. Ed. Greg Giberson, Jim Nugent, and Lori Ostergaard. Logan, Utah State UP, 2015. vii-ix. Print.

Association for Rhetoric and Writing Studies Undergraduate Programs

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Volume 33 of Composition Forum now available!

Posted by – February 24, 2016

The newest volume of Composition Forum is now available at

This volume contains an interview with James Porter, seven articles on diverse intersections of theory and pedagogy in composition, three program profiles, two review essays, and two reviews.

We welcome your suggestions and comments about this volume.

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Volume 32 of Composition Forum now available!

Posted by – August 20, 2015

The newest volume of Composition Forum is now available at:

Volume 32 features an interview with Thomas Newkirk, a retrospective, two responses, and seven articles focusing on pedagogical theory in composition.

The volume also includes four program profiles and four reviews that may be of interest to writing scholars and teachers.

We hope you will visit the journal, and we welcome your suggestions and comments about this volume.

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