Tag: book reviews

Call for Fall 2022 Book Reviews

Posted by – March 1, 2022

Hello, all!

Composition Forum is now soliciting traditional or multimodal book reviews for our Fall 2022 issue and upcoming issues. We encourage you to widely distribute this call to your graduate programs and professional networks. If you or your students are interested, please email us at reviews@compositionforum.com by Monday, April 11, 2022.

Composition Forum publishes reviews of books, websites, and other texts that may be of interest to teachers and scholars of writing. Single reviews are generally 1500 words, and review essays are approximately 2500 words. Multimodal reviews are also encouraged and might include podcasts or video-based reviews. What follows is a list of books currently available for review (please note that some of these titles are available in PDF or hard-copy form, depending on the publisher):

●      Rhetorics of Overcoming: Rewriting Narratives of Disability and Accessibility in Writing Studies by Allison Harper Hitt

●      PARS in Practice, edited by Jessie Borgman & Casey McArdle.

●      Literacy and Pedagogy in an Age of Misinformation and Disinformation, edited by Tara Lockhart, Brenda Glascott, Chris Warnick, Juli Parrish, and Justin Lewis

●      Translingual Pedagogical Perspectives: Engaging Domestic and International Students in the Composition Classroom, edited by Julia E. Kiernan, Alanna Frost & Suzanne Blum Malley

●      Effective Teaching of Technical Communication: Theory, Practice, and Application, edited by Michael J. Kleins

●      Reading and Writing Instruction in the Twenty-First Century, edited by Ellen C. Carillo

●      Composition and Big Data, edited by Amanda Licastro and Benjamin M. Miller

●      Update Culture and the Afterlife of Digital Writing by John R. Gallagher

●      Postprocess Postmortem, by Kristopher M. Lotier

●      Working with and against Shared Curricula: Perspectives from College Writing Teachers and Administrators, edited by Connie Kendall Theado and Samantha NeCamp

●      English Studies Online: Programs, Practices, Possibilities, edited by William P. Banks and Susan Spangler

●      Pedagogical Perspectives on Cognition and Writing, edited by J. Michael Rifenburg, Patricia Portanova, and Duane Roen

●      Teaching Critical Reading and Writing in the Era of Fake News, edited by Ellen C. Carillo Alice S. Horning

●      Engaging Research Communities in Writing Studies: Ethics, Public Policy, and Research Design, by Johanna Phelps

●      English Across the Curriculum: Voices from Around the World, edited by Bruce Morrison, Julia Chen, Linda Lin, and Alan Urmston

●      Privacy Matters: Conversations about Surveillance within and beyond the Classroom, edited by Estee Beck & Les Hutchinson Campos

●      Digital Writing: A Guide to Writing for Social Media and the Web, by Daniel Lawrence

●      Teaching Writing through the Immigrant Story, edited by Heather Ostman, Howard Tinberg, and Danizete Martínez

●      Civic Engagement in Global Contexts: International Education, Community Partnerships, and Higher Education, edited by Jim Bowman and Jennifer deWinter

●      Race, Rhetoric, and Research Methods, by Alexandria Lockett, Iris D. Ruiz, James Chase Sanchez, and Christopher Carter

●      The Hidden Inequities in Labor-Based Contract Grading, by Ellen C. Carillo

You are also welcome to propose a book not on this list but that aligns with Composition Forum’s scope of interest. We will review responses and select reviewers as soon as possible. Fall 2022 issues reviews are due in late July 2022. Please let us know if you have any questions!


Jackie Hoermann-Elliott and Rachel Daugherty

Reviews at Composition Forum

Posted by – July 19, 2010

Featuring a mix of new and experienced voices—both in the texts we select and the authors who review them—is part of our mission as book reviews editors. Our reviews and review essays speak to the diverse interests of Composition Forum’s broad readership. The current issue—our second as book reviews editors—includes reviews that address basic writing pedagogy, pill linguistics, online writing pedagogy, writing assessment, and community literacy. Upcoming reviews will explore these and other issues. We’ll continue to highlight writing pedagogy, program assessment, and technology; we’ll also review texts concerned with literacy; critical theory; race, gender, and sexuality studies; visual and multimedia rhetoric; and writing centers. We are always looking to expand the types of texts we review, and future reviews could include style manuals, textbooks, multimedia texts, and even technologies themselves, like the Kindle or the Nook.

We typically commission reviews, an increasingly common practice at academic journals in rhetoric and composition. We strive to make the review process as fair and objective as possible, and we discourage reviews of texts written by colleagues in one’s own academic department, reviews of works by former mentors or students, or reviews of books in which one has participated in the editorial process (as a manuscript reviewer, for example, or as a member of an editorial board). In fairness to book authors, we need to establish that a reviewer has the credentials to review the text in question. While graduate students certainly can possess this expertise, reviews written as a seminar assignment may not reflect sufficient understanding of the review genre or the field.

A successful review does both. It shows a balance of summary and analysis, depth of critical assessment, and willingness to assert an opinion. A successful review also conveys an informed opinion, situating the text in question in relation to recent scholarship and larger trends in composition studies.

Our work requires a robust community of prospective reviewers with a range of expertise. With that in mind, we invite you to join our pool of reviewers by emailing your curriculum vitae to reviews@compositionforum.com. Please include a brief statement of your scholarly interests in the body of your message. We also welcome comments and suggestions.