Contents
From the Editors
Christian Weisser, Gavin P. Johnson, and Eric House
Interview
Advocating for Archives—Advocating for Us All: An Interview with Wendy Hayden
Sarah E. S. Carter
Articles
Whose Time Is It Anyway? Writing, Labor, and the Illusion of Efficiency
Jason Tham
Mice in the House, a Sense of Dread, and Magic: Accounting for Teachers’ Visceral Rhetorics in AI Literacy Narratives
Lilly Campbell and Elisabeth Miller
Faculty Emotional Response to Plagiarism: Inviting a Stance of Not-Yetness as a Way to Humanize the Classroom
Jennifer Gray, Stephanie Connor, Jennifer Daniel, and Andrea McCrary
Is Teaching Writing Different Now? An Analysis of First-Year Writing Grades in Different Modalities and During the COVID-19 Pandemic
Daniel Libertz, Constantin Schreiber, and Kamal Belmihoub
Embodying Class Participation: An Intersectional Self-Study of How and Why Students Participate
Matthew Gomes
Horizontal Mentorship and Dialogic Reflection: Methods for Supporting Early-Career Faculty Transitions to New English Programs
Antonio Byrd and Virginia Schwarz
A Study of Tutors’ Pedagogical Talk in Read/Plan-Ahead Writing Center Consultations
Diana Lin Awad Scrocco
What’s in a Word? Using Etymology to Contest Neoliberal Discourses of Failure
Sara Biggs Chaney
Program Profile
Tutor Training Matters: Writing Center Administrators’ Self-Sponsorship into the Field and Its Impact on Tutor Training Interventions
Dan Lawson and Genie Nicole Giaimo
Reviews
Review of Donna LeCourt’s Social Mediations: Writing for Digital Public Spheres
Tymoteusz Chajdas
Review of Chris Anson and Pamela Flash’s Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation
Nathan Sullivan