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Category:
57, Spring 2026
Volume 57 | Spring 2026
From the Editors: Volume 57
Review of Chris Anson and Pamela Flash’s
Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation
Review of Stephanie West-Puckett, Nicole I. Caswell, and William P. Banks’s
Failing Sideways: Queer Possibilities for Writing Assessment
Review of Donna LeCourt’s
Social Mediations: Writing for Digital Public Spheres
A Study of Tutors’ Pedagogical Talk in Read/Plan-Ahead Writing Center Consultations
Embodying Class Participation: An Intersectional Self-Study of How and Why Students Participate
Is Teaching Writing Different Now? An Analysis of First-Year Writing Grades in Different Modalities and During the COVID-19 Pandemic
Mice in the House, a Sense of Dread, and Magic: Accounting for Teachers’ Visceral Rhetorics in AI Literacy Narratives
Horizontal Mentorship and Dialogic Reflection: Methods for Supporting Early-Career Faculty Transitions to New English Programs
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