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Vols. 14.2–54
Vols. 55–Present
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Article
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
What’s in a Word? Using Etymology to Contest Neoliberal Discourses of Failure
Faculty Emotional Response to Plagiarism: Inviting a Stance of Not-Yetness as a Way to Humanize the Classroom
Whose Time Is It Anyway? Writing, Labor, and the Illusion of Efficiency
Foreword
“Traitor as Teacher”: Interest Convergence in Rhetoric and Writing Studies
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