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Volume 54, December 2019

Using Google Docs for Peer-then-Teacher Review on Middle School Students’ Writing
Kalianne L. Neumann, Theodore J. Kopcha

A Review of Sounding Composition: Multimodal Pedagogies for Embodied Listening, Steph Ceraso. University of Pittsburgh Press, Pittsburgh, Pennsylvania (2018), 193 pp
Jason Chew Kit Tham

Rhetorical Listening Pedagogy: Promoting Communication Across Cultural and Societal Groups with Video Narrative
Wenqi Cui

Algorithmic Circulation: How Content Creators Navigate the Effects of Algorithms on Their Work
Angela Glotfelter

Technological Efficiency in The Learning Management System: A Wicked Problem with Sustainability for Online Writing Instruction
Allison Hutchison

The Digital Sensorium: Considering the Senses in Website Design
Nathaniel T. Voeller

Stigma in the Comments Section: Feminist and Anti-Feminist Discussions Online
Gina Kruschek

Text, Image, Data, Interaction: Understanding Information Visualization
Madeleine Sorapure

A Framework for Internet Case Study Methodology in Writing Studies
John R. Gallagher

Online Public Spheres in the Era of Fake News: Implications for the Composition Classroom
Dan Ehrenfeld, Matt Barton

Thinking Globally, Composing Locally: Rethinking Online Writing in the Age of the Global Internet, Rich Rice, Kirk St.Amant (Eds.). Utah State University Press, Logan, UT (2018), 365 pp
Joy Brown

A Research Methodology of Interdependence through Video as Method
Crystal VanKooten

Teaching Writing with Language Feedback Technology
Fei Victor Lim, Jean Phua

Chinese Writing Composition Among CFL Learners: A Comparison Between Handwriting and Typewriting
Qi Zhang, Ge Min

“I could get lit to Madonna:” Soundscapes & the First Year Writer’s Composing Process
Christina Rowell, Amy Flick

State of the Field: Teaching with Digital Tools in the Writing and Communication Classroom
Joy Robinson, Lisa Dusenberry, et al.

Deliberative Drifting: A Rhetorical Field Method for Audience Studies on Social Media
Sarah A. Riddick

Online Metaphorical Feedback and Students’ Textual Revisions: An Embodied Cognitive Experience
Beth L. Hewett, Terese Thonus

 

 



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