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Volume 52, June 2019

Analyzing and Theorizing Writing Teachers’ Approaches to Using New Media Technologies
Lilian W. Mina

Teaching Literature with Digital Technology Assignments, Hetland Tim. Bedford/St. Martin’s, Boston, MA (2017), 512 pp.
Cathleen Edmonds

Online Doctoral Students Writing for Scholarly Publication
Katherine J. Kirkpatrick

The Community of Inquiry Survey: An Assessment Instrument for Online Writing Courses
Mary K. Stewart

From Opportunities to Outcomes: The Wikipedia-Based Writing Assignment
Matthew A. Vetter, Zachary J. McDowell, Mahala Stewart

Web Writing: Why and How for Liberal Arts Teaching and Learning, Dougherty, Jack, & O’Donnell, Tennyson (Eds.). University of Michigan Press (2015)
Emily Walling

Surveilling Strangers: The Disciplinary Biopower of Digital Genre Assemblages
Lauren E. Cagle

The Rebel Alliance: Analyzing Student Resistance in Digital Reflective Writing
Elizabeth Caravella, Sarah Johnson

Smartphones, Distraction Narratives, and Flexible Pedagogies: Students’ Mobile Technology Practices in Networked Writing Classrooms
McKinley Green

Teachers as Co-Authors of Student Writing: How Teachers’ Initiating Texts Influence Response and Revision in an Online Space
Alecia Marie Magnifico, Rebecca Woodard, Sarah McCarthey

Feminist Rhetorical Practices in Digital Spaces
Carleigh J. Davis

Pedagogies of Digital Composing through a Translingual Approach
Cristina Sánchez Martín, Lavinia Hirsu, Laura Gonzales, Sara P. Alvarez

Reflection(s) In/On Digital Writing’s Hybrid Pedagogy, 2010–2017
Sam Hamilton

Please Sign Here (And Share It To Your Facebook and Twitter Feeds): Online Petitions and Inventing for Circulation
Erin Brock Carlson

The Grind of Multimodal Work in Professional Writing Pedagogies
Christa Teston, Brittany Previte, Yanar Hashlamon

Resisting “Let’s Eat Grandma”: The Rhetorical Potential of Grammar Memes
Jamie White-Farnham

Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback in ESL Writing
Kelly J. Cunningham

Experiments in Posthumanism: On Tactical Rhetorical Encounters between Drones and Human Body Heat
Anthony Stagliano

Observing Literacy Learning across WeChat and First-Year Writing: A Scalar Analysis of One Transnational Student’s Multilingualism
Xiqiao Wang

 

 



 


Editorial Board Members


Jonathan Alexander, University of California, Irvina, USA
Kara Poe Alexander, Baylor University, USA
Stuart Blythe, Michigan State University, MI, USA
Kevin DePew, Old Dominion University USA
Dánielle DeVoss, Michigan State University, USA
Lisa Gerrard, UCLA Writing Programs, CA, USA
Mary Hocks, Georgia State University, USA
Amy Kimme Hea, University of Arizona, USA
Mariëlle Leijten, University of Antwerp, Belgium
Karen Lunsford, University of California, Santa Barbara, USA
Heidi McKee, Miami University, OH, USA
James P. Purdy, Duquesne University, PA, USA
Jeff Rice, University of Kentucky, KY, USA
Kevin Roozen, University of Central Floria, USA
Michael Salvo, Purdue University, USA
John Scenters-Zapico, California State University, Long Beach, USA
Stuart Selber, Pennsylvania State University, USA
Mary Sheridan, University of Louisville, USA
Jody Shipka, University of Maryland at Baltimore County, USA
Synne Skjulstad, University of Oslo, Norway
Taku Sugimoto, Chiba Institute of Technology, Japan
Patricia Sullivan, Purdue University, IN, USA
Pamela Takayoshi, Kent State University, OH, USA
Derek Van Ittersum, Kent State University, OH, USA
Luke Van Waes, University of Antwerp, Belgium
Zhang Wei, Peking University, China
Carl Whithaus, University of California, Davis, USA
Kathleen Yancey, Florida State University, USA