Abba et al. Students’ Metaknowledge about Writing. J of Writing Res., 2018. Posted 09/28/2018.

College Composition Weekly: Summaries of research for college writing professionals

Abba, Katherine A., Shuai (Steven) Zhang, and R. Malatesha Joshi. “Community College Writers’ Metaknowledge of Effective Writing.” Journal of Writing Research 10.1 (2018): 85-105. Web. 19 Sept. 2018.

Katherine A. Abba, Shuai (Steven) Zhang, and R. Malatesha Joshi report on a study of students’ metaknowledge about effective writing. They recruited 249 community-college students taking courses in Child Development and Teacher Education at an institution in the southwestern U.S. (89).

All students provided data for the first research question, “What is community-college students’ metaknowledge regarding effective writing?” The researchers used data only from students whose first language was English for their second and third research questions, which investigated “common patterns of metaknowledge” and whether classifying students’ responses into different groups would reveal correlations between the focus of the metaknowledge and the quality of the students’ writing. The authors state that limiting analysis to this subgroup would eliminate the confounding effect of…

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Best of Rhetoric and Composition Journals 2018: TETYC Article Selected

Congratulations to Darin Jensen and Susan Ely whose article “A Partnership Teaching Externship Program: A Model That Makes Do” has been  been selected for inclusion in The Best of Rhetoric and Composition 2018. The article appeared in the March 2017 issue of the journal.

I am thrilled to see Darin and Susan’s piece (and TETYC) represented in the series.  Watch for the collection to appear at CCCC 2019. Publication is through Parlor Press.



May 2018 TETYC: Academic Freedom and Labor

So excited about the May 2018 TETYC special issue, with a focus on academic freedom and labor. This is a collaborative issue with Forum editor Amy Lynch-Biniek, featuring contributions by Jeffrey Klausman, Kristen Higgens and Anthony Warnke, Katie McWain, and symposium contributions by Christie Toth, Howard Tinberg, Pat Sullivan, Darin JensenAnnie Fleissner Del Principe, Jacqueline Brady, and others!


King, Emily. Student Silence in Classroom Discussion. TETYC, Mar. 2018. Posted 03/21/2018.

College Composition Weekly: Summaries of research for college writing professionals

King, Emily. “Understanding Classroom Silence: How Students’ Perceptions of Power Influence Participation in Discussion-Based Composition Classrooms.” Teaching English in the Two-Year College 45.3 (2018): 284-305. Web. 16 Mar. 2018.

Emily King conducted a qualitative study of students’ willingness to participate in discussions in writing classrooms. She finds such exchanges essential in critical pedagogy, which, she contends, requires collaborative, dialogic engagement in order to raise student awareness of inequities and power structures “in the classroom and beyond” (284). In particular, she addresses how students’ perceptions of power differentials may influence their willingness to take part in discussion.

King reviews several decades of scholarship on student participation in critical classrooms to reveal hypotheses about the reasons students may or may not choose to speak during class. She cites scholars like Ira Shor, Paulo Freire, and Patricia Bizzell to propose that students often conclude, in Shor’s words, that their job is to “answer…

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CFP: Explanation Points: Publishing in Rhetoric and Composition

Call for Submissions

We invite contributions for Explanation Points: Publishing in Rhetoric and Composition.

We are currently seeking contributions from faculty at 2-year institutions, 4-year teaching schools, and in adjunct or non-tenure-track positions at any institution. We are looking for short contributions by established and new members of our scholarly community, as well as those who have served as journal editors, on editorial review boards, and in other publication-related capacities.

This collection offers advice for publishing in rhetoric and composition (writing studies, technical communication, rhetoric, etc.). We invite contributions that offer first-person narratives of the best advice you have received or you have given during the writing process.

Read more here: