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COMMUNITY LITERACY JOURNAL 13.2 (Spring 2019) | The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas. CONTENTS: Editors' Introduction by Paul Feigenbaum and Veronica House | ARTICLES: Typing Corrections: An Exploration & Performance of Prison (Type)Writing by Alexander Rahe and Daniel Wuebben | Writing's Potential to Heal: Women Writing from Their Bodies by Kate Vieira | Writing From "The Wrong Class": Archiving Labor in the Context of Precarity by Jessica Pauszek | "The Spirit of Our Rural Countryside": Toward an Extracurricular Pedagogy of Place by Nancy Reddy | Centering Partnerships: A Case for Writing Centers as Sites of Community Engagement by Amy McCleese Nichols and Bronwyn T. Williams | COMMUNITY LITERACY PROJECT PROFILE: The Drake Community Press by Carol Spaulding-Kruse | INTERVIEWS: An Interview with Floyd Jones and Denise Jones, Youth Enrichment Services, Pittsburgh by Paul Feigenbaum | An Interview with David Jolliffe, University of Arkansas by Veronica House | BOOK REVIEWS: From the Book and New Media Review Editor's Desk by Jessica Shumake, Editor | The Half Life of Deindustrialization: Working-Class Writing about Economic Restructuring by Sherry Lee Linkon Reviewed by William DeGenaro | Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies by Steven Alvarez Reviewed by Adele Leon | Partnering with Immigrant Communities: Action through Literacy by Gerald Campano, María Paula Ghiso, and Bethany J. Welch Reviewed by Addison Koneval | The Arkansas Delta Oral History Project: Culture, Place, and Authenticity by David A. Jolliffe, Christine Z. Goering, Krista Jones Oldham, and James A. Anderson Jr. Reviewed by Natalie E. Taylor | Crossing Borders, Crossing Boundaries: The Rhetoric of Lines Across America edited by Barbara Couture and Patti Wojahn Reviewed by Adam Hubrig | Genre and the Performance of Publics edited by Mary Jo Reiff and Anis Bawarshi Reviewed by Shana Latimer | Crafting Presence: The American Essay and the Future of Writing Studies by Nicole B. Wallack Reviewed by Josh Privett | Emerging Writing Research from the Middle East-North African Region edited by Lisa R. Arnold, Anne Nebel, and Lynne Ronesi Reviewed by Josephine Walwema

In Retellings: Opportunities for Feminist Research in Rhetoric and Composition Studies, the contributors use the anniversary of the publication of Cheryl Glenn's Rhetoric Retold: Regendering the Tradition from Antiquity Through the Renaissance, the first book to examine women's contributions to rhetoric across history, as an opportune moment to assess feminist rhetorical research and test out new possibilities. Together, the essays ask, what does it or should it mean to engage rhetoric from a feminist perspective?Each chapter addresses one of four aspects of this question, including the place of feminist rhetoric in contemporary (real-world and transnational) politics; the relationship between feminist rhetorical studies and identity studies; the prospects for feminist research methods and methodologies; or the feminist rhetorical commitment to "paying it forward" through teaching and mentoring. Collectively, the essays push scholars to expand the national boundaries of rhetorical inquiry to include women's roles in global politics. Contributors also engage in intersectional analyses of gender and other vectors of power (including, here, religious affiliation and sexuality), considering identities as epistemic resources for rhetors. To develop richer methods and methodologies, contributors highlight the ethical challenges of research practices ranging from IRB submissions to archival research, critically interrogating the positionality of the researcher with relation to her subjects and materials. Finally, contributors address the needs and interests of diverse readers when they highlight how feminist perspectives challenge traditional models of teaching and mentorship.Contributors include Heather Brook Adams, Jean Bessette, Michelle F. Eble, Jessica Enoch, Rosalyn Collings Eves, Karen A. Foss, Sonja K. Foss, Lynée Lewis Gaillet, Cheryl Glenn, Anita Helle, Jordynn Jack, A. Abby Knoblauch, Shirley Wilson Logan, Briggite Mral, Krista Ratcliffe, Cristina D. Ramírez, Elaine Richardson, Wendy B. Sharer, and Berit von der Lippe.

In Retellings: Opportunities for Feminist Research in Rhetoric and Composition Studies, the contributors use the anniversary of the publication of Cheryl Glenn's Rhetoric Retold: Regendering the Tradition from Antiquity Through the Renaissance, the first book to examine women's contributions to rhetoric across history, as an opportune moment to assess feminist rhetorical research and test out new possibilities. Together, the essays ask, what does it or should it mean to engage rhetoric from a feminist perspective?Each chapter addresses one of four aspects of this question, including the place of feminist rhetoric in contemporary (real-world and transnational) politics; the relationship between feminist rhetorical studies and identity studies; the prospects for feminist research methods and methodologies; or the feminist rhetorical commitment to "paying it forward" through teaching and mentoring. Collectively, the essays push scholars to expand the national boundaries of rhetorical inquiry to include women's roles in global politics. Contributors also engage in intersectional analyses of gender and other vectors of power (including, here, religious affiliation and sexuality), considering identities as epistemic resources for rhetors. To develop richer methods and methodologies, contributors highlight the ethical challenges of research practices ranging from IRB submissions to archival research, critically interrogating the positionality of the researcher with relation to her subjects and materials. Finally, contributors address the needs and interests of diverse readers when they highlight how feminist perspectives challenge traditional models of teaching and mentorship.Contributors include Heather Brook Adams, Jean Bessette, Michelle F. Eble, Jessica Enoch, Rosalyn Collings Eves, Karen A. Foss, Sonja K. Foss, Lynée Lewis Gaillet, Cheryl Glenn, Anita Helle, Jordynn Jack, A. Abby Knoblauch, Shirley Wilson Logan, Briggite Mral, Krista Ratcliffe, Cristina D. Ramírez, Elaine Richardson, Wendy B. Sharer, and Berit von der Lippe.

Volume 24 • 2018-2019 | THE JOURNAL OF THE ASSEMBLY FOR EXPANDED PERSPECTIVES ON LEARNING, JAEPL, provides a forum to encourage research, theory, and classroom practices involving expanded concepts of language. It contributes to a sense of community in which scholars and educators from preschool through the university exchange points of view and cutting-edge approaches to teaching and learning. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals. | CONTENTS OF VOLUME 24: Dear JAEPL Readers | ESSAYS: Faith Kurtyka, "Be a Liberation Whatever": Social Justice Literacy in a Living-Learning Community | Mara Lee Grayson, Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom | SPECIAL SECTION: Encountering the Natural World: Environmental Education in the Arts and Humanities | Wendy Ryden, Swamps, Flat Earthers, and Boughs of Holly: "Encountering" the Natural World and the Poetics of Environmental Literacy | Brian Glaser, Containing the Jeremiad: Understanding Paradigms of Anxiety in Global Climate Change Experience | Amy Nolan, Seeking a Language that Heals: Teaching and Writing from a Ruined Landscape | Anastassiya Andrianova, Teaching Animals in the Post-Anthropocene: Zoopedagogy as a Challenge to Logocentrism | Michael S. Geary, Writing about Wolves: Using Ecocomposition Pedagogy to Teach Social Justice in a Theme-Based Composition Course | W. Kurt Stavenhagen, Relational Literacy | BOOK REVIEWS: Irene Papoulis, Present and Feeling | Dan Mrozowski reviews Newkirk, Thomas. Embarrassment and the Emotional Underlife of Learning | Jacquelyne Kibler reviews Young, Shinzen. The Science of Enlightenment: How Meditation Works | Christy I. Wenger reviews Peary, Alexandria. Prolific Moment: Theory and Practice of Mindfulness for Writing | Mary Leonard reviews De Luca, Geraldine Teaching toward Freedom: Supporting Voices and Silence in the English Classroom | Sharon Marshall reviews Cooper, Brittney. Eloquent Rage, A Black Feminist Discovers Her Superpower | CONNECTING: Christy I. Wenger, Finding Meaning in our Work and Writing | Monica Mische, Response from Beyond | Kristina Fennelly, Reflecting on Arguing and Listening in Digital Spaces | Laurence Musgrove, Sunday Morning Before Midterms | Lindsey Allgood, Honoring Impulse, Attending to Gesture | Contributors to JAEPL, Vol. 24

COMMUNITY LITERACY JOURNAL 13.1 (Fall 2018) | The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas.CONTENTS: Guest Editors' Introduction: Community Listening: A Community Writing Praxis by Jenn Fishman and Lauren Rosenberg | PROVOCATIONS: Creating Presence from Absence and Sound from Silence by Romeo García | The Story of Sound Off: A Community Writing/Community Listening Experiment by Erica M. Stone | ARTICLES: Toward a Model for Preparatory Community Listening by Karen Rowan and Alexandra J. Cavallaro | Decolonizing Community Writing with Community Listening: Story, Transrhetorical Resistance, and Indigenous Cultural Literacy Activism by Rachel C. Jackson with Dorothy Whitehorse DeLaune | Writing to Listen: Why I Write Across Prison Walls by Wendy Wolters Hinshaw | Challenging Audiences to Listen: The Performance of Self-Disclosure in Community Writing Projects by Justin Lohr and Heather Lindenman | BOOK REVIEWS: Relocating Authority: Japanese Americans Writing to Redress Mass Incarceration by Mira Shimabukuro, Review by Elizabeth Miller | Teaching with Conscience in an Imperfect World: An Invitation by William Ayers, Review by Ildikó Melis | Out of the Ruins: The Emergence of Radical Informal Learning Spaces by Robert H. Haworth and John M. Elmore (Eds.), Review by Sarah Moon | Crossing Divides: Exploring Translingual Writing Pedagogies and Programs by Bruce Horner and Laura Tetreault (Eds.), Review by Gina Wrobel

AUTHORS: Vershawn Ashanti Young, Rusty Barrett, Y'Shanda Young-Rivera, and Kim Brian Lovejoy. SERIES: Working and Writing for Change edited by Steve Parks. With a new Foreword by April Baker-Bell and a new Preface by Vershawn Ashanti Young and Y'Shanda Young-Rivera, Other People's English: Code-Meshing, Code-Switching, and African American Literacy presents an empirically grounded argument for a new approach to teaching writing to diverse students in the English language arts classroom. Responding to advocates of the "code-switching" approach, four uniquely qualified authors make the case for "code-meshing"-allowing students to use standard English, African American English, and other Englishes in formal academic writing and classroom discussions. This practical resource translates theory into a concrete road map for pre- and inservice teachers who wish to use code-meshing in the classroom to extend students' abilities as writers and thinkers and to foster inclusiveness and creativity. The text provides activities and examples from middle and high school as well as college and addresses the question of how to advocate for code-meshing with skeptical administrators, parents, and students. Other People's English provides a rationale for the social and educational value of code-meshing, including answers to frequently asked questions about language variation. It also includes teaching tips and action plans for professional development workshops that address cultural prejudices.

Best of the Journals in Rhetoric and Composition 2018 represents the result of a nationwide conversation-beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition-to select essays that showcase the innovative and transformative work now being published in the field's independent journals. Representing both print and digital journals in the field, the essays featured here explore issues ranging from classroom practice to writing in global and digital contexts, from writing workshops to community activism. Together, the essays provide readers with a rich understanding of the present and future direction of the field.Jordan Canzonetta, Laura Gonzales, and André Habet | D. Alexis Hart and Roger Thompson (College Composition and Communication) | Steven Alvarez (Community Literacy Journal) | Hannah J. Rule (Composition Studies) | Blake Watson (Enculturation) | Kristopher Kyle and Scott Crossley (Journal of Second Language Writing) | Eamon Cunningham (Journal of Teaching Writing) | Kaia Simon (Literacy in Composition Studies) | (Patricia Fancher (Present Tense) | Tasha Golden (Reflections) | Erika Claire Strandjord) (Rhetoric Review) | Risa Applegarth (Rhetoric Society Quarterly) | Darin Jensen and Susan Ely (Teaching English in the Two-Year College) | Brian Hendrickson and Genevieve Garcia de Mueller (The WAC Journal) | Michelle Miley (WLN: A Journal of Writing Center Scholarship) | E. Shelley Reid (WPA: Writing Program Administration)

"Over the past few years, Elizabeth Jacobson has become one of my favorite American poets. Her work is original, deep, serious, and sensuous in ways that surprise me repeatedly. In the way of true inquiry, Jacobson's poems unearth genuinely new feelings and knowledge in a clean, mature and fully achieved style. These poems carry heavy water, fetched from deep nature, in human hands. I love this book." -Tony Hoagland"This wild, remarkable book begins in painstaking definition, via what isn't-to strange and dazzling discoveries of the natural world, to instinct and melancholia and surprise. This poet wanders through a range of poetic architecture-an eight-sectioned poem which begins with a woman removing her body parts, epistolary poems, prose poems, small strange lyrics of love and bewilderment. Genuine curiosity fuels this book and (can we bear it?) a true savoring of the world. Elizabeth Jacobson starts in clarity and ends in mystery, two points of imaginative departure. Beware and rejoice: this is how a very original brain thinks itself into poems." -Marianne Boruch"Snakes, birds, insects, and all manner of strange encounters: Elizabeth Jacobson is a true observer immersed in the natural world. These poems arise out of a deep questioning; they are puzzles, tangled road maps we can't help but follow. It takes some wisdom to abide, as Jacobson's work does, so effortlessly in paradox. I am moved to wonder, to breathe and slow down, experiencing how, as she says-the whole world is in me. Through her love of the particular a great expanse opens within us. These are the poems we need and long for right now." -Anne Marie MacariNot into the Blossoms and Not into the Air is a collection of poems wealthy with the speaker's intimacy with nature and with the philosophical and spiritual insights that emerge from a deep practice of close observation. In a manner that is wonderfully relaxed and conversational, Jacobson's poems enter into the most venerable and perennial of our human questions.

THE WAC JOURNAL is a national peer-reviewed journal on writing across the curriculum. Published by Clemson University, Parlor Press, and the WAC Clearinghouse, THE WAC JOURNAL is an annual collection of articles by educators about their WAC ideas and WAC experiences. It is a journal of practical ideas and pertinent theory. | CONTENTS of VOLUME 29 (2018): ARTICLES: WAC Seminar Participants as Surrogate WAC Consultants: Disciplinary Faculty Developing and Deploying WAC Expertise by Bradley Hughes and Elisabeth L. Miller | Writing across College: Key Terms and Multiple Contexts as Factors Promoting Students' Transfer of Writing Knowledge and Practice by Kathleen Blake Yancey, Matthew Davis, Liane Robertson, Kara Taczak, and Erin Workman | Building Sustainable WAC Programs: A Whole Systems Approach by Michelle Cox, Jeffrey Galin, and Dan Melzer | Inclusion Takes Effort: What Writing Center Pedagogy Can Bring to Writing in the Disciplines by Sarah Peterson Pittock | WAC Journal Interview of Asao B. Inoue by Neal Lerner | Getting Specific about Critical Thinking: Implications for Writing Across the Curriculum by Justin K. Rademaekers | A Tale of Two Prompts: New Perspectives on Writing-to-Learn Assignments by Anne Ruggles Gere, Anna V. Knutson, Naitnaphit Limlamai, Ryan McCarty, and Emily Wilson | More Than a Useful Myth: A Case Study of Design Thinking for Writing Across the Curriculum Program Innovation by Jenna Pack Sheffield | How Exposure to and Evaluation of Writing-to-Learn Activities Impact STEM Students' Use of Those Activities by Justin Nicholes | Preparing Writing Studies Graduate Students within Authentic WAC-Contexts: A Research Methods Course and WAC Program Review Crossover Project as a Critical Site of Situated Learning by Michelle LaFrance and Alisa Russell | "Stealth WAC": The Graduate Writing TA Program by Cameron Bushnell and Austin Gorman | REVIEWS: Reframing the Relational: A Pedagogical Ethic for Cross-Curricular Literacy Work by Sandra L. Tarabochia, Reviewed by C.C. Hendricks | What We Mean When We Say "Meaningful" Writing: A Review of The Meaningful Writing Project, Reviewed by Mary Hedengren | CONTRIBUTORS

The oldest independent periodical in the field, Composition Studies publishes original articles relevant to rhetoric and composition, including those that address teaching college writing; theorizing rhetoric and composing; administering writing programs; and, among other topics, preparing the field's future teacher-scholars. All perspectives and topics of general interest to the profession are welcome. We also publish Course Designs, which contextualize, theorize, and reflect on the content and pedagogy of a course. Contributions to Composing With are invited by the editor, though queries are welcome (send to compstudies@uc.edu). Cfps, announcements, and letters to the editor are most welcome. Composition Studies does not consider previously published manuscripts, unrevised conference papers, or unrevised dissertation chapters. CONTENTS OF COMPOSITION STUDIES 46.2 (Fall 2018): From the Editor | COMPOSING WITH: Composing With by Ethan Philbrick | ARTICLES: Naming What We Feel: Hierarchical Microaggressions and the Relationship between Composition and English Studies by Meaghan Brewer and Kristen di Gennaro | "Higher" School: Nineteenth-Century High Schools and the Secondary-College Divide by Amy J. Lueck | Translational Learning: Surfacing Multilingual Repertoires by Ryan McCarty | Inhabiting Ordinary Sentences by Peter Wayne Moe | Learning about Learning: Composition's Renewed Engagement with Cognition by Ann M. Penrose and Gwendolynne C. Reid | Intellectual Risk in the Writing Classroom: Navigating Tensions in Educational Values and Classroom Practice by Alexis Teagarden, Carolyn Commer, Ana Cooke, and Justin Mando | COURSE DESIGNS: Advanced Exposition: Writing through Podcasts by Jacob Greene | Sociolinguistics for Language and Literacy Educators by Missy Watson | WHERE WE ARE: #METOO AND ACADEMIA: Beyond a Hashtag: Considering Campus Policies in the Age of #MeToo by Laura Rosche | Literacy Narrative: Ways to Write #MeToo by Tessa Brown | Misogyny in the Classroom: Two Women Lecturer's Experiences by Patricia Fancher and Ellen O'Connell Whittet | A Vindication of the Rights of Faculty by Michelle Graber | Academic Spaces and Grad Student Harassment by Katelyn Lusher | Centering the Conversation: Patriarchy, Academic Culture, and #MeToo by Anna Sicari | BOOK REVIEWS: Here We Go Again: More Ways of "Making It," Circa 2018 Review of Women's Professional Lives in Rhetoric and Composition: Choice, Chance, and Serendipity, edited by Elizabeth A. Flynn and Tiffany Bourelle and Surviving Sexism in Academia: Strategies for Feminist Leadership, edited by Kirsti Cole and Holly Hassel Reviewed by Michelle Ballif, Diane Davis, and Roxanne Mountford | Centering Research, Practice, and Perspectives: Writing Center Studies and the Continued Commitment to Inclusivity and Accessibility Review of The Oxford Guide for Writing Tutors: Practice and Research, by Lauren Fitzgerald and Melissa Ianetta and Writing Centers and Disability, by Rebecca Day Babcock and Sharifa Daniels. Reviewed by Mike Haen | Legible Sovereignties: Rhetoric, Representations, and Native American Museums, by Lisa King. Reviewed by Katie Bramlett | Florida, edited by Jeff Rice. Reviewed by Jacob W. Craig | Inside the Subject: A Theory of Identity for the Study of Writing, by Raúl Sánchez. Reviewed by Thomas Girshin | Facing the Sky: Composing through Trauma in Word and Image, by Roy F. Fox. Reviewed by Christy Goldsmith | Announcement | Contributors

Transversing the territory between the pastoral and the elegiac, F. Daniel Rzicznek's Settlers inhabits the hidden, wild places of the American Midwestern landscape. The idea of "settling"-that a landscape can be tamed, that a human consciousness can fall back into immobility-is one these poems grapple with and resist, all the while charting the cathartic effects of the natural world on a collective imagination dually wounded by the madness of the post-industrial era and the multiplication of tragedy via media saturation. Within the "settled" landscape, it becomes clear that nothing, in fact, can be settled. Love, compassion, forgiveness, and transcendence all turn out to be moving targets and Settlers offers glimpse after glimpse of an unstable world in whirling, mesmerizing motion. Where the exterior landscape of weather, light and water skirts the interior wilderness of dream, vision, and prayer, these poems go out walking with their feet in the marsh and their hats in the infinite clouds, hoping to find what exactly it means to be human in a world imperiled by humans, and the all the fascinating and frustrating complexities contained therein.What People Are Saying"Reading F. Daniel Rzicznek's Settlers is like putting on a pair of X-ray goggles and suddenly seeing our surroundings-lake, snow, buttermilk, car, dog-in a radically different light. By telescoping multiple time scales onto the same place, whether an imagined world without humans, a past of Civil War soldiers, or today's acts of gun violence, these poems expand what is possible in landscape poetry and offer a deeply-felt ethical stance. "Every where is a ceaseless center-," Rzicznek writes, and so poetry, this splendid book tells us, must be a ceaseless act of inclusiveness." -Tung-Hui Hu"Reading Settlers is a tactile experience, lush with precise knowledge of the abundance of the natural world. Rzicznek conjures up rural mysteries and the residue of disasters, creating a sense of déjà vu, of things carefully noticed long ago and then forgotten, now resurrected in these poems. In "Houses, Drifting," "A man wrestles / a wheelbarrow from the river's fluid din," an image that suggests what relics lurk beneath surfaces in this collection-surprising, wondrous, and, in fact, unsettling." -Mary Quade

WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs.

Of all the topics of interest in the digital humanities, the network has received comparatively little attention. We live in a networked society: texts, sounds, ideas, people, consumerism, protest movements, politics, entertainment, academia, and other items circulate in and through networks that come together and break apart at various moments. In these interactions, data sets of all sorts are formed, or at the least, are latent. Such data affect what the humanities is or might be. While there exist networked spaces of interaction for digital humanities work, considering in more detail how networks affect traditional and future goals of humanistic inquiry is a timely pursuit. Networked Humanities: Within and Without the University takes up this issue as a volume of collected work that asks these questions: Have the humanities sufficiently addressed the ways its various forms of work, as networks, affect other networks, within and outside of the university? What might a networked digital humanities be, or what is it currently if it does, indeed, exist? Can an understanding of the humanities as a series of networks affect-positively or negatively-the ways publics perceive humanities research, pedagogy, and mission? In addressing these questions, Networked Humanities offers both a critical and timely contribution to the spacious present and potential future of the digital humanities, both within academe and beyond.Contributors include Neil Baird, Jenny Bay, Casey Boyle, James J. Brown, Jr., Levi R. Bryant, Naomi Clark, Bradley Dilger, Kristie S. Fleckenstein, Paul Gestwicki, Tarez Samra Graban, Jeffrey T. Grabill, Laurie Gries, Byron Hawk, John Jones, Nate Kreuter, Devoney Looser, Rudy McDaniel, Derek Mueller, Liza Potts, Jeff Pruchnic, Jim Ridolfo, Nathaniel Rivers, Jillian J. Sayre, Lars Söderlund, Clay Spinuzzi, and Kathleen Blake Yancey.About the EditorsJeff Rice is the Martha B Reynolds Professor of Writing, Rhetoric and Digital Studies at the University of Kentucky. He is the author of several books on writing, rhetoric, and new media. Brian McNely is Associate Professor of Writing, Rhetoric, and Digital Studies at the University of Kentucky. He studies everyday genres, technologies, objects, and practices of communication.

Of all the topics of interest in the digital humanities, the network has received comparatively little attention. We live in a networked society: texts, sounds, ideas, people, consumerism, protest movements, politics, entertainment, academia, and other items circulate in and through networks that come together and break apart at various moments. In these interactions, data sets of all sorts are formed, or at the least, are latent. Such data affect what the humanities is or might be. While there exist networked spaces of interaction for digital humanities work, considering in more detail how networks affect traditional and future goals of humanistic inquiry is a timely pursuit. Networked Humanities: Within and Without the University takes up this issue as a volume of collected work that asks these questions: Have the humanities sufficiently addressed the ways its various forms of work, as networks, affect other networks, within and outside of the university? What might a networked digital humanities be, or what is it currently if it does, indeed, exist? Can an understanding of the humanities as a series of networks affect--positively or negatively--the ways publics perceive humanities research, pedagogy, and mission? In addressing these questions, Networked Humanities offers both a critical and timely contribution to the spacious present and potential future of the digital humanities, both within academe and beyond.Contributors include Neil Baird, Jenny Bay, Casey Boyle, James J. Brown, Jr., Levi R. Bryant, Naomi Clark, Bradley Dilger, Kristie S. Fleckenstein, Paul Gestwicki, Tarez Samra Graban, Jeffrey T. Grabill, Laurie Gries, Byron Hawk, John Jones, Nate Kreuter, Devoney Looser, Rudy McDaniel, Derek Mueller, Liza Potts, Jeff Pruchnic, Jim Ridolfo, Nathaniel Rivers, Jillian J. Sayre, Lars Söderlund, Clay Spinuzzi, and Kathleen Blake Yancey.About the EditorsJeff Rice is the Martha B Reynolds Professor of Writing, Rhetoric and Digital Studies at the University of Kentucky. He is the author of several books on writing, rhetoric, and new media. Brian McNely is Associate Professor of Writing, Rhetoric, and Digital Studies at the University of Kentucky. He studies everyday genres, technologies, objects, and practices of communication.

Best of the Journals in Rhetoric and Composition 2017 represents the result of a nationwide conversation-beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition-to select essays that showcase the innovative and transformative work now being published in the field's independent journals. Representing both print and digital journals in the field, the essays featured here explore issues ranging from classroom practice to writing in global and digital contexts, from writing workshops to community activism. Together, the essays provide readers with a rich understanding of the present and future direction of the field.The anthology features work by the following authors and representing these journals: Justin K. Rademaekers (Across the Disciplines), Lucía Durá, Consuelo Salas, William Medina-Jerez, and Virginia Hill (Community Literacy Journal), Derek Mueller (Composition Forum), Shawna Shapiro, Michelle Cox, Gail Shuck, and Emily Simnitt (Composition Studies), Sarah Orem and Neil Simpkins (Enculturation), Tal Fitzpatrick and Katve-Kaisa Kontturi (Harlot: A Revealing Look at the Arts of Persuasion), Dan Melzer (Journal of Basic Writing), Ryan T. Miller, Thomas D. Mitchell, and Silvia Pessoa (Journal of Second Language Writing), Peter C. Bakke and Jim A. Kuypers (KB Journal), Christa J. Olson and Madison Nancy Reddy (Literacy in Composition Studies), Robin Reames (Philosophy and Rhetoric), andré carrington (Present Tense), Michelle Hall Kells (Reflections), Marie E. Moeller and Erin A. Frost (Technical Communication Quarterly), Lisa Zimmerelli and Victoria Bridges (WLN: A Journal of Writing Center Scholarship)

The oldest independent periodical in the field, Composition Studies publishes original articles relevant to rhetoric and composition, including those that address teaching college writing; theorizing rhetoric and composing; administering writing programs; and, among other topics, preparing the field's future teacher-scholars. All perspectives and topics of general interest to the profession are welcome. We also publish Course Designs, which contextualize, theorize, and reflect on the content and pedagogy of a course. Contributions to Composing With are invited by the editor, though queries are welcome (send to compstudies@uc.edu). Cfps, announcements, and letters to the editor are most welcome. Composition Studies does not consider previously published manuscripts, unrevised conference papers, or unrevised dissertation chapters.CONTENTS OF COMPOSITION STUDIES 46.1 (Spring 2018) Reviewers from March 2017 through March 2018 | From the Editor | COMPOSING WITH: A State of Ungress: Composing as Rambling by Michael Griffith | ARTICLES: Reviewing Writing, Rethinking Whiteness: A Study of Composition's Practical Life by Edward Hahn | Rethinking SETs: Retuning Student Evaluations of Teaching for Student Agency by Brian Ray, Jacob Babb, and Courtney Adams Wooten | Who Learns from Collaborative Digital Projects? Cultivating Critical Consciousness and Metacognition to Democratize Digital Literacy Learning by Julia Voss | Designing, Building, and Connecting Networks to Support Distributed Collaborative Empirical Writing Research by Beth Brunk-Chavez, Stacey Pigg, Jessie Moore, Paula Rosinski, and Jeffrey T. Grabill | The Burkean Parlor as Boundary Object: A Collaboration between First-Year Writing and the Library by Lynda Walsh, Adrian M. Zytkoskee, Patrick Ragains, Heidi Slater, and Michelle Rachal | COURSE DESIGNS: Decolonial Theory and Methodology by Andrea Riley Mukavetz | Writing and Rhetoric 3326: Legal Writing 141 by Drew M. Loewe | BOOK REVIEWS: Securing Composition's Disciplinarity: The Possibilities for Independent Writing Programs and Contingent Labor Activism: Review of A Minefield of Dreams: Triumphs and Travails of Independent Writing Programs, edited by Justin Everett and Christina Hanganu-Bresch and Labored: The State(ment) and Future of Work in Composition, edited by Randall McClure, Dayna V. Goldstein, and Michael A. Pemberton reviewed by Nick Sanders | Mikhail Bakhtin: Rhetoric, Poetics, Dialogics, Rhetoricality by Don Bialostosky reviewed by Ben Wetherbee | The Framework for Success in Postsecondary Writing: Scholarship and Applications, edited by Nicholas N. Behm, Sherry Rankins-Robertson, and Duane Roen reviewed by Jessi Thomsen | Writing in Online Courses: How the Online Environment Shapes Writing Practices, edited by Phoebe Jackson and Christopher Weaver, reviewed by Bob Mayberry | Expanding Literate Landscapes: Persons, Practices, and Sociohistoric Perspectives of Disciplinarity Development, by Kevin Roozen and Joe Erickson, reviewed by Leslie Taylor | CALL FOR NEW EDITOR(S) OF Composition Studies | Contributors

This collection of flash nonfiction chronicles the experiences of international students as they leave home, cross borders, and begin their studies in the United States. Sometimes humorous, often profound, their writings illustrate the peculiar process of becoming international.All of the authors in this book are international students. This collection aims to not only illuminate their experiences but also celebrate the distinct beauty of writing produced by students learning a second language.A timely mediation on arriving in America, Becoming International: Musings on Studying Abroad in America is a perfect companion for those planning to study abroad or anyone interested in creating international spaces on college campuses."In exploring the notion of "home," the authors in this collection . . . evoke familiar themes of homesickness, childhood memories, and the exciting yet daunting prospect of change. Additionally, they inform and connect us, because, not in spite, of the unfamiliarities in their experiences from our own. And where there are disparities, they have created sites for cross-cultural learning, compassion, and acknowledgment of our own privileges. Their writing demonstrates that minority students finding themselves in the contact zone of their "home" and new "host" cultures can wield their stories to cope with change and negotiate their self-identities in generative, community-building ways." - Charissa Che, University of Utah

COMMUNITY LITERACY JOURNAL 12.2 (Spring 2018) | The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas. CONTENTS: Editors' Introduction from Paul Feigenbaum and Veronica House "The Promising and Challenging Present of Community Literacy" | Interview with Founding Editors Michael Moore and John Warnock | Keynote Address from the 2017 Conference on Community Writing "Place and Relationships in Community Writing" by Ellen Cushman ARTICLES: "#StayWoke: The Language and Literacies of #BlackLivesMatter" by Elaine Richardson and Alice Ragland | PROJECT PROFILES: "The CitiZINE Project: Reflections on a Political Engagement Project" by Lesley Graybeal and Kristen Spickard | ISSUES IN COMMUNITY LITERACY: "Intentionally Public, Intentionally Private: Gender Non-Binary Youth on Tumblr and the Queering of Community Literacy Research" by Megan Opperman | BOOK AND NEW MEDIA REVIEWS: From the Book & New Media Review Editor's Desk by Jessica Shumake | Keyword Essay: "Health Literacy" By Jessica Nalani Lee and Amy Hickman | Fashioning Lives: Black Queers and the Politics of Literacy by Eric Darnell Pritchard, Review by Casely E. Coan | Teaching Controversial Issues: The Case for Critical Thinking and Moral Commitment in the Classroom by Nel Noddings and Laurie Brooks, Review by Mary Birdsall | Turning Teaching Inside Out: A Pedagogy of Transformation for Community-Based Education by Simone Weil Davis and Barbara Sherr Roswell (Eds.), Review by Brittny M. Byrom | South Asian in the Mid-South: Migrations of Literacies by Iswari P. Pandey, Review by Amber Hadenfeldt | First Semester: Graduate Students, Teaching Writing, and the Challenge of Middle Ground by Jessica Restaino, Review by Dan Martin | Partners in Literacy: A Writing Center Model for Civic Engagement by Allen Brizee and Jaclyn M. Wells, Review by Allison Bennett | A Rhetoric of Reflection by Kathleen Blake Yancey (Ed.), Review by Anthony DeGenaro | Contributors.

The Miraculous Courageous is a fractured epic, a sequence which seeks not to explain but to evoke the mind of one boy and his experience with autism. In the tradition of Carson's Autobiography of Red, Booton constructs a landscape both familiar and uncanny, a territory where our inner workings burn with the luminosity of jellyfish and "darkness turns the lighthouse on." These poems are agile, slippery, glancing at the camera then quickly away, skewing the boundaries between lyric and monologue, vignette and scene. These poems are a bridge. And through their deft conflation of inner and outer worlds, the self and the other, The Miraculous Courageous marks a rich and startling immersion in the mind of autism.What People Are SayingIn this stunning sequence of sixty short monologues, Josh Booton sets a clock in motion, a minute hand that keeps lyric time, moving back and forth, outwards and inwards. The voice at its center belongs to a boy on the spectrum whose preoccupations with seahorses and Jacques Cousteau offer us glimpses of that "secret blue little aqualung" we call poetic wonder. Each perfect rectangle of verse becomes a porthole for the reader. A clear narrative progression extends its plumb-line into the dark glamour of those depths, into which the poet plunges to return with "the whole day in one hand the night another." -Carolina EbeidIf, as Socrates asserts, philosophy begins in wonder, and if, as Emily Dickinson recommends, we do well to "Tell all the truth but tell it slant," then the autistic speaker in Josh Booton's new collection The Miraculous Courageous is equal parts philosopher and poet, wondering at such mysteries as the contrast between seemingly empty ocean and "all / that life crowded so close" around a reef, and slanting us such truths as that happiness "smells exactly like tangerines" and that one need not be lonely in a world astir "with the rough of starfish / and rain on garbage can lids." -H. L. HixAbout the AuthorJosh Booton's first book, The Union of Geometry & Ash, was awarded the Dorothy Brunsman Poetry Prize. His work has been supported by grants from The University of Texas at Austin, the Dorothy Sargent Rosenberg Foundation and the Elizabeth George Foundation. He lives in Boise, Idaho, where he works with children and teens with autism spectrum disorder as a pediatric speech therapist.

In his single-poem sequence, Dear Reader, Bruce Bond explores the metaphysics of reading as central to the way we negotiate a world-the evasions of our gods and monsters; our Los Angeles in flames; the daily chatter of our small, sweet, and philosophical beasts. In light of an imagined listener and the world taken as a whole, Bond sees the summons of the self in the other, and in the way the other in the self informs our sacrifices and reckoning, our speechless hesitations, our jokes and our rituals of loss. Every moment of personal and political life, interpretation holds the page of the human face, not far but far enough, and all the while, beneath our gaze, the subtext that is no text at all, where the old argument between universals and particulars breaks down, exhausted, and the real in the imagined is, by necessity, renewed.What People Are SayingDear Reader is that essential intimate epistle that comes to us in an hour of great need. It offers no answers but rather reminds us of our fundamental questions. Meticulous and measured, richly working a system of resonant recurring tropes, this sequence of sonnets give us the voice of one particular sensibility-in turns tender, earnest, honest, intelligent, witty, and wry-as it reaches out across a divide it knows cannot be crossed by language and reason alone. In a time when we confront daily the frenetic, desensitizing maelstrom of political rhetoric and a ubiquitous flood of mass media, Bruce Bond reminds us in Dear Reader of the quiet but urgent philosophical and spiritual inquiries, sometimes monstrous and animal, that define and affirm our humanity. -Kathleen GraberBruce Bond's powerful book-length poem Dear Reader arrives with the "shush of oceans, page after page," buoying forward a meditation on how we read and how we are read by others. Each reader is a choir, a city, a book "the world leafs through." Bond reckons with "inner lives / so enormous I could barely see them," chronicling the longing, cruelty, and generosity those encounters elicit. And he recognizes how one's own inner life casts a ghost-face "across the glass between us." Composed of fifty blank-verse sonnets, the book is stunning in its range and quickness, urgent and penetrating in confronting the "call of freedoms other than our own" that remain achingly near and impossibly far away. -Corey MarksAbout the AuthorBruce Bond is the author of twenty books including, most recently, Immanent Distance: Poetry and the Metaphysics of the Near at Hand (U of MI, 2015), Black Anthem (Tampa Review Prize, U of Tampa, 2016), Gold Bee (Helen C. Smith Award, Crab Orchard Award, Southern Illinois University Press, 2016), Sacrum (Four Way Books, 2017), and Blackout Starlight: New and Selected Poems 1997-2015 (E. Phillabaum Award, LSU, 2017). Four books are forthcoming. Presently he is a Regents Professor of English at University of North Texas.

WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include writing faculty education, training, and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; wpa and writing program histories and contexts; WAC / ECAC / WID and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and wpa work; and projects that enhance wpa work with diverse stakeholders.CONTENTS OF WPA 41.2 (Spring 2018): Dancing the Same Dances: WPA, 1979-1981 by Lori Ostergaard, Jim Nugent, and Jacob Babb | ESSAYS: Inez in Transition: Using Case Study to Explore the Experiences of Underrepresented Students in First-Year Composition by Christina Saidy | Making (Collective) Memory Public: WPA Histories in Dialogue by Kelly Ritter | Adapting Writing about Writing: Curricular Implications of Cross-Institutional Data from the Writing Transfer Project by Carol Hayes, Ed Jones, Gwen Gorzelsky, and Dana L. Driscoll | Preparing Graduate Students for the Field: A Graduate Student Praxis Heuristic for WPA Professionalization and Institutional Politics by Ashton Foley-Schramm, Bridget Fullerton, Eileen M. James, and Jenna Morton-Aiken | PLENARY ADDRESSES: "Everyone Should Have a Plan": A Neoliberal Primer for Writing Program Directors by Nancy Welch | Austerity and the Scales of Writing Program Administration: Some Reflections on the 2017 CWPA Conference by Tony Scott | REVIEW ESSAY: Beyond Satisfaction: Assessing the Goals and Impacts of Faculty Development by E. Shelley Reid | BOOK REVIEWS: Learning on the Job and Learning from the Job: A Review of The Working Lives of New Writing Center Directors by Brandy Lyn G. Brown | Collaborating to Support Graduate Student Writers: Working beyond Disciplinary and Institutional Silos by Daveena Tauber | Announcements