Edited by Stacey Waite and Peter Wayne Moe
Working and Writing for Change
Series Editors: Steve Parks and Jessica Pauszek. Associate Editor: Justin Lewis.
978-1-64317-343-6 (Web); (c) 2022 by the editors and authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Book designed by Justin Lewis. Free to read online.
About This Book
Inventing the Discipline: Student Work in Composition Studies argues that attending to student writing is still a radical act in composition studies––strange as that may seem. While many articles and books quote student writing, Inventing the Discipline tends exclusively to student compositions, asking how we might read them, what we might make of them in the classroom, how we might value them, and to what ends. By reorienting the field around students themselves and the kinds of work they do in composition classrooms, the essays collected here invite us to consider how our students are our discipline.
Our contributors speak to the aims of this book: to bring a diverse set of voices––and, in particular, those from underrepresented groups––from a diverse set of locations (community colleges, small liberal arts schools, regional universities, R1s) into conversation on what matters most to the teaching of writing: students and their compositions. With essays written (and co-written) by undergrads and graduate students, adjunct faculty, and tenure-line faculty and addressing topics ranging from traditional essays to digital essays to multimodal work, Inventing the Discipline broadens not only who speaks about student writing but also what counts as student work.
Peter Wayne Moe
Diving In: A Redux
Rhetorical Clash in Draft Review as Productive Intercultural Kairos
Our (Students’) Work (and Play) CanMake Us Smarter Next Time
Donna Qualley and Matthew Sorlien
Disrupting Hierarchies of Knowledge; StudentWriting in the Digital Transgender Archive La
Mariel Aleman, Alice Galvinhill, Keith Plummer, and K. J. Rawson
Inventing Happens in Perpetuity
Writing for Change: Re-Inventing the University
Danielle Althouse, Ciara Bailey, Amanda Beinhauer, Cailin Brashear, Jacqueline Bridges, Mia DiFelice, Jonathan Frye, Clara Grantier, Phillip Koman, Mary Lawrence, Lucas Lecomte, Louis M. Maraj, Christopher Minor, Ana Moser, Kayla Ortiz, David Patlakh, Victoria Pfefferle-Gillot, Hannah Polk, Yizhan Qu, Anna Rosenberg, Marina Sullivan, and Sarah Tolaymat
Re)Humanizing the Discipline: Students’ Critical Story-ing as a Resource Archive
Sherita V. Roundtree
Messiness Matters: A Story of Writing in One Act
Derek Tanios Imad Mkhaiel and Jacqueline Rhodes
Student Writing on Student Writing
Treviene Harris, Nozomu Saito, Amanda Awanjo, Sam Lane, Nelesi Rodriquez, Tanya Shirazi, Khirsten L. Scott, and Cory Holding
DBLAC and Student Writing: Turning Individual Pain into Collective Gain
Khirsten L. Scott and Louis M. Maraj
Gettin Crunk with Composition Studies
Vershawn Ashanti Young
About the Editors
Stacey Waite is Susan J. Rosowski Associate Professor of English and Graduate Chair at the University of Nebraska-Lincoln. Waite is the author of Teaching Queer: Radical Possibilities for Writing and Knowing (University of Pittsburgh Press, 2017). Waite’s work has appeared in College Composition and Communication, Pedagogy, Peitho, and Literacy in Composition Studies. Along with David Bartholomae and Anthony Petrosky, Waite edits Ways of Reading: An Anthology for Writers, now in its 11th edition.
Peter Wayne Moe is an associate professor of English at Seattle Pacific University, where, for six years, he also served as the director of campus writing. His work has appeared (among other places) in College Composition and Communication, Rhetoric Society Quarterly, Rhetoric Review, Fourth Genre: Explorations in Nonfiction, and Longreads. His book––Touching This Leviathan––was published by Oregon State University Press in 2021.