Edited by J. Michael Rifenburg, Patricia Portanova, and Duane Roen

Lauer Series in Rhetoric and Composition
Edited by Thomas Rickert and Jennifer Bay

Information and Pricing
978-1-64317-246-0 (paperback, $35.99); 978-1-64317-247-7 (hardcover, $69.99); 978-1-64317-248-4 (PDF, $19.99); 978-1-64317-249-1 (EPUB, $19.99) © 2021 by Parlor Press, with illustrations, bibliography, notes and index. 361 pages.

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About This Book

Pedagogical Perspectives on Cognition and Writing addresses a scholarly audience in writing studies, specifically scholars and teachers of writing, writing program administrators, and writing center scholars and administrators. Chapters focus on the place of cognition in threshold concepts, teaching for transfer, rhetorical theory, trauma theory, genre, writing centers, community writing, and applications of the Framework for Success in Postsecondary Writing. 

The 1980s witnessed a growing interest in writing studies on cognitive approaches to studying and teaching college-level writing. While some would argue this interest was simply of a moment, we argue that cognitive theories still have great influence in writing studies and have substantial potential to continue reinvigorating what we know about writing and writers. By grounding this collection in ongoing  interest in writing-related transfer, the role of metacognition in supporting successful transfer, and the habits of mind within the Framework for Success in Postsecondary Writing, Pedagogical Perspectives on Cognition and Writing highlights the robust but also problematic potential cognitive theories of writing hold for how we research writing, how we teach and tutor writers, and how we work with community writers.

Pedagogical Perspectives on Cognition and Writing includes a foreword by Susan Miller-Cochran and an afterword by Asao Inoue. Additional contributors include Melvin E. Beavers, Subrina Bogan, Harold Brown, Christine Cucciarre, Barbara J. D’Angelo, Gita DasBender, Tonya Eick, Gregg Fields, Morgan Gross, Jessica Harnisch, David Hyman, Caleb James, Peter H. Khost, William J. Macauley, Jr., Heather MacDonald, Barry M. Maid, Courtney Patrick-Weber, Patricia Portanova, Sherry Rankins-Robertson, J. Michael Rifenburg, Duane Roen, Airlie Rose, Wendy Ryden, Thomas Skeen, Michelle Stuckey, Sean Tingle, James Toweill, Martha A. Townsend, Kelsie Walker, and Bronwyn T. Williams.

About the Editors

J. Michael Rifenburg, Associate Professor of English at the University of North Georgia, serves as co-director of first-year composition and senior faculty fellow for scholarly writing with UNG’s Center for Teaching, Learning, and Leadership. He authored The Embodied Playbook: Writing Practices of Student-Athletes (Utah State University Press, 2018) and co-edited Contemporary Perspectives on Cognition and Writing (WAC Clearinghouse, 2017).

Patricia Portanova currently serves as Professor of English at Northern Essex Community College where she teaches writing and rhetoric and coordinates the college's professional and creative writing major. Her research focuses on equity in achievement, civic inquiry, information literacy, and cognition and writing. Her scholarship has appeared in Social Writing/Social Media: Publics, Presentations, and Pedagogies, and Linguistically Diverse Immigrant and Resident Writers: Transitions from High School to College. She co-created and served as co-chair of the Cognition and Writing Special Interest Group for nine years and co-edited Contemporary Perspectives on Cognition and Writing. She is grateful to work and live among the history, art, community, culture, and landscapes of coastal New England.

Duane Roen is a professor of writing and rhetoric at Arizona State University, where he has served as dean of the College of Integrative Sciences and Arts; vice provost of the Polytechnic campus; coordinator for the Project for Writing and Recording Family History; head of Interdisciplinary Studies; head of Humanities and Arts; director of Composition; co-director of the graduate program in Rhetoric, Composition, and Linguistics; director of the Center for Learning and Teaching Excellence; and president of the University Senate. Duane is a former president of the Council of Writing Program Administrators, former secretary of the Conference on College Composition and Communication, and former co-editor of the scholarly journal WPA: Writing Program Administration. He has served on committees for these two organizations, as well as the National Council of Teachers of English, Two-Year College Association (TYCA-West), and the Arizona English Teachers Association. Duane has written extensively about writing across the curriculum; writing curricula, pedagogy, and assessment; writing program administration; writing family history; writing and gender; collaboration; and faculty as public intellectuals. In addition to more than three hundred articles, chapters, and conference presentations, He has published eleven books.