Coauthoring with Undergraduates in Writing Studies

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“Unique and engaging, wonderfully diverse. This collection boldly enacts rhetoric and composition’s decades-long commitment to collaborative scholarship by showcasing why and how coauthorship between faculty and undergraduates is a vital site for scholarly engagement, professional development, and socially just education."
—William Duffy, University of Memphis

 

Coauthoring with Undergraduates in Writing Studies focuses on the largely unnoticed and unexplored tradition of faculty/undergraduate publication in writing studies. Coauthoring makes new authorial identities and relationships available to both faculty and students and demonstrates promise as a way to increase access to meaningful research experiences for undergraduates from communities that have been historically underserved in higher education, creating more inclusive learning environments.

In this book, faculty and undergraduates describe and theorize about their coauthoring experiences within a variety of institutional contexts including land-grant universities, Historically Black Colleges and Universities, Hispanic-Serving Institutions, religiously affiliated research universities, and regional campuses of statewide higher education systems. They explore the relationships between undergraduates and faculty that lead to coauthoring opportunities in a range of courses—first-year writing classes, general educational requirements in various disciplines, and upper-level offerings for English majors—as well as in other institutional spaces such as writing centers, community engagement initiatives, and assessment offices. The collection offers faculty and undergraduates models, ideas, and strategies for how to coauthor together while also preparing them for the challenges—pragmatic, intellectual, and ethical—that they may encounter.

Coauthoring with Undergraduates in Writing Studies showcases why and how coauthorship between faculty and undergraduates is a vital site for scholarly engagement, professional development, and socially just education. It boldly enacts rhetoric and composition’s commitment to collaborative scholarship and is significant for graduate students and faculty in rhetoric and writing studies, especially in community-engaged writing, undergraduate education, collaborative writing, and mentorship, as well as those interested in WAC, WID, and the scholarship of teaching and learning.