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CCCC23

(Re)Considering What We Know

Learning Thresholds in Writing, Composition, Rhetoric, and Literacy

After Plato

Rhetoric, Ethics, and the Teaching of Writing

Assembling Critical Components

A Framework for Sustaining Technical and Professional Communication

Beyond Conversation

Collaboration and the Production of Writing

Bodies of Knowledge

Embodied Rhetorics in Theory and Practice

Changing Conceptions, Changing Practices

Innovating Teaching across Disciplines

Civic Engagement in Global Contexts

International Education, Community Partnerships, and Higher Education

Community Is the Way

Engaged Writing and Designing for Transformative Change

Composing Place

Digital Rhetorics for a Mobile World

Conceptions of Literacy

Graduate Instructors and the Teaching of First-Year Composition

October 05, 2021

Desegregation State

College Writing Programs after the Civil Rights Movement

Disrupting the Center

A Partnership Approach to Writing Across the University

Distant Readings of Disciplinarity

Knowing and Doing in Composition/Rhetoric Dissertations

Drilled to Write

Becoming a Cadet Writer at a Senior Military College

Effective Teaching of Technical Communication

Theory, Practice, and Application

English Across the Curriculum

Voices from Around the World

ePortfolios@edu

What We Know, What We Don’t Know, and Everything In-Between

Equipping Technical Communicators for Social Justice Work

Theories, Methodologies, and Pedagogies

Failing Sideways

Queer Possibilities for Writing Assessment

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University Press of Colorado University of Alaska Press Utah State University Press University of Wyoming Press