COVID-19’s impacts revealed that teaching writing online was no longer merely an issue of convenience or economic necessity—it was critical to public health and equity concerns as well. Now higher education faces one of its greatest historical challenges, expanding online offerings to fully engage and support students around the world. Gathering together educators who teach writing at college and graduate levels using creative hybrid, blended, and online/remote/virtual modes, this book should be required reading for all teachers and administrators. The volume features those new to online teaching alongside experienced online writing teachers. Referencing the latest research in online teaching and writing, contributors share stories of crucial successes as well as unforeseen difficulties. Essays address compelling concerns such as engaging diversity and cultural inclusivity, social justice, as well as global learning in online writing courses; radically reshaping graduate seminars for online delivery; flipping classrooms to promote more successful writing instruction; fostering greater community within online writing classrooms; examining the problems and possibilities of Learning Management Systems for teaching writing; sustaining remote writing-centered archival research; avoiding Zoom fatigue in writing classes by using design thinking; utilizing expressive arts in online writing classes; mentoring doctoral students online; constructing meaningful approaches to online peer writing feedback; as well as making access and inclusivity central to online writing course design.

In this book, various writers from different backgrounds share beautiful, creatively-written essays about how forms of physical activity (e.g., hiking, backpacking, road running, building a fire, practicing yoga, trail running, walking, boogie boarding, cycling, snowshoeing, swimming, mountain biking, and doing triathlons) as well as their interactions with the natural world have impacted their specific writing practices, teaching approaches, and who they are as people. In their lively pieces they explore the myriad ways in which physical activities in particular environmental contexts have directly and radically impacted their composing processes as well as their lives as writers. Drawing from techniques in creative nonfiction as well as rhetoric and writing studies, each author draws the reader into her/his adventures and experiences in illuminating ways, furthering the argument that physical activities are not disconnected from our writing. Rather, they are inextricably linked to our writing practices. And oftentimes we are in fact composing in the very act of engaging in such physical activities.

This book surveys the history of basic writing scholarship, suggesting that we cannot adequately theorize the situations of basic writers unless we examine how they construct their own conceptions of their identities, their constructions of their relationships to social forces, and their representations of their relationships to written work. Using a cross-disciplinary analytic model, Gray-Rosendale offers a detailed examination of the oral conversations that take place within one basic writing peer revision group. She explains the ways in which the students' own conversational structures impact and shape their written products. Gray-Rosendale then draws out the potentials of her work for basic writing administrators, curricula builders, and teachers.

This book surveys the history of basic writing scholarship, suggesting that we cannot adequately theorize the situations of basic writers unless we examine how they construct their own conceptions of their identities, their constructions of their relationships to social forces, and their representations of their relationships to written work. Using a cross-disciplinary analytic model, Gray-Rosendale offers a detailed examination of the oral conversations that take place within one basic writing peer revision group. She explains the ways in which the students' own conversational structures impact and shape their written products. Gray-Rosendale then draws out the potentials of her work for basic writing administrators, curricula builders, and teachers.

Trump Fiction:Essays on Donald Trump in Literature, Film, and Television examines depictions of Donald Trump and his fictional avatars in literature, film, and television, including works that took up the subject of Trump before his successful presidential campaign (in terms that often uncannily prefigure his presidency) as well as those that have appeared since he took office. Covering a range of texts and approaches, the essays in this collection analyze the place Trump has assumed in literary and popular culture. By investigating how authors including Bret Easton Ellis, Amy Waldman, Thomas Pynchon, Howard Jacobson, Mark Doten, Olivia Laing, and Salman Rushdie, along with films and television programs like The Fresh Prince of Bel-Air, Sesame Street, Sex and the City, Two Weeks Notice, Our Cartoon President, and Pose have approached and shaped the discourse surrounding Trump, the contributors collectively demonstrate the ways these cultural artifacts serve as sites through which the culture both resists and abets Trump and his rise to power.