"The result is an important and horrifyingly thick anthology of mass murders...Highly difficult to read in one sitting, but we must not look away." --Kirkus Reviews A harrowing collection of sixty narratives--covering over fifty years of shootings in America--written by those most directly affected by school shootings: the survivors. "If I Don't Make It, I Love You," a text sent from inside the war zone like scene of a mass shooting, a text meant for Stacy Crescitelli, whose 15-year-old daughter, Sarah, was hiding in a closet fearing for her life in Parkland, Florida, in 2018, while a gunman sprayed her school with bullets, killing her friends, teachers, and coaches. This scene has become too familiar. We see the images, the children with trauma on their faces leaving their school in ropes, connected to one another with hands on shoulders, shaking, crying, and screaming. We mourn the dead. We bury children. We demand change. But we are met with inaction. So, we move forward, sadder and more jaded. But what about those who cannot move on? These are their stories. If I Don't Make It, I Love You collects more than sixty narratives from school shooting survivors, family members, and community leaders covering fifty years of shootings in America, from the 1966 UT-Austin Tower shooting through May 2018's Santa Fe shooting. Through this collection, editors Amye Archer and Loren Kleinman offer a vital contribution to the surging national dialogue on gun reform by elevating the voices of those most directly affected by school shootings: the survivors.

Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process. Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces. These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.

Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process. Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces. These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.

“Nearly 40,000 people die from gun violence in the US every year. This uniquely American crisis leaves no community untouched—but it doesn’t have to be this way.” —Gabrielle Giffords The Forgotten Survivors of Gun Violence collects 20 personal essays of survivors’ visible and invisible wounds from school shootings, attempted suicide by firearm, mass shootings, gang violence, and domestic violence. Their stories remind us that these traumatic experiences are not exclusive to combat soldiers but, more notably, suffered by ordinary people during modern life. With this collection, editors Loren Kleinman, Shavaun Scott, Sandy Phillips and Lonnie Phillips expose the true lifecycle of a bullet and the trauma left in its wake. Through personal narratives and select personal photos, the wounded tell a story that’s forgotten when the cameras go away. This collection will be of interest to first responders, officers, therapists, medical practitioners, and educators.

After disaster, there is always the possibility to love again. Poet Loren Kleinman invites us to witness snapshots of a complex life-including accounts of abuse, grief, suicide, love, and loss-rendered poetic yet accessible. The Dark Cave Between My Ribs appeals to all who crave an authentic voice that is tangible, unique, and universal.