{"title":"National Council of Teachers of English (NCTE)","description":null,"products":[{"product_id":"transfer-in-an-urban-writing-ecology-9780814155189","title":"Transfer in an Urban Writing Ecology","description":null,"brand":"Christie Toth","offers":[{"title":"Default Title","offer_id":42960207544438,"sku":"9780814155189","price":39.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_1cb2a3ba-3277-45a0-942d-30a02755df29.jpg?v=1776547559"},{"product_id":"teachers-talking-writing-9780814152768","title":"Teachers Talking Writing","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003eTeachers Talking Writing\u003c\/i\u003e (TTW) is a collection of conversations with real teachers with diverse backgrounds and experiences about the theory and practice of teaching writing in postsecondary contexts. \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis composition anthology focuses on practices and pedagogies in the 21st century. \u003ci\u003eTTW \u003c\/i\u003eis interconnected with \u003ci\u003ePedagogue\u003c\/i\u003e, a podcast hosted by Shane Wood about teaching writing that centers listening to teachers talk about their experiences, their work, inspirations, assignments, assessments, successes, and challenges. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eTTW \u003c\/i\u003eoffers fifty-two teacher-scholar perspectives on composition and rhetoric across institutions, contexts, and positions and celebrates the labor teachers do inside and outside the classroom.\u003c\/p\u003e","brand":"Shane A. Wood","offers":[{"title":"Default Title","offer_id":42960208068726,"sku":"9780814152768","price":37.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_b9a6b6c5-3ba8-45d1-8637-7865deedabb3.jpg?v=1776547562"},{"product_id":"dynamic-activities-for-first-year-composition-9780814100936","title":"Dynamic Activities for First-Year Composition","description":"\u003cp\u003eThis collection of activities for the composition classroom includes dozens of practical, useful, successful, and accessible exercises that have been developed and implemented by writing instructors from all over the country. Editors Michal Reznizki and David T. Coad have assembled a collection of tried-and-proven teaching activities to help both novice and experienced teachers plan, prepare, and implement writing instruction in college. As two educators who have been teaching writing in the field for more than a decade, they have created the resource they wished they had.  \u003c\/p\u003e","brand":"Michal Reznizki","offers":[{"title":"Default Title","offer_id":42960212459638,"sku":"9780814100936","price":39.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_4db9dd24-6640-4689-8b28-754af86e924b.jpg?v=1778362010"},{"product_id":"critical-rural-pedagogy-9780814100905","title":"Critical Rural Pedagogy","description":"\u003cp\u003eSharon Mitchler argues for a reconfiguration of critical pedagogy to empower and engage American literature students in rural community colleges. She constructs a pedagogy that addresses the multiple positions of power and marginalization rural students occupy, often concurrently. \u003c\/p\u003e\u003cp\u003eDrawing on feminist pedagogy, critical pedagogy, and conceptualizations of rural places, she develops a theory of critical rural pedagogy that builds on the work of Kim Donehower, Charlotte Hogg, and Eileen Schell. Critical rural pedagogy actively seeks to engage rural students to bring their lived experiences to the college classes, not only to individual classrooms but to other forms of higher education as community college students transfer on to university settings. The book includes activities and examples to model classroom practice.\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e","brand":"Sharon Mitchler","offers":[{"title":"Default Title","offer_id":42960212557942,"sku":"9780814100905","price":29.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_9dedde4a-b50d-4fac-93b3-301f3cdf7733.jpg?v=1778362012"},{"product_id":"recollections-from-an-uncommon-time-9780814139523","title":"Recollections from an Uncommon Time","description":"\u003cp\u003e\u003cb\u003eA collection of essays and personal narratives about living, writing, teaching, and learning in higher education during the COVID-19 pandemic. These are real stories from the field of writing and rhetoric, as told by the stories of individuals working within it.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis particular collection of essays was occasioned first by the Conference on College Composition \u0026amp; Communication (CCCC) 2020 Conference, and then, later, by the cancellation of it. In its original conception, it was intended to document a conference experience; in its current expression, it has become a means for Documentarians to share a common experience in this uncommon time of the COVID-19 pandemic.\u003c\/p\u003e\u003cp\u003eThis volume is a collection of accounts of the shared experience of disruption in our work lives--which, as it turns out, also teaches us how deeply the terms of our work are implicated in our experiences of home, family, and everyday routines.\u003c\/p\u003e","brand":"Julie Lindquist","offers":[{"title":"Default Title","offer_id":42960254697590,"sku":"9780814139523","price":39.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_8bd2d960-2012-44ca-8589-709e3bcfea68.jpg?v=1776547563"},{"product_id":"cross-talk-in-comp-theory-9780814101582","title":"Cross-Talk in Comp Theory","description":"\u003cp\u003e\u003cem\u003eCross-Talk in Comp Theory\u003c\/em\u003e is a collection of pivotal texts that mark the rebirth of a field, composition studies, beginning with the rise of the process movement. It has been thrice revised to account for shortfalls and changing conversations. The second edition paid increased attention to the significance of gender, the rise in voices of people of color, and the move toward technology. The third edition deepened the conversation on technology and multimodal composing, while keeping most of what had been successful in prior editions of the collection.\u003c\/p\u003e\u003cp\u003eIn this latest edition, we recognize that discussions of discourse have become commonplace. Meanwhile, issues of social justice—who we teach, how we teach, and who “we\" are—have become much more prescient in our composition classrooms, as elsewhere. And, as technology evolves, so too do our discussions of the role of technology and multimodality in our classrooms. \u003c\/p\u003e\u003cp\u003eThis important text:\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eMaintains the historical perspective of previous editions;\u003c\/li\u003e\n\u003cli\u003eProvides critical insights into the ever-changing discipline of composition studies; and\u003c\/li\u003e\n\u003cli\u003eCenters composition scholars and instructors on the challenges and opportunities brought about by changes in today's students and world.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eWhether you're new to teaching composition or a long-time composition instructor, evolving alongside a rapidly changing field requires awareness of where the field has been, where it stands, and where it's going, to be of sound service to today's composition students.\u003c\/p\u003e","brand":"Kristin L. Arola","offers":[{"title":"Default Title","offer_id":42963943391350,"sku":"9780814101582","price":49.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_676e12a6-92f8-4829-b00d-142ac9b3e1ab.jpg?v=1778362021"},{"product_id":"black-perspectives-in-writing-program-administration-9780814103371","title":"Black Perspectives in Writing Program Administration","description":"\u003cp\u003e\u003cb\u003eWinner of the 2020 Best Book Award from the Council of Writing Program Administrators (CWPA).\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis collection centers writing program administration (WPA) discourse as intersectional race work. In this historical moment in public discourse when race and racist logics are no longer sanitized in coded language or veiled political rhetoric, contributors provide examples of how WPA scholars can push back against the ways in which larger, cultural rhetorical projects inform our institutional practices, are coded into administrative agendas, and are reflected in programmatic objectives and interpersonal relations. \u003c\/p\u003e\u003cp\u003eEditors Staci M. Perryman-Clark and Collin Lamont Craig have made a space for WPAs of color to cultivate antiracist responses within an Afrocentric framework and to enact socially responsible approaches to program building. This framework also positions WPAs of color to build relationships with allies and create contexts for students and faculty to imagine rhetorics that speak truth to oppressive and divisive ideologies within and beyond the academy, but especially within writing programs. \u003c\/p\u003e\u003cp\u003eContributors share not just experiences of racist microaggressions, but also the successes of black WPAs and WPAs whose work represents a strong commitment to students of color. Together they work to foster stronger alliance building among white allies in the discipline, and, most importantly, to develop concrete, specific models for taking action to confront and resist racist microaggressions. As a whole, this collection works to shift the focus from race more broadly toward perspectives on blackness in writing program administration.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eAbout the CCCC Studies in Writing \u0026amp; Rhetoric (SWR) Series\u003c\/b\u003e\u003cbr\u003eIn this series, the methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition—including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse—ranging from individual writers and teachers, to classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching.\u003c\/p\u003e","brand":"Staci M. Perryman-Clark","offers":[{"title":"Default Title","offer_id":43356446392438,"sku":"9780814103371","price":29.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_4867bddc-8c66-48ce-9793-f1cd084c0bcc.jpg?v=1777482179"},{"product_id":"what-works-in-writing-instruction-9780814156810","title":"What Works in Writing Instruction","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003eWhat Works in Writing Instruction\u003c\/i\u003e offers the best of what is currently known about effective writing instruction to help teachers help middle and high school students develop as writers.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\"What works?\"\u003c\/p\u003e\u003cp\u003eAs teachers, it's a question we often ask ourselves about teaching writing, and it often summarizes other, more specific questions we have:\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eWhat contributes to an effective climate for writing?\u003c\/li\u003e\n\u003cli\u003eWhat practices and structures best support effective writing instruction?\u003c\/li\u003e\n\u003cli\u003eWhat classroom content helps writers develop?\u003c\/li\u003e\n\u003cli\u003eWhat tasks are most beneficial for writers learning to write?\u003c\/li\u003e\n\u003cli\u003eWhat choices should I make as a teacher to best help my students?\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eUsing teacher-friendly language and classroom examples, Deborah Dean helps answer these questions. She looks closely at instructional practices supported by a broad range of research and weaves them together into accessible recommendations that can inspire teachers to find what works for their own classrooms and students. \u003c\/p\u003e\u003cp\u003eInitially based on the Carnegie Institute's influential \u003ci\u003eWriting Next\u003c\/i\u003e report, this second edition of \u003ci\u003eWhat Works in Writing Instruction\u003c\/i\u003e looks at more types of research that have been conducted in the decade since the publication of that first research report. The new research rounds out its list of recommended practices and is designed to help teachers apply the findings to their unique classroom environments. We all must find the right mix of practices and tasks for our own students, and this book offers the best of what is currently known about effective writing instruction to help teachers help students develop as writers.\u003c\/p\u003e","brand":"Deborah Dean","offers":[{"title":"Default Title","offer_id":43356451897462,"sku":"9780814156810","price":29.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_02f0cb5a-31a3-41a1-81e6-94c2869de760.jpg?v=1778362830"},{"product_id":"public-pedagogy-in-composition-studies-9780814138007","title":"Public Pedagogy in Composition Studies","description":"\u003cp\u003e\u003cb\u003eHow many of us have difficulty remembering specific moments of learning in classrooms but vividly recall gaining knowledge through experiences outside our college or university walls?  In the long term, how distinctive and memorable are the courses that remain within traditional spaces and follow a well-worn path toward teaching and learning? \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003ePublic Pedagogy in Composition Studies\u003c\/i\u003e demonstrates how theories of public pedagogy can help composition specialists relocate teaching and learning within local public contexts beyond the classroom or campus, where true learning and transformation take place through the dissonances between people and places. Ashley J. Holmes argues for public approaches to pedagogy and administration based on comparative analyses of three case studies conducted within the writing programs at Oberlin College, Syracuse University, and the University of Arizona. \u003c\/p\u003e\u003cp\u003eAfter analyzing competing theories of public pedagogy, she highlights specific composition pedagogies that invite students to go public, provides administrative strategies for going public in writing programs, demonstrates the value of drawing on institutional histories to support public pedagogies, and addresses some of the affective responses that may arise for students, community partners, and teachers when we situate our pedagogies in public sites beyond the classroom, suggesting a model of reciprocal care. \u003c\/p\u003e\u003cp\u003eIn a cultural context that questions the relevance of much college instruction, Holmes recognizes that “we need to demonstrate our worth in material ways that positively impact our communities and that publicly document our efforts.\"\u003c\/p\u003e","brand":"Ashley J. Holmes","offers":[{"title":"Default Title","offer_id":43356732489846,"sku":"9780814138007","price":34.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_0923ef7b-d679-4565-955d-2b48d877b390.jpg?v=1777491622"},{"product_id":"materiality-and-writing-studies-9780814130841","title":"Materiality and Writing Studies","description":"\u003cp\u003e\u003cb\u003eWinner of the 2024 Best Book Award from the Council of Writing Program Administrators \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003cbr\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eAn expansive look at the discipline of writing studies, with a focus on serving and supporting first-year writing students and instructors at open access institutions.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThere is a huge gap between perceptions of the field of writing studies and the material realities of those who teach in it. \u003ci\u003eMateriality and Writing Studies: Aligning Labor, Scholarship, and Teaching\u003c\/i\u003e argues for the centering of the field's research and service on first-year writing, particularly the “new majority\" of college students (who are more diverse than ever before) and those who teach them.\u003c\/p\u003e\u003cp\u003eThe book features the voices of first-year writing instructors at a two-year, open-access, multi-campus institution whose students are consistently underrepresented in discussions of the discipline. Drawing from a study of 78 two-year college student writers and an analysis of nearly two decades of issues of the major journals in the field of writing studies, Holly Hassel and Cassandra Phillips sketch out a reimagined vision for writing studies that roots the scholarship, research, and service in the discipline squarely within the changing material realities of contemporary college writing instruction.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eAbout the CCCC Studies in Writing \u0026amp; Rhetoric (SWR) Series\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eIn this series, the methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition—including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse—ranging from individual writers and teachers, to classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching.\u003c\/p\u003e","brand":"Holly Hassel","offers":[{"title":"Default Title","offer_id":43356747038838,"sku":"9780814130841","price":37.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_76cd6f7f-09e4-45f8-8549-0def338d23d7.jpg?v=1778362903"},{"product_id":"rethinking-reading-in-college-9780814141229","title":"Rethinking Reading in College","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003eRethinking Reading in College\u003c\/i\u003e argues for more systematic attention to the role of reading comprehension in college, as a necessary step in addressing the inequities in student achievement that otherwise increase over time.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eSynthesizing theory from literacy scholars with strategies derived from classroom inquiry projects, and through a critique of the philosophy behind the Common Core State Standards, Arlene Fish Wilner examines the needs of college-bound high school students and interrogates the nature of “remediation\" in college. Arguing that when supported by rhetorical-reading assignments, students in all first-year writing classes can and should explore complex and enduring texts. \u003c\/p\u003e\u003cp\u003eAddressing both composition and reading across the curriculum, Wilner demonstrates how faculty in all disciplines and at all curricular levels can improve student outcomes by first deliberately inhabiting the persona of novices, rethinking their assumptions about what students know and can do as apprentices in a field.\u003c\/p\u003e\u003cp\u003eShe also illustrates the limitations of the literary vs. nonliterary text binary through a study of the demands posed by \u003ci\u003eTo Kill a Mockingbird\u003c\/i\u003e, a novel commonly taught in both high school and college. An outline for a two-semester first-year general education course and examples of writing-to-read assignments from a range of disciplines are adaptable across subject areas and institutions.\u003c\/p\u003e","brand":"Arlene Fish Wilner","offers":[{"title":"Default Title","offer_id":43356950298742,"sku":"9780814141229","price":37.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_fcff5fc5-361e-4bf0-8b9d-03c358629ba0.jpg?v=1778362829"},{"product_id":"english-studies-reimagined-9780814115411","title":"English Studies Reimagined","description":"\u003cp\u003e\u003cb\u003eIn this sequel to \u003ci\u003eEnglish Studies: An Introduction to the Discipline(s)\u003c\/i\u003e, editor Bruce McComiskey and contributors from a range of disciplines propose seven principles to reimagine English studies for increased relevance in an increasingly diverse and globalized world.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eWhile social values outside of academia are changing from nationalism to globalization, much of English studies remains entrenched in nationalist discourses. \u003c\/p\u003e\u003cp\u003eFrom literature and theory to linguistics, writing, and rhetoric, \u003ci\u003eEnglish Studies Reimagined\u003c\/i\u003e argues that English studies must shift from a limited national orientation to a more global and cosmopolitan one in order to remain culturally and academically relevant to students today.\u003c\/p\u003e\u003cp\u003eMcComiskey introduces seven principles to reimagine English Studies for increased relevance: \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eConceive the discipline as a process\u003c\/li\u003e\n\u003cli\u003eSeek difference\u003c\/li\u003e\n\u003cli\u003eExpand what counts as literature\u003c\/li\u003e\n\u003cli\u003ePromote adaptive practices\u003c\/li\u003e\n\u003cli\u003eValue technology\u003c\/li\u003e\n\u003cli\u003eEmbrace collaboration\u003c\/li\u003e\n\u003cli\u003eTake a public turn\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eEach chapter explores a different discipline within English studies from the perspective of difference: linguistics by Jacquelyn Rahman, rhetoric and composition by Victor Villanueva, creative writing by Sarah Sandman, literature and literary criticism by Richard C. Taylor, critical theory and cultural studies by Jeffrey J. Williams, and English education by Tonya B. Perry. All play vital and distinct but interrelated roles in this proposed shift toward a globally oriented English studies.\u003c\/p\u003e","brand":"Bruce McComiskey","offers":[{"title":"Default Title","offer_id":43356986736758,"sku":"9780814115411","price":34.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_5a589a66-df47-4a99-bbbf-5be6aa4d687d.jpg?v=1777498871"},{"product_id":"rhetorics-elsewhere-and-otherwise-9780814141410","title":"Rhetorics Elsewhere and Otherwise","description":"\u003cp\u003e\u003cb\u003eWinner of the 2020 CCCC Outstanding Book Award (Edited Collection)\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThe discipline of composition and rhetoric stands at a crossroad in its pedagogical, research, and public commitments. Decolonial ruptures in writing and rhetoric studies work to build new horizons, new histories, of local knowledges and meaning-making practices that break from Western hegemonic models of knowledge production. This collection functions as one access point within a constellation of such work, forming an ecology of decolonial shifts informed by strategies for potentially decolonizing language and literacy practices, writing and rhetorical instruction, and research practices and methods. \u003c\/p\u003e\u003cp\u003eRhetorics elsewhere and otherwise emerge across a spectrum, from geo- and body politics of knowledge and understanding to local histories emerging from colonial peripheries. Romeo García and Damián Baca offer the expressions elsewhere and otherwise as invitations to join existing networks and envision pluriversal ways of thinking, writing, and teaching that surpass the field's Eurocentric geographies, cartographies, and chronologies.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eAbout the CCCC Studies in Writing \u0026amp; Rhetoric (SWR) Series\u003c\/b\u003e\u003cbr\u003eIn this series, the methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition—including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse—ranging from individual writers and teachers, to classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching.\u003c\/p\u003e","brand":"Romeo Garcia","offers":[{"title":"Default Title","offer_id":43356989587574,"sku":"9780814141410","price":34.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_9965b7e8-cc38-4fb1-9db1-903e50e22992.jpg?v=1778362911"},{"product_id":"rhetorics-of-overcoming-9780814141540","title":"Rhetorics of Overcoming","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003eRhetorics of Overcoming\u003c\/i\u003e addresses the in\/accessibility of writing classroom and writing center practices for disabled and nondisabled student writers, exploring how rhetorics of overcoming—the idea that disabled students must overcome their disabilities in order to be successful—manifest in writing studies scholarship and practices.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eAllison Harper Hitt argues that rewriting rhetorics of overcoming as narratives of “coming over\" is one way to overcome ableist pedagogical standards. Whereas rhetorics of overcoming rely on medical-model processes of diagnosis, disclosure, cure, and overcoming for individual students, coming over involves valuing disability and difference and challenging systemic issues of physical and pedagogical inaccessibility. \u003c\/p\u003e\u003cp\u003eHitt calls for developing understandings of disability and difference that move beyond accommodation models in which students are diagnosed and remediated, instead working collaboratively—with instructors, administrators, consultants, and students themselves—to craft multimodal, universally designed writing pedagogies that meet students' access needs.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eAbout the CCCC Studies in Writing \u0026amp; Rhetoric (SWR) Series:\u003c\/b\u003e\u003cbr\u003eIn this series, the methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition—including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse—ranging from individual writers and teachers, to classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching.\u003c\/p\u003e","brand":"Allison Harper Hitt","offers":[{"title":"Default Title","offer_id":43356997582966,"sku":"9780814141540","price":29.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0671\/1374\/6550\/files\/CoreSourceHub_33ddedc6-7948-4efe-8bec-f68114db762c.jpg?v=1778362913"}],"url":"https:\/\/ingramacademic.com\/collections\/national-council-of-teachers-of-english-ncte.oembed","provider":"Ingram Academic \u0026 Professional","version":"1.0","type":"link"}