This article traces the history of college writing and suggests a different way ahead. To show why we need this approach, the article historicizes the start of postsecondary English as a paradoxical one, committed to egalitarian ideals while privileging narrow and exclusive English usage. To offer an alternative approach, the article synthesizes…

This article proposes a translingual/transdisciplinary rhetoric that aims to complement, rather than confront, current discipline-specific discursive, linguistic, and cultural conventions. Specifically, the article reviews various lines of inquiry on translingualism in composition scholarship and identifies and accounts for the challenges and…

Increased attention to genre in writing studies has brought a proliferation of new terms and concepts for capturing the complexity of writers' knowledge about genres, including genre knowledge, genre awareness, recontextualization, conditional knowledge, and metacognition. Definitions of these concepts have at times conflicted, and their…

Peer collaborative second language (L2) writing has recently gained a lot of traction (Hu & Lam, 2009; Swain & Lapkin, 2013) as both instructors and students recognize its advantages. Although research on peer feedback in L2 contexts has a long history, peer collaborative L2 writing research has been sparse. This article reports on a study…

Via an account of the genesis, development, and enactment of a seminar in translingual writing, this paper represents an attempt to indicate the extensive amount and interdisciplinary nature of the knowledge that one needs to be familiar with in order to develop a rich and nuanced understanding of the phenomenon as well as to provide a resource…

Gerald Graff and Cathy Birkenstein's writing textbook, "They Say / I Say," has triggered important debates among writing professionals. Not included within these debates, however, is the empirical question of whether the textbook's templates reflect patterns of language use in actual academic discourses. This article uses corpus-based…

Although standard language ideologies have been well researched and theorized, the practices that lead to the reproduction and enactment of these ideologies deserve attention. Specifically, there remains a need to study language that both reveals reliance on standard language ideologies and perpetuates these ideologies within the field of writing…

This piece continues the work of scholars in the field who look to uncover the ideological and textual practices of our dependence on the construct of "race" through racialized metaphors. Analyzing the rhetoric of race in "College Composition and Communication" and "College English" since 1990, I assert that our categorization of what "race" is…