Drawing its title from Nas's 1994 "The World Is Yours," the seminar detailed in this article specifically investigates hip-hop writing, performance, and culture within a US context across the twentieth and twenty-first centuries. As a medium, hip hop remains an intentional, experimental exploration of survival. The course offers an…

This article argues that the intersection of invention and style is a rich site for rhetorical study, for amplification, and for critical-creative tinkering, a process of writing new versions of an old text. At this intersection, writers can tinker to amplify an existing text and thus work to continue or begin anew the inventive process. To…

In first-year writing (FYW), instructors want students to understand how reading texts in particular ways affects how and what they learn and, in turn, how and what they might communicate to their own readers. Because students tend to come to FYW predisposed to notice more visual aspects (e.g., headings, bulleted lists) than verbal aspects (e.g.,…

This collaborative project explores the affordances of a translation assignment in the context of a learner-centered pedagogy that places composition students' movement among languages and cultures as both a site for inquiry and subject of analysis. The translation assignment asks students to translate scholarly articles or culture stories from…

This article analyzes the genre of the sourced comic as an important pedagogical tool in the development of both alphabetic and multimodal literacies. We argue that sourced comics provide multiple design elements with which students can explore their complex relationships with scholarly sources, make visible various power relations informing…

This essay explores the influence of the discourse and practices of the learning outcomes assessment (LOA) movement on three composition instructors' assignments and assessments. While outcomes assessment by itself can be a useful tool, it cannot be separated from the exigency that compels it, in which educational practices must be defended…

This article recounts the experiences of a team of faculty, graduate students, and instructional technologists facilitating Rhetorical Composing, a writing-focused Massive Open Online Course (MOOC). When first offering the MOOC, we recognized quickly that we needed to emphasize the global makeup of our learning cohort to foster a stronger sense of…

Much composition pedagogy begins writing instruction within familiar territory. As a result, composition educators often structure curriculum and courses so that students first write in familiar genres, like personal narratives, and examine and critique their own lives, experiences, and even beliefs through those genres before turning to…

Participation, a commonly graded component of composition classrooms, is rarely the focus of current research studies. While some discussions have addressed grading practices or ways to increase participation, student and instructor voices have yet to be included in studies of classroom participation in composition courses. Yet these voices are…

Using a survey of 138 writing programs, I argue that we must be more explicit about what we think students should get out of analysis to make it more likely that students will transfer their analytical skills to different settings. To ensure our students take analytical skills with them at the end of the semester, we must simplify the task we…