If, as I argue, student-to-student peer review is animated by "improvement imperatives" that make peer review a form of what Lauren Berlant calls "cruel optimism," then rhetoric and composition will need to imagine theories and structures for peer review that do not repeat cruel attachments. I offer slow peer review as a…

This article describes and reflects on a place-based pedagogical approach to public engagement that uses multimodal composition to insert new discourses into ongoing local debates over university expansion. The public-forming potential of multimodal texts encourages students to imagine new ways of being public and opportunities for adopting…

Epideictic rhetoric reifies and reshapes the shared values of a community, and in this article, I reread William E. Coles Jr.'s "The Plural I" as showing forth a classroom built upon epideictic rhetoric, his own epideictic pedagogy asking that teachers of writing engage student work not expecting to be persuaded but as observers of…

This article uses rhetorical genre theory to discuss methods for writing studies research in light of increasing participation of Indigenous scholars and students in disciplines throughout the academy. Like genres, research methods are embedded in systems of interaction that create subject positions and social relations. Using rhetorical genre…

Building on studies of alternative rhetorics, this article envisions personal writing pedagogy as a relational endeavor that fosters rhetorical alliances among disparate communities. I detail a particular course design through which "personal reflection" becomes a means of enacting more radical forms of belonging.

Writing educators have long sought to disrupt academic convention. However, we currently know little about students' affective experiences when they are asked to compose differently. This article explores the results of a research study to illuminate the feelings and attitudes students experience when convention is disrupted and offers pedagogical…

This article theorizes teaching as accommodation and argues for a centering of disability in writing pedagogy. It examines how universal design can improve composition classrooms, applying inclusive principles to the syllabus in particular. In this article, the author takes up these intersecting issues: academic accommodations, disability, and…