Amplifying Soundwriting Pedagogies: Integrating Sound into Rhetoric and Writing (Practices & Possibilities)

While sonic rhetoric is still a growing subfield of writing studies, attention to pedagogy remains an underattended but increasingly important conversation. Amplifying Soundwriting Pedagogies addresses this gap by offering a broad range of assignments to support university instructors who seek to integrate the use of digital audio into their writing and rhetoric curricula. Each of the 25 chapters in this edited collection provides a written introduction to an adaptable soundwriting activity or sequence of assignments; a transcribed audio reflection from the instructor discussing the assignment’s purpose, strengths, and weaknesses; student-oriented documents such as assignment prompts, and rubrics) that readers can adapt in their own teaching; and examples of student work (audio with transcriptions) hosted on the book’s website.

Michael J. Faris is associate professor in the Technical Communication and Rhetoric Program in the English department at Texas Tech University, where he coadministered the First-Year Writing Program (2018–2021). His work has appeared in College Composition and Communication, Kairos, Journal of Business and Technical Communication, and Composition Forum. He is coeditor of Soundwriting Pedagogies.

Courtney S. Danforth teaches courses in writing and humanities, including first-year composition, creative nonfiction, poetry, and ancient literature, among other areas.

Kyle D. Stedman is associate professor of English at Rockford University, where he teaches composition, rhetoric, and creative writing courses. His sonic and written work has been published in the journals Technoculture, Composition Forum, Harlot, Memoir Magazine, and Computers and Composition, as well as several edited collections. He also coauthored the textbook Soundwriting: A Guide to Making Audio Projects.