Composition Studies 45.2 (Fall 2017)

The oldest independent periodical in the field, Composition Studies publishes original articles relevant to rhetoric and composition, including those that address teaching college writing; theorizing rhetoric and composing; administering writing programs; and, among other topics, preparing the field’s future teacher-scholars. All perspectives and topics of general interest to the profession are welcome. We also publish Course Designs, which contextualize, theorize, and reflect on the content and pedagogy of a course.

CONTENTS OF COMPOSITION STUDIES 45.2 (Fall 2017) | From the Editor | ARTICLES: “Multilingualizing” Composition: A Diary Self-Study of Learning Spanish and Chinese by Carol Severino | The Symbolic Life of the Moleskine Notebook: Material Goods as a Tableau for Writing Identity Performance by Cydney Alexis | Writing By the Book, Writing Beyond the Book by Kristine Johnson | Bodies in Composition: Teaching Writing through Kinesthetic Performance by Janine Butler | Valuing Writers from a Neurodiversity Perspective: Integrating New Research on Autism Spectrum Disorder into Composition Pedagogy by Elizabeth Tomlinson and Sara Newman | Forget Formulas: Teaching Form through Function in Slow Writing and Reading as a Writer by Michelle Tremmel| The Linguistic Memory of Composition and and the Rhetoric and Composition PhD: Forgetting (and Remembering) Language and Language Difference in Doctoral Curricula by Carrie Byars Kilfoil | COURSE DESIGNS: Taco Literacy: Public Advocacy and Mexican Food in the U.S. Nuevo South by Steven Alvarez | Stretch and Studio Composition Practicum: Creating a Culture of Support and Success for Developing Writers at a Hispanic-Serving Institution by Cristyn L. Elder and Bethany Davila | Spies Like Us: Gamifying the Composition Classroom and Breaking the Academic Code by Jess Slentz, Kristin E. Kondrlik, and Michelle Lyons-McFarland | WHERE WE ARE: LATINX COMPOSITIONS AND RHETORICS: In Defense of Latinx by Christine Garcia | Chicanx/Latinx Rhetorics as Methodology for Writing Program Design at HSIs by Aydé Enríquez-Loya and Kendall Leon | Crafting a Composition Pedagogy with Latino Students in Mind by E. Domínguez Barajas | Latinx and Latin American Community Literacy Practices en Confianza by Steven Alvarez | Identity, Decolonialism, and Digital Archives by Cruz Medina |  Decolonial Options and Writing Studies by Iris Ruiz and Damián Baca | Problematizing Mestizaje by Eric Rodriguez and Everardo J. Cuevas | Speaking from and about Brown Bodies: A Personal and Political Story of Sharing Identities by Nicole Gonzales Howell | BOOK REVIEWS: Decolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy, edited by Iris D. Ruiz and Raúl Sánchez, Reviewed by J. Paul Padilla | Cross-Border Networks in Writing Studies, by Derek Mueller, Andrea Williams, Louise Wetherbee Phelps, and Jennifer Clary-Lemon, Reviewed by Chen Chen | The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education, by Michele Eodice, Anne Ellen Geller, and Neal Lerner, Reviewed by Rick Fisher | From Boys to Men: Rhetorics of Emergent American Masculinity, by Leigh Ann Jones, Reviewed by Timothy Ballingall | Ambient Rhetoric: The Attunements of Rhetorical Being, by Thomas Rickert, Reviewed by Mark Christopher Lane |  Reclaiming Accountability: Improving Writing Programs through Accreditation and Large-Scale Assessments, edited by Wendy Sharer, Tracy Ann Morse, Michelle F. Eble, and William P. Banks, Reviewed by Maggie Collins, | Women, Writing, and Prison: Activists, Scholars, and Writers Speak Out, edited by Tobi Jacobi and Ann Folwell Stanford, Reviewed by Annie Osburn | CONTRIBUTORS