Composition Studies 46.2 (Fall 2018) (Paperback or Softback)

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. Contributions to Composing With are invited by the editor, though queries are welcome (send to compstudies@uc.edu). Cfps, announcements, and letters to the editor are most welcome. Composition Studies does not consider previously published manuscripts, unrevised conference papers, or unrevised dissertation chapters. CONTENTS OF COMPOSITION STUDIES 46.2 (Fall 2018): From the Editor | COMPOSING WITH: Composing With by Ethan Philbrick | ARTICLES: Naming What We Feel: Hierarchical Microaggressions and the Relationship between Composition and English Studies by Meaghan Brewer and Kristen di Gennaro | “Higher” School: Nineteenth-Century High Schools and the Secondary-College Divide by Amy J. Lueck | Translational Learning: Surfacing Multilingual Repertoires by Ryan McCarty | Inhabiting Ordinary Sentences by Peter Wayne Moe | Learning about Learning: Composition’s Renewed Engagement with Cognition by Ann M. Penrose and Gwendolynne C. Reid | Intellectual Risk in the Writing Classroom: Navigating Tensions in Educational Values and Classroom Practice by Alexis Teagarden, Carolyn Commer, Ana Cooke, and Justin Mando | COURSE DESIGNS: Advanced Exposition: Writing through Podcasts by Jacob Greene | Sociolinguistics for Language and Literacy Educators by Missy Watson | WHERE WE ARE: #METOO AND ACADEMIA: Beyond a Hashtag: Considering Campus Policies in the Age of #MeToo by Laura Rosche  | Literacy Narrative: Ways to Write #MeToo by Tessa Brown | Misogyny in the Classroom: Two Women Lecturer’s Experiences by Patricia Fancher and Ellen O’Connell Whittet | A Vindication of the Rights of Faculty by Michelle Graber | Academic Spaces and Grad Student Harassment by Katelyn Lusher | Centering the Conversation: Patriarchy, Academic Culture, and #MeToo by Anna Sicari | BOOK REVIEWS: Here We Go Again: More Ways of “Making It,” Circa 2018 Review of Women’s Professional Lives in Rhetoric and Composition: Choice, Chance, and Serendipity, edited by Elizabeth A. Flynn and Tiffany Bourelle and Surviving Sexism in Academia: Strategies for Feminist Leadership, edited by Kirsti Cole and Holly Hassel Reviewed by Michelle Ballif, Diane Davis, and Roxanne Mountford | Centering Research, Practice, and Perspectives: Writing Center Studies and the Continued Commitment to Inclusivity and Accessibility Review of The Oxford Guide for Writing Tutors: Practice and Research, by Lauren Fitzgerald and Melissa Ianetta and Writing Centers and Disability, by Rebecca Day Babcock and Sharifa Daniels. Reviewed by Mike Haen | Legible Sovereignties: Rhetoric, Representations, and Native American Museums, by Lisa King. Reviewed by Katie Bramlett | Florida, edited by Jeff Rice. Reviewed by Jacob W. Craig | Inside the Subject: A Theory of Identity for the Study of Writing, by Raúl Sánchez. Reviewed by Thomas Girshin | Facing the Sky: Composing through Trauma in Word and Image, by Roy F. Fox. Reviewed by Christy Goldsmith | Announcement | Contributors