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Generative Literature Project Update #1
The murder of Theopolis College president Cadence Mackarthur has not yet happened. It’s Fall, and the college hasn’t yet made public their choice of ten “Distinguished Centennial Alumni”; indeed,...
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Risk, Reward, and Digital Writing
Autocorrect is tyranny. It is interruption of thought, of speech, of creation, a condition for — and sometimes a prohibition against — my voice being heard. When I type “phone-less” and autocorrect...
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Maggie's Digital Content Farm
This piece was contributed as part of Hybrid Pedagogy‘s Digital Writing Month. Over the course of the last 6 months or so, I’ve felt a real shift in what it means (for me) to write — to work, to be —...
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Digital Writing, Paywalls, and Worth
This piece was contributed as part of Hybrid Pedagogy‘s Digital Writing Month. I’m tired. Scratch that: I’m exhausted. I’ve been writing for my life, like my life depended on it, like somehow if I...
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Making a Space for the Digital and the Scholarly: The Editor as Teacher
On a beautiful June morning, I hurried through the streets of Bloomsbury to the University of London. These streets carry a great deal of imaginative and emotional resonance for me, layers of time and...
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Call for Editors
Note: this Call for Editors is now closed. The place of the editor is not above the writer, but beside. Editors are not meant to correct but to suggest, not to admonish but to inspire, not to coerce...
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Textual Communities: Writing, Editing, and Generation in Chicana Feminism
When I first proposed the research title “Editing Chicanas,” one of my mentors, Alice Gambrell, commented that it was a good title, partly because it prompted such anxiety. I was surprised, as anxiety...
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Yearning for Praxis: Writing and Teaching Our Way Out of Oppression
“The problem is writing articles instead of making sure the articles actually change the world.” —Martin Bickman, “Returning to Community and Praxis” I’ve been writing all my life, as my mom often...
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Messy Minds: The Autoethnography of Learning
I’ve had my arse handed to me a few times online. Enough times to realise that writing provocatively (whether intentional or not) is often worth the activity. The most memorable and behaviour changing...
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Giving Voice to Written Words
Writers should talk more. We write to make ourselves heard. We use writing to tell a story, contribute to conversations, add our voices to a chorus, raise the alarm against injustice, call for help....
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Twessays and Composition in the Digital Age
While written assignments are typically growing in length in line with the ever-expanding volume of resources available to student writers, platforms like Twitter demand more succinct approaches to...
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The Pretense of Neutrality: Twitter, Digital Literacy, and First-Year Writing
“You can’t be neutral on a moving train” — Howard Zinn As universities go, the ethos of my home institution is relatively conservative. Conservative parents believe their children will maintain...
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Risk and Event-Based Pedagogies
Writing is neither a process nor a product; it is an event that transforms those who engage in it. Teachers must acknowledge not just the rewards but also the risks inherent in the writing we ask of...
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The Public Necessity of Student Blogging
“If the history of educational technology teaches researchers anything then it is this: what begins as fresh, innovative and edgy quickly evolves to tired, redundant and banal.” —Tara Brabazon, Journal...
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Building a Writing Class from the Ground Up
Early in my teaching career, I taught in a renovated convention center in Atlantic City. Outside the classroom were gaming machines and gaming tables. Inside the classroom were twenty four students,...
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