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Because of its centrality to the professional identity of any communications-focused discipline, the workplace has for decades been a focus of practice and scholarship in technical and professional communication. The contributors to Rewriting Workexamine workplace writing through the lenses of identity and changing communication practices, arguing that place can be viewed as a productive frame for understanding how technical and professional communication has changed over the last two decades. The result is a timely set of chapters that approach workplace writing through two key questions: How do we fit in? How do we adapt? The answers to these questions provide insights into the primary factors that have shaped the practices and identities of technical and professional communicators in the 21st century.

In his exploration of his development as one of the most prolific and thoughtful writers in the field of writing studies, Charles Bazerman considers how, like all writers, he has been shaped in distinctive and unique ways by his literate experiences. "Each of our stories is particular," he writes, calling this book "my experiment in saying what I can from my perspective about my development as a writer." How I Became the Kind of Writer I Became poses questions about the lifespan development of writing and, in particular, how writing emerges within the "conditions, relations, and needs of life." Observing that his autoethnography does not offer a norm or an ideal, Bazerman calls attention to the need for more of these kinds of reflections. "We need many such stories from many kinds of writers," he notes, "reflecting on what opportunities, needs, experiences, and resources came their way and how they iteratively solved the problem of what to write and how to write it, as they saw it." As the first book in the Lifespan Writing Research book series, Bazerman's work serves as both a model for reflective inquiry and a call for additional work in this area.

Rethinking Peer Review: Critical Reflections on a Pedagogical Practice interrogates peer review, a foundational practice of writing instruction, from both practical and theoretical perspectives, provoking discussion and re-examination of this practice in light of changing demographics, new technologies, and changing goals and priorities among teachers and institutions. Though long considered an essential element in writing and writing-intensive courses, peer review continues to provoke questions and provide challenges for instructors and students. By questioning and clarifying the goals of peer review, the contributors to this edited collection demonstrate how peer review can inform and enhance student writing and learning. In doing so, Rethinking Peer Review offers a roadmap for revitalizing this critical practice for the 21st century classroom.

In this archival investigation, Michael J. Michaud examines the life and work of Donald M. Murray, an important disciplinary and educational reformer who has for too long been misunderstood, caricatured, and dismissed by many writing studies theorists and historians. Focusing on Murray's work at the University of New Hampshire from the 1960s to the 1980s, Michaud offers a corrective intended to establish a new legacy for Murray. Grounded in an understanding of the significance of his personal backstory to his reform efforts and narrated through the lens of a close reading of the day-to-day details of his work during the heady years of the writing process movement, A Writer Reforms (the Teaching of) Writing recounts the numerous innovations Murray contributed to composition pedagogy and traces the impact of his work on the growth of the field during a critical period in its development.

The editors and contributors to this collection offer insights into the use of institutional ethnography for three primary purposes: to investigate and interrogate the cultures of work that are of interest to writing studies researchers, to understand more deeply what constitutes this work, and to consider how work takes shape within institutional contexts. Building on prior conversations about institutional ethnography, critical ethnography, and the complexities of writing programs, the editors and chapter authors consider their application to sites of writing and writing instruction. In doing so, they reveal the power of material conditions, institutional and field-based values, and the cultures of writing to shape how people carry out their everyday work in writing programs and other venues in which writing plays a central role. The findings shared in this edited collection provide insights into how institutional ethnography as a form of inquiry can make important contributions to the fields' many ongoing conversations about the nature of our work, labor, and other writing-related interests.

This edited collection, the third in a series of books by editors Jessie Borgman and Casey McArdle, explores the complexity of administrative positions within writing programs and how online courses make administration even more complex. Drawing on the PARS framework (Personal, Accessible, Responsive, Strategic) used in the first two books, PARS in Charge provides insights and examples from administrators across the country focusing on how they have implemented the PARS framework to be successful online writing program leaders in their specific leadership positions.

We live in the age of trans-, an era of pervasive mobility across linguistic, national, disciplinary, and institutional borders of teachers, students, scholars, and institutional programs. The contributors to Toward a Transnational University examine how approaches to postsecondary writing instruction travel and, in the process, transform the transnational and translingual character of universities worldwide. The chapters in this edited collection investigate, in multiple contexts around the world, the challenges, opportunities, and ambiguities that arise when mobility is taken as their foundation. Writing from a wide range of locations--including Bangladesh, Canada, China, Japan, Nepal, Qatar, and the United States--the contributors to Toward a Transnational University examine the friction points by which particular approaches to academic writing and its teaching are translated and interact with local cultures and concerns. Together, they show how institutions of higher education are engaging the mobility and fluidity of academic writing, its teaching, and its learning.

Writing As a Human Activity offers a collection of original essays that attempt to account for Charles Bazerman's shaping influence on the field of writing studies. Through scholarly engagement with his ideas, the 16 chapters--written by authors from Asia, Europe, North America, and South America--address Bazerman's foundational scholarship on academic and scientific writing, genre theory, activity theory, writing research, writing across the curriculum, writing pedagogy, the sociology of knowledge, new media and technology, and international aspects of writing. Collectively, the authors use Bazerman's work as a touchstone to consider contemporary contexts of writing as a human activity.

Adapting VALUEs traces the use of the American Association of Colleges and Universities' VALUE rubric for written communication at two small universities. Through the lens of institutional ethnography, Jennifer Grouling examines how faculty and administrators adapted the rubric for their own purposes and writing programs. Throughout the book, Grouling explores the ways in which faculty members' interactions on committees, views of the classroom, disciplinary affiliation, and racial privilege impacted their views of this national rubric. Overall, Adapting VALUEs offers valuable insights into the power of the rubric as both a national and a local text that dictates pedagogical and administrative practice.

Methods and Methodologies explores how researchers theorize, design, enact, reflect on, and revise digital writing research. The contributors to the two volumes of this edited collection explore how digital technologies can be used to solve problems, challenge the status quo, and address inequities. In some cases, they do so by using familiar digital technologies in novel ways. In other cases, they explain the use of relatively new or less familiar technologies such as digital mapping apps, Twitter bots, audio-visual captions, and computer programming code. By reflecting on the lessons that emerged from their work--and in particular on their own positionality--the authors provide methodological narratives that are personal, professional, and individual yet foundational. By combining attention to human positionality and digital technology, Methods and Methodologies addresses important social issues and questions related to writing and rhetoric.

Emerging from more than two decades of work in Latin America, this edited collection explores the implementation of reading and writing programs and centers in Central and South America. Reflecting the multiplicity of theories and gazes that underlies research and practice in teaching and learning to read and write in academic contexts, the contributors to this volume consider how these theoretical and methodological alternatives have contributed to the design and implementation of teaching and learning strategies that address the needs of students, faculty, and institutions while also working with (and around) the resources available in each institutional setting. Centros y Programas de Escritura en América Latina offers insights for those concerned with contributing to students' education to improve their academic reading and writing, and, ultimately, to a more equitable university experience for all.

At a time when design thinking is viewed by many as itself a contested term, Keywords in Design Thinking explores keywords and associated practices related to the use of this critical concept in technical and professional communication. The chapters in this edited collection offer definitions stable enough to allow readers to determine the value of design thinking and to apply and examine its usefulness in the design of technical and professional discourse. The contributors to this collection include faculty at research-intensive and comprehensive colleges, graduate students, and industry practitioners. This configuration of contributors is intended to increase the diversity of perspectives and offer a variety of routes to understanding design thinking.

In Writing Expertise, Linda Adler-Kassner and Elizabeth Wardle address the question, "How can instructors across disciplines best help students write well?" Drawing on research about how disciplines use writing to engage in shared ways of thinking, practicing, and demonstrating knowledge, the authors offer an approach that helps faculty across the disciplines invite students to bring new ideas and identities to their work. Throughout the book, Adler-Kassner and Wardle help instructors explore what it means to write well in their courses, fields, or disciplines and offer strategies and activities that can help them improve their assignments by infusing research-based writing activities into their courses. Writing Expertise provides an innovative, equity- and research-based approach to writing in the disciplines that will enrich instructor and student thinking. Thoughtful discussions and well-designed activities provide the support needed to help instructors put disciplinary thinking into written form, develop systematic aways of learning about the students who write in their courses, and ultimately develop more effective, inclusive courses.

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.

In Masking Inequality with Good Intentions, Heather M. Falconer examines the impact of systemic bias on disciplinary discourse acquisition and identity development by asking "How do the norms and expectations of higher education and STEM, specifically, impact the development of scientific identity and discursive skill?" and "What role do societal markers like race and gender play in the negotiation of identity in STEM learning environments?" Drawing on the experiences and writings of six students from historically underrepresented backgrounds in STEM, each participating in an undergraduate research program, Falconer discusses how programmatic and pedagogical choices can work to either further marginalize students and disrupt their writing and identity development as scientists or create counterspaces--spaces where students can thrive and push back against dominant, oppressive forces. Practical applications for pedagogy, curriculum, and program design are included.