WRAC is a home of and hub for cutting-edge scholarship in rhetoric and writing studies. Our collective scholarship addresses issues that span the broad work of the discipline, and addresses issues related to cultural rhetorics, digital rhetorics, writing studies and pedagogy, visual rhetorics, experience architecture, professional and technical communication, the history and theory of rhetoric, and more. Indeed, many of our faculty braid approaches and orientations, theoretical frameworks, and methodological scaffolding from across the discipline and related disciplines. Recent faculty-produced books, book chapters, and journal articles are listed below.
Books
Arola, Kristin L., & Villaneuva, Victor. (Eds.). (2023). Crosstalk in comp theory (4th ed.). National Council of Teachers of English.
Borgman, Jessie, & McArdle, Casey. (Eds.). (2023). PARS in charge: Resources and strategies for online writing program leaders. WAC Clearinghouse. DOI: 10.37514/PRA-B.2023.1985
Limbu, Marohang, & Limbu, Arjun. (Eds.). (2023). Recovering Himalayan cultural rhetorics: Yakthung Mundhums, histories, and customary traditions. Limbuwan Study Center.
Lindquist, Julie; Straayer, Bree; & Halbritter, Bump. (Eds.). (2023). Recollections from an uncommon time: 4C20 Documentarian tales. Studies in Writing and Rhetoric, National Council of Teachers of English.
Ball, Cheryl E.; Sheppard, Jennifer; & Arola, Kristin L. (2022). Writer/designer: Making multimodal projects (3rd ed.). Bedford/St. Martin’s.
Burns, Dawn. (2022). Evangelina everyday. Cornerstone Press.
Borgman, Jessie, & McArdle, Casey. (Eds.). (2021). PARS in practice: More resources and strategies for online writing instructors. WAC Clearinghouse. DOI: 10.37514/PRA-B.2021.1145
Priest, Kimberly Ann. (2022). The optimist shelters in place. Harbor Editions.
VanKooten, Crystal, & Del Hierro, Victor. (Eds.). (2022). Methods and methodologies for research in digital writing and rhetoric: Centering positionality in computers and writing scholarship. WAC Clearinghouse https://wac.colostate.edu/books/practice/positionality1/ and https://wac.colostate.edu/books/practice/positionality2/. DOI
Ladenson, Sharon; Caesar, Cheryl; Miller, Sara D.; & Oberdick, Benjamin. (2023). Learning community partnerships: Building collaborations on campus and beyond. In Mary E. Piorun & Regina Fisher Raboin (Eds.), Cases on establishing effective collaborations in academic libraries (pp. 189–207). IDI Global. DOI: 10.4018/978-1-6684-2515-2.ch010
Limbu, Marohang. (2021). Delinking, relinking, and linking writing and rhetorics: Inventions and interventions of the Sirijanga Syllabary. Star Scholars Network.
Book Chapters
2023 — 2024
VanKooten, Crystal. (2024). Seeing it, hearing it, feeling it: Digital methods for the study of transfer across media. In Kara Poe Alexander, Matthew Davis, Lilian W. Mina, & Ryan P. Shepherd (Eds.), Multimodal composing and writing transfer (pp. 27–47). WAC Clearinghouse.
Aldrich, Carrie, & Prielipp, Sarah. (2023). ALP instructors’ experiences teaching across modes during the COVID-19 pandemic. In David Starkey (Eds.), Teaching accelerated and corequisite composition (pp. 80–98). Utah State University Press.
Caesar, Cheryl. (2023). Encounters with racism. In Michal Reznizki & David T. Coad (Eds.), Dynamic activities for first-year composition: 96 ways to immerse, inspire, and captivate students (pp. 54-57). National Council of Teachers of English.
DeJoy, Nancy. (2023). Making matters. In Douglas Hesse & Laura Julier (Eds.), Nonfiction, the teaching of writing, and the influence of Richard Lloyd-Jones (pp. 93–112). WAC Clearinghouse. DOI: 10.37514/PRA-B.2023.2005.2.08
Kiernan, Julia; Meier, Joyce; & Wang, Xiqiao. (2023). Critical listening: A teacher–scholar dialogue on the challenges of linguistically and culturally centered coursework. In Ching-Ching Lin & Clara Vaz Bauler (Eds.), Reimagining dialogue on identity, language, and power in action: Identity, language, and power (pp. 189–203). Multilingual Matters.
Potts, Liza, & Trice, Michael. (2023). Social media. In Han Yu & Jonathan Buel (Eds.), Keywords in technical communication (pp. 273-279). WAC ClearingHouse. DOI: 10.37514/TPC-B.2023.1923.2.33
Robinson-Zetzer, Rachel, & Smith, Trixie G. (2023). I feel it in my body: WC teaching and administration as embodied praxis. In William J. Macauley, Jr., Leslie R. Anglesey, Brady Edwards, Kathryn M. Lambrecht, & Phillip K. Lovas (Eds.), Threshold conscripts: Rhetoric and composition teaching assistantships (pp. 269-280). WAC Clearinghouse. DOI: 10.37514/PER-B.2023.1626
VanKooten, Crystal. (2023). Thinking across modes and media (and baking cake): Two techniques for writing with video, audio, and images. In Trace Daniels-Lerberg, Dana Driscoll, Mary K. Stewart, & Matthew Vetter (Eds.), Writing spaces: Readings on writing (vol. 5; pp. 266–280), Parlor Press.
2022
Baldwin, Dianna, & Smith, Trixie G. (2022). Stories of activist allies in the writing center. In Wonderful Faison & Frankie Condon (Eds.), Counterstories from the writing center (pp. 133–144). Utah State University Press.
Doan, Sara. (2022). What are we really teaching? Revisiting technical and professional communication’s pedagogical training. In Joanna Schreiber & Lisa Melonçon (Eds.), Assembling critical components: A framework for sustaining professional and technical communication (pp. 19–38). WAC Clearinghouse. DOI: 10.37514/TPC-B.2022.1381.2.01
Meier, Joyce. (2022). Intercultural complications of a “glocal” community project. In Jim Bowman & Jennifer deWinter (Eds.), Civic engagement in global contexts: International education, community partnerships, and higher education (pp. 152–174). Utah State University Press.
Meier, Joyce; Wang, Xiqiao; & Kiernan, Julia. (2022). Centering our students’ languages and cultures: WAC and a cross-departmental collaboration. In Bruce Horner & Jonathan Hall (Eds.), The transnational, translingual university: Teaching academic writing across borders and between Languages, (pp. 123–142). WAC Clearinghouse.
Smith, Trixie G. (2022). Embodiment in the writing center: Stories/theories. In Melissa Nicolas & Anna Sicari (Eds.), Our body of work: Embodied administration and teaching. Utah State University Press.
Straayer, Bree, & Wang, Xiqiao. (2022). Seeing opportunities, forming identities: One Ghanaian student’s literacy and networking practices. In Peter Decosta, Wendy Li, & Jongbong Lee (Eds.), International students’ multilingual practices (pp. 12–28). Multilingual Matters.
2021
Bessette, Douglass; Schelly, Chelsea; Schmitt Olabisi, Laura; Gagnon, Valoree; Fiss, Andrew A.; Arola, Kristin L., et al. (2021). Energy democracy in practice: Centering energy sovereignty in rural communities and tribal nations. In Andrea M. Feldpausch-Parker, Danielle Endres, Stephanie L. Gomez, & Tarla Rai Peterson (Eds.), Routledge handbook of energy democracy (pp. 408–419). Routledge.
Cox, Matthew B.; Dixon, Elise; Mathey, Katie; Novotny, Maria; Robinson, Rachel; & Smith, Trixie G. (2021). Embodiment, relationality, and constellation: A cultural rhetorics story of doctoral writing. In Cecile Badenhorst, Brittany Amell, & James Burford (Eds.), Reimagining doctoral writing (pp. 145–166). WAC Clearinghouse.
Gossett, Kathie, & Potts, Liza. (2021). #DigiDiss: A project exploring digital dissertation policies, practices and archiving. In Virginia Kuhn & Anke Finger (Eds.), Shaping the digital dissertation: Knowledge production in the arts and humanities (pp. 49-64). OpenBook Publishers.
https://www.openbookpublishers.com/product/1287
Smith, Trixie G. (2021). Collaging the classroom, the personal, and the critical: Autoethnographic writing in the National Writing Project. In Rebecca Jackson & Jackie Grutsch McKinney (Eds.), Self+Culture+Writing: Autoethnography for/as writing studies (pp. 159–172). Utah State University Press.
Articles
2023 — 2024
Baniya, Sweta, & Potts, Liza. (2024). Role of translation in disaster. Technical Communication & Social Justice, 2(1). https://techcommsocialjustice.org/index.php/tcsj/article/view/38/28
Lundin, Isabelle; Colby, Joey; Jarema, Courtney; Karmo, Lauren; Verrelli, Antonio; Wheatley, Katlynn & VanKooten, Crystal. (2024). The making of a MAB: Composing a multimodal annotated bibliography and exploring multimodal research and inquiry. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 28(2). https://praxis.technorhetoric.net/tiki-index.php?page=PraxisWiki:_:multimodal-annotated-bib
McArdle, Casey; Potts, Liza; & Tegtmeyer, Rebecca. (2024). Experience architecture: Developing an interdisciplinary UX undergraduate degree. Programmatic Perspectives, 54. https://programmaticperspectives.cptsc.org/index.php/jpp/article/view/54
Schelly, Chelsea; Gagnon, Val Gagnon; Brosemer, Kathleen; & Arola, Kristin. (2024, January). Engagement for life’s sake: Reflections on partnering and partnership with rural tribal nations. Rural Sociology, pp. 1–20.
Bagasra, Anisah; Allen, Christopher T.; & Doan, Sara. (2023). Perceived effectiveness of COVID-19 preventive practices and behavioral intention: Survey of a representative adult sample in the United States. JMIR Human Factors, 10. https://doi.org/10.2196/39919
Doan, Sara, & Kennedy, Cristy. (2023). Remember to P.A.C.K. for racially inclusive content strategy: An infographic and call to action. Rhetoric of Health and Medicine, 6(2). https://doi.org/10.5744/rhm.2023.6013
McArdle, C. (2023). Deploying UX methods in an intro to accessibility class: How to get student buy-in across disciplines. Proceedings of the ACM International Conference on Design of Communication, ACM SIGDOC.
Meier, Joyce; Caesar, Cheryl; & Wang, Xiqiao. (2023). Re-Addressing the “problem of PCW”: Rethinking a bridge-writing course in the Interest of supporting multilingual students. Open Words: Access and English Studies, 15(1), 12–43.
Schwartz, Stokes; Dumavor, Roland; Limbu, Marohang; Baatarkhuu, Narantsogt; & Bello, Rofiat. (Eds.). (2023). Special issue on digital collaborative learning initiatives: DEI, critical thinking, and the cultivation of next generation skills. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 9(2). http://jogltep.com/published-issues/
Smith, Trixie G., & Brooks-Gillies, Marilee. (2023). Everyday assessment practices in writing centers: A cultural rhetorics approach. Praxis: A Writing Center Journal, 21(1), 43–53.
2022
Arola, Kristin, & Rickert, Thomas. (2022). Rhetorical new materialism: Conversations toward a future new materialism across boundaries. Rhetoric Society Quarterly, 52(2), 190–198.
Birdsall, Kate; Fedewa, Kate; & Prielipp, Sarah. (2022). Performing failure: Stories of teaching faculty. Teaching English in the Two-Year College, 50(1), A1–A9.
Borgman, Jessie, & McArdle, Casey. (2022). Continuous delivery: A PARS online course development cycle. Computers and Composition, 66.
Edingo, Dilli Bikram; Dumavor, Roland; Troutman, Denise; & Limbu, Marohang. (Eds.). (2022). Special issue on digital composition, literacies, and pedagogies. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 8(2). http://jogltep.com/published-issues/
Meadows, Bethany, & Smith, Trixie G. (2022). Myth busting the writing center: A critical inquiry of ideologies and practices. Praxis: A Writing Center Journal, 19(1), 155–160.
Prielipp, Sarah. (2022). “It’s so hard”: Caregiving during COVID. Journal of Multimodal Rhetorics, 6(2). http://journalofmultimodalrhetorics.com/6-2-prielipp
2021
Baniya, Sweta, & Potts, Liza. (2021). Valuing expertise during the pandemic. Journal of Business and Technical Writing, 35(1), 28-34.
Doan, Sara. (2021). Misrepresenting COVID-19: Lying with charts during the second golden age of data design. Journal of Business and Technical Communication, 35(1), 73–79. https://doi.org/10.1177%2F1050651920958392
Ristich, Michael; McArdle, Casey; & Rhodes, Jacqueline. (2021). Assessing the limits of program strategy: “Archi-Strategy” in an age of disruption. Programmatic Perspectives, 12(1), 127–151.
Schelly, Chelsea; Gagnon, Valoree; Arola, Kristin L.; Fiss, Andrew; Schaefer, Marie; & Halvorsen, Kathleen E. (2021). Cultural imaginaries or incommensurable ontologies? Relationality and sovereignty as worldviews in socio-technological system transitions. Energy Research and Social Science, 80, 1–7.
Sonka, Kate; McArdle, Casey; & Potts, Liza. (2021). Finding a teaching a11y: designing an accessibility-centered pedagogy. IEEE Transactions on Professional Communication, 64(3), 264–2-274.
Conference Proceedings
Jones, Dave; Trice, Michael; Potts, Liza; & Baniya, Sweta. (2023, October). Methodologies for when the platform is on fire. Proceedings of the ACM International Conference on Design of Communication (pp. 246-247).
Tetu, Imari C.; Oldham Griffith, Claire; Pouncil, Floyd; & Potts, Liza. (2023, October). Human centered (re)design: Revising a rhetoric and writing PhD program. Proceedings of the ACM International Conference on Design of Communication (pp. 202-205).
Baniya, Sweta, & Potts, Liza. (2022, October). Experts, knowledge making, and disaster across Twitter. Proceedings of the ACM International Conference on Design of Communication (pp. 9-14).
Trice, Michael, & Potts, Liza. (2022, October). Digital community moderation values: Politics, news, and hot beverages on Reddit. Proceedings of the International Professional Communication Conference (pp. 133-139).
Alvarez, Alina; Potts, Liza; & Gonzales, Laura. (2021, October). Researching digital interfaces to raise awareness about the impacts of gun violence: A landscape analysis experience report. Proceedings of the ACM International Conference on Design of Communication (pp. 277-280).