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  • ISBN/ISSN(s):
    0010-0994

Description

Decoding (a Woman’s) Diaries: The Transcribe-a-Thon as an Undergraduate Public Memory Project
Jessica Enoch, Katie Bramlett, and Elizabeth A. Novara
This essay examines the efficacy of an archive-based undergraduate public memory project in which students held a transcribe-a-thon and invited their university community to take part in the crowdsourced digital transcription of a nineteenth-century woman’s diary. The authors offer a two-part analysis in which they reflect first on the rhetorical strategies their students used to craft invitations, publicize the event, and support participants in their digital transcriptions. Second, the authors assess students’ evaluations of the transcribe-a-thon as a relevant public memory genre that engages the public in women’s writing and history.

When Writers Aren’t Authors: A Qualitative Study of Unattributed Writers

Elisa Findlay
This essay draws from qualitative data to examine the literacy practices of unattributed professional writers and the ways these writers assert agency through their positions as nonauthors and nonowners of the texts they write. I analyze two key tactics deployed by these writers—writing to hide and strategic (dis)connection—both of which illuminate the writer’s capacity to take on multiple positions and personae. The framework of writerly multiplicity is useful for reorienting pedagogical practices to better help students develop a critical writerly agency and prepare to write for money in the world—even if they will not be writing as themselves.

Growing Pains in the Golden Age: Writing Centers in the Twenty-First Century
Neal Lerner
This review essay situates The Working Lives of New Writing Center Directors, Around the Texts of Writing Center Work, and Talk About Writing: The Tutoring Strategies of Experienced Writing Center Tutors amid the tension between contemporary writing centers as rich sites for knowledge making and the task of directing writing centers as labor intensive and transitory. Opportunities to create new knowledge about what writing centers do and how they do it are often created in the face of reward systems that will not necessarily value that knowledge making. Ultimately, writing centers might look inward to find disciplinary identity and meet disciplinary aspirations, but the larger mission and the values of inclusivity and social justice that many writing centers share will be far more difficult to realize.

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