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Cassandra Phillips

Holly Hassel

An expansive look at the discipline of writing studies, with a focus on serving and supporting first-year writing students and instructors at open access institutions.

There is a huge gap between perceptions of the field of writing studies and the material realities of those who teach in it. Materiality and Writing Studies: Aligning Labor, Scholarship, and Teaching argues for the centering of the field’s research and service on first-year writing, particularly the “new majority” of college students (who are more diverse than ever before) and those who teach them.

The book features the voices of first-year writing instructors at a two-year, open-access, multi-campus institution whose students are consistently underrepresented in discussions of the discipline. Drawing from a study of 78 two-year college student writers and an analysis of nearly two decades of issues of the major journals in the field of writing studies, Holly Hassel and Cassandra Phillips sketch out a reimagined vision for writing studies that roots the scholarship, research, and service in the discipline squarely within the changing material realities of contemporary college writing instruction.

About the CCCC Studies in Writing & Rhetoric (SWR) Series

In this series, the methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition—including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse—ranging from individual writers and teachers, to classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching.

National Council of Teachers of English (NCTE)

Studies in Writing & Rhetoric

Materiality and Writing Studies: Aligning Labor, Scholarship, and Teaching

Christie Toth

This book combines student writing, personal reflection, and academic analysis to urge, document, and enact more transfer-conducive writing ecologies. It examines the last century of community college/university relations in composition studies, asserting that community college faculty have long been important but marginalized participants in disciplinary and professional spaces. That marginalization perpetuates class- and race-based inequities in educational outcomes. The book argues that countering such inequities requires reimagining our disciplinary relations, both nationally and locally. It presents findings from research into community college transfer student writing experiences at the University of Utah and narrates the first three years of program development with colleagues at SLCC, discussing the emergent, sometimes unexpected outcomes of our partnerships. The book offers our experiences as an extended case study of how reimagining local disciplinary relations can challenge pervasive academic hierarchies, counter structural inequities, and expand educational opportunities for students.

Transfer in an Urban Writing Ecology: Reimagining Community College–University Relations in Composition Studies