The CCCC Studies in Writing & Rhetoric (SWR) series, established in 1984, aims to influence how writing gets taught at the college level. The methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in the many various fields that inform composition—including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse, ranging from studies of individual writers and teachers, to work on classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching.
Newest SWR Books
- First Semester: Graduate Students, Teaching Writing, and the Challenge of Middle Ground
Author: Jessica Restaino
Jessica Restaino offers a snapshot of the first semester experiences of graduate student writing teachers as they navigate predetermined course syllabi and materials, the pressures of grading, the influences of foundational scholarship, and their own classroom authority.
- Remixing Composition: A History of Multimodal Writing Pedagogy
Authors: Jason Palmeri
Palmeri reveals an expansive history of now forgotten multimodal approaches to composing moving images and sounds and demonstrates how current compositionists can productively remix these past pedagogies to address the challenges and possibilities of the contemporary digital era.
Learn more about SWR Books and Continue the Conversation Online
A Taste for Language: Literacy, Class, and English Studies
Author: James Ray Watkins Jr.
Everyday Genres: Writing Assignments across the Disciplines
Author: Mary Soliday
The Community College Writer: Exceeding Expectations
Authors: Howard Tinberg and Jean-Paul Nadeau
Before Shaughnessy: Basic Writing at Yale and Harvard, 1920-1960,
Author: Kelly Ritter
Kelly Ritter uses materials from the archives at Harvard and Yale and contemporary theories of writing instruction to reconsider the definition of basic writing and basic writers within a socio-historical context. Learn more about this text and listen to a podcast interview with the author by clicking the link above.
Agents of Integration: Understanding Transfer as a Rhetorical Act
Author: Rebecca S. Nowacek
The question of how students transfer knowledge is an important one, as it addresses the larger issue of the educational experience. In Agents of Integration: Understanding Transfer as a Rhetorical Act, Rebecca S. Nowacek explores, through a series of case studies, the issue of transfer by asking what in an educational setting engages students to become “agents of integration”— individuals actively working to perceive, as well as to convey effectively to others, the connections they make. Learn more about this text and listen to a podcast interview with the author.