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Volume 19, Issue 3

1 October 2019

ISSN 1531-4200

EISSN 1533-6255

In this Issue

ARTICLE
Cluster on Anxious Pedagogies
From the Classroom
Reviews

ARTICLE

Classroom Writing Assessment as an Antiracist Practice: Confronting White Supremacy in the Judgments of Language

Asao B. Inoue

Representations of Students in Composition Scholarship

Kristine Johnson

Using Taxonomies of Metacognitive Behaviors to Analyze Student Reflection and Improve Teaching Practice

Thomas Trimble; Adrienne Jankens

Rhetorical and Pedagogical Interventions for Countering Microaggressions

Rasha Diab; Beth Godbee; Cedric Burrows; Thomas Ferrel

Teaching Ciarán Carson: Classroom Approaches to the Postdigital, Conflict-Zone Text

Danielle Barrios-O’Neill

Cluster on Anxious Pedagogies

Guest Editors’ Introduction: Anxious Pedagogies

Shawna Ross; Douglas Dowland

Teaching in Stormy Weather

Shawna Ross

Frustration Is a Feature: Ugly Feelings and the Digital Humanities

Brandon Walsh

Contingency, Staff, Anxious Pedagogy—and Love

Lee Skallerup Bessette

In the Governess’s Room: Fostering Student-Faculty Solidarity through Radical Honesty

Amber Pouliot

Resonant Reading: From Anxiety to Attunement

Katie Dyson

Anxiety Can Bring Us Together

Douglas Dowland

From the Classroom

Locating Empathy: Using Android Protagonists to Teach Oppression and Marginalization

Emily Hall

Visual Rhetoric as Performance: Shakespeare in Comics

Anelise Farris

Reviews

Student Misreading: Obstacle or Opportunity

Brita M. Thielen

Composition’s Linguistic Diversity: Challenging the Emphasis on Standard American English

Allison Giannotti

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Breaking Through the Prison Walls of Feedback: The View from the Shed

Bringing Down the Bard’s House: Pedagogy, Representation, and the All-Female Cast

Teaching for the Times: Hisaye Yamamoto’s “Wilshire Bus”

Rereading the Reading Problem in English Studies

About Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture
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