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Volume 19, Issue 3
October 1, 2019
Pedagogy Cover Image for Volume 19, Issue 3
ISSN 1531-4200
EISSN 1533-6255
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ARTICLE

Classroom Writing Assessment as an Antiracist Practice: Confronting White Supremacy in the Judgments of Language
Asao B. Inoue
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Representations of Students in Composition Scholarship
Kristine Johnson
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Using Taxonomies of Metacognitive Behaviors to Analyze Student Reflection and Improve Teaching Practice
Thomas Trimble; Adrienne Jankens
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Rhetorical and Pedagogical Interventions for Countering Microaggressions
Rasha Diab; Beth Godbee; Cedric Burrows; Thomas Ferrel
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Teaching Ciarán Carson: Classroom Approaches to the Postdigital, Conflict-Zone Text
Danielle Barrios-O’Neill
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Cluster on Anxious Pedagogies

Guest Editors’ Introduction: Anxious Pedagogies
Shawna Ross; Douglas Dowland
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Teaching in Stormy Weather
Shawna Ross
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Frustration Is a Feature: Ugly Feelings and the Digital Humanities
Brandon Walsh
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Contingency, Staff, Anxious Pedagogy—and Love
Lee Skallerup Bessette
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In the Governess’s Room: Fostering Student-Faculty Solidarity through Radical Honesty
Amber Pouliot
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Resonant Reading: From Anxiety to Attunement
Katie Dyson
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Anxiety Can Bring Us Together
Douglas Dowland
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From the Classroom

Locating Empathy: Using Android Protagonists to Teach Oppression and Marginalization
Emily Hall
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Visual Rhetoric as Performance: Shakespeare in Comics
Anelise Farris
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Reviews

Student Misreading: Obstacle or Opportunity
Brita M. Thielen
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Composition’s Linguistic Diversity: Challenging the Emphasis on Standard American English
Allison Giannotti
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Contributors
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