What Is Composition Pedagogy? An Introduction, Amy Rupiper Taggart,
H. Brooke Hessler, Kurt Schick
Basic Writing, Deborah Mutnick and Steve Lamos
Collaborative Writing, Krista Kennedy and Rebecca Moore Howard
Community-Engaged, Laura Julier, Kathleen Livingston, and Eli Goldblatt
Critical, Ann George
Cultural Studies, Diana George, John Trimbur, and Tim Lockridge
Expressive, Chris Burnham and Rebecca Powell
Feminist, Laura R. Micciche
Genre, Amy J. Devitt
Literature and Composition, Christine Farris
New Media, Collin Gifford Brooke
Online and Hybrid, Beth L. Hewett
Process, Chris M. Anson
Researched Writing, Rebecca Moore Howard and Sandra Jamieson
Rhetoric and Argumentation, David Fleming
Second Language Writing, Paul Kei Matsuda and Matthew J. Hammill
Writing in the Disciplines and Across the Curriculum, Chris Thaiss and Susan McLeod
Writing Center, Neal Lerner
The late Gary Tate taught English for three decades at Texas
Christian University, helping establish the discipline of
Composition through his editorial work.
Amy Rupiper Taggart is Associate Professor and Associate Chair of English at North Dakota State University.
Kurt Schick is Associate Professor of Writing, Rhetoric, and Technical Communication at James Madison University.
H. Brooke Hessler is Professor of English and Eleanor Lou Carrithers Chair of Writing at Oklahoma City University.
"A Guide to Composition Pedagogies provides students with the
theoretical framework that they will need to understand teaching
composition and to develop their own pedagogical concepts. More
importantly, it provides realistic, applicable examples of what can
and does happen in composition classrooms and how instructors of
composition shape students' college experiences as writers and
thinkers."--Carol Zitzer-Comfort, California State
"The second edition of A Guide offers a breadth of coverage, range of perspectives, and conciseness not found in many texts that help new and seasonsed composition teachers and scholars remain current on the climate of composition studies."--The Journal of Teaching Writing