This article explores the advantages of pairing disability studies with the study of rhetoric/composition in the first-year seminar classroom. Examining the ways in which both disability studies and rhetoric interrogate issues of construction, it argues that the two fields mutually reinforce one another when taught together since they both prioritize critical thinking, close reading, and careful argumentation. This article offers a number of specific examples of in-class activities, writing assignments, and possible texts for a class that merges disability studies and composition. In addition, it discusses the value of using superpowers as a context for the study of disability in a first-year seminar, arguing that superpowers provide a unique access point for engaging disability while also encouraging students to more carefully examine a wide variety of cultural texts.


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pp. 519-526
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