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In this Issue

Table of Contents

  1. Classroom Writing Assessment as an Antiracist Practice: Confronting White Supremacy in the Judgments of Language
  2. Asao B. Inoue
  3. pp. 373-404
  4. restricted access
  1. Representations of Students in Composition Scholarship
  2. Kristine Johnson
  3. pp. 405-431
  4. restricted access
  1. Using Taxonomies of Metacognitive Behaviors to Analyze Student Reflection and Improve Teaching Practice
  2. Thomas Trimble, Adrienne Jankens
  3. pp. 433-454
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  1. Rhetorical and Pedagogical Interventions for Countering Microaggressions
  2. Rasha Diab, Beth Godbee, Cedric Burrows, Thomas Ferrel
  3. pp. 455-481
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  1. Teaching Ciarán Carson: Classroom Approaches to the Postdigital, Conflict-Zone Text
  2. Danielle Barrios-O'Neill
  3. pp. 483-507
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  1. Guest Editors' Introduction: Anxious Pedagogies
  2. Shawna Ross, Douglas Dowland
  3. pp. 509-512
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  1. Teaching in Stormy Weather
  2. Shawna Ross
  3. pp. 513-518
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  1. Frustration Is a Feature: Ugly Feelings and the Digital Humanities
  2. Brandon Walsh
  3. pp. 519-524
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  1. Contingency, Staff, Anxious Pedagogy—and Love
  2. Lee Skallerup Bessette
  3. pp. 525-529
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  1. In the Governess's Room: Fostering Student-Faculty Solidarity through Radical Honesty
  2. Amber Pouliot
  3. pp. 531-536
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  1. Resonant Reading: From Anxiety to Attunement
  2. Katie Dyson
  3. pp. 537-542
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  1. Anxiety Can Bring Us Together
  2. Douglas Dowland
  3. pp. 543-550
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  1. Locating Empathy: Using Android Protagonists to Teach Oppression and Marginalization
  2. Emily Hall
  3. pp. 551-558
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  1. Visual Rhetoric as Performance: Shakespeare in Comics
  2. Anelise Farris
  3. pp. 558-573
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  1. Student Misreading: Obstacle or Opportunity?
  2. Brita M. Thielen
  3. pp. 575-578
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  1. Composition's Linguistic Diversity: Challenging the Emphasis on Standard American English
  2. Allison Giannotti
  3. pp. 579-584
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  1. Contributors
  3. pp. 585-588
  4. restricted access