The oldest independent periodical in the field, Composition Studies publishes original articles relevant to rhetoric and composition, including those that address teaching college writing; theorizing rhetoric and composing; administering writing programs; and, among other topics, preparing the field’s future teacher-scholars. All perspectives and topics of general interest to the profession are welcome. We also publish Course Designs, which contextualize, theorize, and reflect on the content and pedagogy of a course. Contributions to Composing With are invited by the editor, though queries are welcome (send to compstudies@uc.edu). Cfps, announcements, and letters to the editor are most welcome. Composition Studies does not consider previously published manuscripts, unrevised conference papers, or unrevised dissertation chapters. CONTENTS OF COMPOSITION STUDIES 47.2 (Fall 2019): ARTICLES: Layered Feminist Historiography: Composing Multivocal Stories Through Material Annotation Practices by Grace Wetzel | Unspeakable Failures by Kelly Myers | “I Can’t Do Cartwheels, So I Write”: Students’ Writing Affect Amy Williams | Writing Workshops in the Public Turn by Charles Lesh | Literacy as Threshold Concept: Building Multiliterate Awareness in First-Year Writing by Amanda Sladek | Emerging Public Literacies: A Micro-Case Study of Public Writing Pedagogy by Tyler Branson Improving Instructor Ethos through Document Design by Joanna Wolfe, Ryan Roderick, and Andrea Francioni Rooney | COURSE DESIGNS: Engl 3374: Writing, Rhetoric, and Multimedia Authoring by Estee Beck | Engl 382: Special Topics in Multimodal Composition by Jaclyn Fiscus-Cannaday and Sophia Watson | Engl 101: Writing in Wikipedia by Matthew Vetter and Oksana Moroz | HERE WE ARE: Where We Are: Dialogue and Disciplinary Space: A Brief Dialogue with Members of the WPA-L Working Group and nextGEN listserv by nextGEN Authors: Sweta Baniya, Sara Doan, Gavin P. Johnson, Ashanka Kumari, Kyle Larson, Virginia M. Schwarz WPA-L Working Group Authors: Kefaya Diab; Mara Lee Grayson; Regina McManigell Grijalva; Holly Hassel; Brian Hendrickson; Adam Hubrig; Cara Marta Messina; and Iris Ruiz | BOOK REVIEWS: Teaching Readers in Post-Truth America, by Ellen Carillo, What Is College Reading?, edited by Alice S. Horning, Deborah-Lee Gollnitz, and Cynthia R. Haller Reviewed by Meghan A. Sweeney | Cross-Border Networks in Writing Studies, by Derek Mueller, Andrea Willliams, Louise Wetherbee Phelps, and Jennifer Clary-Lemon Reviewed by Christopher Eaton The Internationalization of US Writing Programs, edited by Shirley K. Rose and Irwin Weiser Reviewed by Megan J. Busch | Sustainable WAC: A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs, by Michelle Cox, Jeffrey R. Galin, and Dan Melzer Reviewed by Mandy Olejnik | Translanguaging Outside of the Academy: Negotiating Rhetoric and Healthcare in the Spanish Caribbean, by Rachel Bloom-Pojar Reviewed by Rachel Griffo | Thinking Globally, Composing Locally: Re-thinking Online Writing in the Age of the Global Internet, edited by Rich Rice and Kirk St. Amant Reviewed by Jeffrey G. Howard | Contributors
