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 49.3 (Fall 2021): From the Editors: 2021, in Words | AT A GLANCE: Teaching, Writing, Gaming by Richard Colby, Matthew S. S. Johnson, and Rebekah Shultz Colby | ARTICLES: Are We Overlooking (and Underselling) the Writing Capstone Course? by Timothy Ballingall and Brad Lucas | 'Sometimes I Forget I’m in an Online Class!' Why Place Matters for Meaningful Student Online Writing Experiences by Felicita Arzu Carmichael | 'How am I Supposed to Watch a Little Piece of Paper?' Literacy and Learning Under Duress by Carrie Hall | Tracing Ableism’s Rhetorical Circulation through an Analysis of Composition Mission Statements by Kristin C. Bennett | COURSE DESIGN: Global Efforts to Professionalize Online Literacy Instructors: GSOLE’s Basic OLI Certification by Amy Cicchino, Kevin DePew, Jason Snart, and Scott Warnock | ENGL 1100 Contextualized: Designing a FYW Course for Guided Pathways by Nancy Pine | WHERE WE ARE: Writing in the West African Context by Linford O. Lamptey and Roland Dumavor | Something of Our Own to Say: Writing Pedagogy in India by Anuj Gupta and Anannya Dasgupta | Transforming the Teaching of Writing from a Skills-Based Approach to a Knowledge Construction Approach in a University in Singapore by Radhika Jaidev | Writing Instruction and Writing Research in Denmark by Kristine Kabel and Jesper Bremholm | Teaching of Writing in Hong Kong: Where Are We? by Icy Lee | Weh Wi Deh / Veh Vi Is / Where We Are: Teaching and Researching Academic Writing in the Caribbean by Vivette Milson-Whyte, Raymond Oenbring, and Brianne Jaquette | (Re)Writing the Middle East: Tension, Engagement, and Rhetorical Translanguaging by Emma Moghabghab | On the Teaching of University Writing in Latin America by Natalia Ávila Reyes and Federico Navarro | Writing Instruction in Australia by Susan E. Thomas | BOOK REVIEWS: Literacy and Pedagogy in an Age of Misinformation and Disinformation, ed. by Tara Lockhart, et al. Reviewed by Christine Wilson | PARS in Practice: More Resources and Strategies for Online Writing Instructors, ed. by Jessie Borgman and Casey McArdle Reviewed by Omar Yacoub | The Anti-Racist Writing Workshop: How to Decolonize the Creative Classroom, by Felicia Rose Chavez Reviewed by Siara Schwartzlow | Speaking Up, Speaking Out: Lived Experiences of Non-Tenure-Track Faculty in Writing Studies, ed. by Jessica Edwards, Meg McGuire, and Rachel Sanchez Reviewed by Stacy Wittstock | Sixteen Teachers Teaching: Two-Year College Perspectives, ed. by Patrick Sullivan Reviewed by Bethany Sweeney | Empowering the Community College First-Year Composition Teacher: Pedagogies and Policies, ed. by Meryl Siegal and Betsy Gilliland Reviewed by Katherine Daily O’Meara | Style and the Future of Composition Studies, ed. by Paul Butler, Brian Ray, and Star Medzerian Vanguri Reviewed by Roberto S. Leon | Contributors
