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    Who Teaches Writing

    (3 reviews)

    Tyler Branson, University of Florida

    Ron Brooks, Montclair State University

    Dana Cadman

    Heidi Cephus

    Sara Beth Childers, Oklahoma State University

    Elizabeth Devore, Kent State University

    Anna Sicari, Oklahoma State University

    Charlotte Hogg, Texas Christian University

    Ho'omana Nathan Horton, Oklahoma State University

    Copyright Year:

    Publisher: Oklahoma State University

    Language: English

    Formats Available

    Conditions of Use

    Attribution Attribution
    CC BY


    Learn more about reviews.

    Reviewed by Kirsten Bradley, Adjunct Instructor, Old Dominion University on 1/3/24

    Who Teaches Writing is a user-friendly, easy to understand text that features writing genres common to first-year composition courses as well as related topics like paragraph formulation and text analysis. The text is situated in instruction that... read more

    Reviewed by Katherine Kominis, Adjunct Faculty, Bunker Hill Community College on 3/15/23

    Elements that begin each essay are very useful as prompts for pre-reading: as "What you will learn" and "Key terms." As post-reading material and writing assignments, the "Discussion Questions" in each chapter are very useful to implement the... read more

    Reviewed by Jackson Stone Justine, Special Purpose Faculty, Radford University on 1/13/23

    Overall, this textbook does an excellent job of achieving the question: Who Teaches Writing? I was thoroughly impressed with the various professional backgrounds of the chapter writers. While the book is geared towards first year composition... read more

    Table of Contents



    A Memoirist Teaches Narrative

    A Reluctant Student Teaches the Literacy Narrative

    A Shakespearean Teaches Narrative

    A Former First-year Comp Student Teaches Narrative

    A Feminist Teaches Writing through Institutional Ethnography

    A Writing Studies Scholar Teaches Interview-Based Writing Assignments

    Interdisciplinary Writing Instructors Teach Autoethnographic Creativity and Social Consciousness

    A Writing Center Administrator Teaches Service Learning

    A Literature Scholar Teaches Structuring Paragraphs in a Research Essay

    A Modernist Teaches Analysis

    Creative Writers Teach Techniques for Analyzing Any Text

    Applied Linguists Teach Analyzing Writing

    A Poet Teaches Analysis

    A Sociolinguist Teaches Evaluating Language

    A Film Scholar Teaches Evaluative Writing

    A Librarian Teaches Evaluating Information

    A Sports Rhetorician Teaches Evaluation


    Ancillary Material

    • Oklahoma State University
    • About the Book

      Who Teaches Writing is an open teaching and learning resource being used in English Composition classes at Oklahoma State University. It was authored by contributors from Oklahoma State University and also includes invited chapters from faculty and staff at institutions both inside and outside of Oklahoma. Contributors include faculty from various departments, contingent faculty and staff, and graduate instructors. One purpose of the resource is to provide short, relatively jargon-free chapters geared toward undergraduate students taking First-Year Composition. Support for this project was provided in part by OpenOKState and Oklahoma State University Libraries.

      About the Contributors


      Dr. Tyler Branson is an assistant professor of English and the associate director of composition at the University of Toledo. He has published articles in College Composition and Communication, Composition Studies, and WPA: Writing Program Administration, and he has essays in the edited collections Bad Ideas about Writing and the Cambridge Handbook of Service Learning and Community Engagement. His book Policy Regimes: College Writing and Public Education Policy in the United States, is forthcoming from Southern Illinois University Press.

      Dr. Ron Brooks is an Associate Professor of Writing Studies at Montclair State University, where he currently serves as the Founding Chair of the Department of Writing Studies. He has published essays in College Composition and Communication, Technical Communication Quarterly, Enculturation, hyperrhiz, and Pre/Text.

      Dana Jaye Cadman, Lecturer, Director of Creative Writing Pleasantville, and Faculty Advisor for student literary and arts magazine Chroma, holds an MFA in Poetry from Rutgers University Newark. Her creative work has been published in New England Review, PRISM International, The Moth, The Literary Review, Atlanta Review, and Raleigh Review, among others. Her featured performances include New York Shakespeare Convention, North American Bicentennial Conference, and Colorscape Chenango Arts Festival. Her visual art is featured in the upcoming opera Sensorium Ex with composer Paola Prestini and librettist Brenda Shaughnessy and its corresponding documentary from EnactLab. She runs the annual Pace Poetry Festival and has founded Saturated Channel, a media space featuring student content across creative and academic genre, highlighting hybridity and digital works.

      Heidi Cephus holds a PhD in English from the University of North Texas, where she conducted research on the connection between bodies and judgment in Shakespeare's plays. More recently, she has focused on depictions of women’s work from Shakespeare to today. In addition to teaching and researching Shakespeare, Dr. Cephus has 13 years of experience teaching composition courses, including 3 years at Oklahoma State. Currently, she is employed as a Choice and Success Advisor at a Colorado high school. In her spare time, Dr. Cephus enjoys playing disc golf, running, and reading detective fiction.

      Sarah Beth Childers is an Assistant Professor of Creative Writing at Oklahoma State University, specializing in creative nonfiction, and the nonfiction editor of the Cimarron Review. She is the author of the memoir-in-essays Shake Terribly the Earth: Stories from An Appalachian Family (Ohio University Press, 2013), and her essays have appeared in Brevity, Colorado Review, Shenandoah, Pank, and elsewhere. Sarah Beth lives in Stillwater, Oklahoma, with her family, including a dog-chasing little girl.

      Elizabeth Devore is an Associate Lecturer of English at Kent State University at Ashtabula. Her poetry has appeared in The Bark magazine, the Great Lakes Review narrative map project, and elsewhere. She teaches creative writing, composition, and has special interest in dogs in literature.

      Dr. Anna Sicari is an Assistant Professor of Rhetoric and Writing Studies at Oklahoma State University and she directs the Writing Center. Her research interests include writing centers, feminist theory and research, and work on identity and inclusion.

      Dr. Charlotte Hogg is Professor of English at Texas Christian University where she serves as Director of Composition. She is the author of From the Garden Club: Rural Women Writing Community and co-author of Rural Literacies with Kim Donehower and Eileen Schell. She co-edited with Donehower and Schell Reclaiming the Rural: Essays on Literacy, Rhetoric, and Pedagogy as well as a special issue of enculturation: Rhetorics and Literacies of Climate Change. With Shari J. Stenberg, she co-edited the anthology Persuasive Acts: Women’s Rhetorics in the Twenty-first Century. Her work has ap­peared in The Washington Post, College English, Rhetoric Review, Peitho, Puerto del Sol, and elsewhere. She teaches women’s rhetorics and literacies, creative nonfiction, and composition. Her Twitter handle is @paxtonista.

      Dr. Ho’omana Nathan Horton is a Visiting Assistant Professor of TESOL and Linguistics at Oklahoma State University and the Coordinator of OSU’s International Teaching Assistant (ITA) Program. His research focuses primarily on sociolinguistics, especially on linguistic diversity and discrimination at the university level. Most recently, his chapter in Linguistic Discrimination in US Higher Education (Clements & Portray, 2021) addresses the prevalence of Standard Language Ideology and the resulting linguistic discrimination in First-year Composition courses and offers suggestions for how writing instructors can better support and empower students’ use of their own varieties of English in writing and beyond.

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