The St. Martin’s Guide to Writing 13th Edition by Rise B. Axelrod, ISBN-13: 978-1319249229

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The St. Martin’s Guide to Writing 13th Edition by Rise B. Axelrod, ISBN-13: 978-1319249229

[PDF eBook eTextbook]

• Publisher: ‎ Bedford/St. Martin’s; Thirteenth edition (September 24, 2021)
• Language: ‎ English
• 832 pages
• ISBN-10: ‎ 1319249221
• ISBN-13: ‎ 978-1319249229

The comprehensive resource for helping students succeed in the full variety of assignments they’ll face in first-year writing courses.

Whether you have years of teaching experience or are new to the classroom, you and your students can count on The St. Martin’s Guide to Writing to provide the thoroughly class-tested support you need for first-year composition. Thousands of instructors and their students rely on the Guide’s proven approach because it works: Acclaimed step-by-step reading and writing guides to 9 different genres offer sure-fire invention strategies that get students started and revision strategies that help them develop their writing. The new edition with Achieve provides even more scaffolded support for the drafting and revising processes and models for students of the recursive nature of writing. Envisioned as a complete composition course— with a rhetoric, an array of engaging readings, a research manual, and a handbook in a single text— the thirteenth edition prepares students to read analytically and write recursively, revise deeply, and transfer these skills from first-year composition to courses across campus.

Table of Contents:

1 Foundations for Becoming a Successful College Writer

Understanding the Rhetorical Situation

Understanding Multimodality

Composing Multimodal Texts

Academic Habits of Mind

Reflect on your habits of mind.

The Writing Process

A WRITER AT WORK

Selena Jiménez’s Writing Process

Generating Ideas ■ Planning a Draft ■ Writing a Draft ■ Getting Feedback from Others ■ Preparing to Revise ■ Revising Deeply

Part 1 Writing Activities

2 Autobiography and Literacy Narratives

PRACTICING THE GENRE: Telling a Story

GUIDE TO READING

Analyzing Autobiographies and Literacy Narratives

Determine the writer’s purpose and audience. ■ Assess the genre’s basic features.

Readings

Rhea Jameson, Mrs. Maxon

Molly Montgomery, Literacy Narrative: In Search of Dumplings and Dead Poets

Ta-Nehisi Coates, Losing My Innocence

Elissa Washuta, Wednesday Addams Is Just Another Settler

GUIDE TO WRITING

The Writing Assignment

STARTING POINTS: Remembering an Experience

Writing a Draft: Invention, Research, Planning, and Composing

Choose an experience to write about.

TEST YOUR CHOICE: Considering Your Purpose and Audience

Give your story a dramatic arc.

TEST YOUR CHOICE: Facing an Audience

Use tenses to clarify the sequence of actions. ■ Describe key people and places vividly, and show their significance. ■ Use dialogue to portray people and dramatize relationships. ■ Clarify your story’s significance. ■ Write the opening sentences. ■ Draft your story.

Evaluating the Draft: Using Peer Review

A PEER REVIEW GUIDE

Improving the Draft: Revising, Editing, and Proofreading

Revise your draft.

A TROUBLESHOOTING GUIDE

Edit and proofread your final draft.

A WRITER AT WORK

Dramatizing Conflict and Developing Significance in Rhea Jameson’s Literacy Narrative

REFLECTION

Reflecting on Reading and Writing Autobiographical and Literacy Narratives

3 Writing Profiles

PRACTICING THE GENRE: Conducting an Interview

GUIDE TO READING

Analyzing Profiles

Determine the writer’s purpose and audience. ■ Assess the genre’s basic features.

Readings

Brian Cable, The Last Stop

Victoria C. Moré, Dumpster Dinners: An Ethnography of Freeganism

Amanda Coyne, The Long Good-Bye: Mother’s Day in Federal Prison

Gabriel Thompson, A Gringo in the Lettuce Fields

GUIDE TO WRITING

The Writing Assignment

STARTING POINTS: Writing a Profile

Writing a Draft: Invention, Research, Planning, and Composing

Choose a subject to profile.

TEST YOUR CHOICE: Considering Your Purpose and Audience

Conduct your field research or investigation. ■ Use quotations that provide information and reveal character. ■ Consider adding visual or audio elements. ■ Create an outline that will organize your profile effectively for your readers. ■ Determine your role in the profile. ■ Develop your perspective on the subject. ■ Clarify the dominant impression. ■ Write the opening sentences. ■ Draft your profile.

Evaluating the Draft: Using Peer Review

A PEER REVIEW GUIDE

Improving the Draft: Revising, Editing, and Proofreading

Revise your draft.

A TROUBLESHOOTING GUIDE

Edit and proofread your final draft.

A WRITER AT WORK

Brian Cable’s Interview Notes and Write-Up

The Interview Notes ■ The Interview Write-Up

REFLECTION

Reflecting on Reading and Writing a Profile

4 Explaining a Concept

PRACTICING THE GENRE: Explaining an Academic Concept

GUIDE TO READING

Analyzing Concept Explanations

Determine the writer’s purpose and audience. ■ Assess the genre’s basic features.

Readings

Rosa Alexander, The Meme-ing of Trigger Warnings

Anastasia Toufexis, Love: The Right Chemistry

Lindsay Grace, Persuasive Play: Designing Games That Change Players

Wesley Morris, Who Gets to Decide What Belongs in the “Canon”?

GUIDE TO WRITING

The Writing Assignment

STARTING POINTS: Explaining a Concept

Writing a Draft: Invention, Research, Planning, and Composing

Choose a concept to write about.

TEST YOUR CHOICE: Considering Your Purpose and Audience

Conduct initial research on the concept. ■ Focus your explanation of the concept.

TEST YOUR CHOICE: Evaluating Your Focus

Conduct further research on your focused concept. ■ Draft your working thesis. ■ Create an outline that will organize your concept explanation effectively for your readers. ■ Design your writing project. ■ Consider the explanatory strategies you should use. ■ Use summaries, paraphrases, and quotations from sources to support your points. ■ Use visuals or multimedia illustrations. ■ Use appositives to integrate sources. ■ Use descriptive verbs in signal phrases to introduce information from sources. ■ Write the opening sentences. ■ Draft your explanation.

Evaluating the Draft: Using Peer Review

A PEER REVIEW GUIDE

Improving the Draft: Revising, Editing, and Proofreading

Revise your draft.

A TROUBLESHOOTING GUIDE

Edit and proofread your final draft.

A WRITER AT WORK

Rosa Alexander Focuses Her Concept Explanation

REFLECTION

Reflecting on Reading and Writing a Concept Analysis

5 Analyzing and Synthesizing Opposing Arguments

PRACTICING THE GENRE: Analyzing Opposing Arguments

GUIDE TO READING

Analyzing Opposing Arguments

Determine the writer’s purpose and audience. ■ Assess the genre’s basic features.

Readings

Max King, Freedom of or from Speech

Tyler Stiem, Statue Wars: What Should We Do With Troublesome Monuments?

Emily Stewart, The Debate over Joe Biden Canceling Student Debt, Explained

David Wallace-Wells, People Don’t Trust Public-Health Experts Because Public-Health Experts Don’t Trust People

GUIDE TO WRITING

The Writing Assignment

STARTING POINTS: Analyzing and Synthesizing Opposing Arguments

Writing a Draft: Invention, Research, Planning, and Composing

Choose a controversial issue to write about.

TEST YOUR CHOICE: Selecting a Topic

Conduct research. ■ Create an annotated working bibliography. ■ Analyze your audience. ■ Choose opposing arguments to analyze. ■ Analyze and synthesize the opposing arguments.

TEST YOUR CHOICE: Evaluating Your Analysis

Draft a working thesis. ■ Create an outline to plan or assess your organization. ■ Develop your analysis. ■ Draft the opening sentences. ■ Draft your analysis.

Evaluating the Draft: Using Peer Review

A PEER REVIEW GUIDE

Improving the Draft: Revising, Editing, and Proofreading

Revise your draft.

A TROUBLESHOOTING GUIDE

Edit and proofread your final draft.

A WRITER AT WORK

Max King’s Analysis

REFLECTION

Reflecting on Reading and Writing an Analysis of Opposing Arguments

6 Arguing a Position

PRACTICING THE GENRE: Debating a Position

GUIDE TO READING

Analyzing Position Arguments

Determine the writer’s purpose and audience. ■ Assess the genre’s basic features.

Readings

Soham Patil, Stay in Class, Not Online

Laura Beth Nielsen, The Case for Restricting Hate Speech

Scott Nolen, The “Seatbelt” Approach to the Opioid Crisis

Daniel J. Solove, Why Privacy Matters Even If You Have “Nothing to Hide”

GUIDE TO WRITING

The Writing Assignment

STARTING POINTS: Arguing a Position

Writing a Draft: Invention, Research, Planning, and Composing

Choose a controversial issue on which to take a position.

TEST YOUR CHOICE: Choosing an Issue

Frame the issue for your readers.

TEST YOUR CHOICE: Frame Your Issue

Formulate a working thesis stating your position. ■ Develop the reasons supporting your position. ■ Research your position. ■ Use sources to reinforce your credibility. ■ Identify and respond to your readers’ likely reasons and objections. ■ Create an outline that will organize your argument effectively for your readers. ■ Consider document design. ■ Write the opening sentences. ■ Draft your position argument.

Evaluating the Draft: Using Peer Review

A PEER REVIEW GUIDE

Improving the Draft: Revising, Editing, and Proofreading

Revise your draft.

A TROUBLESHOOTING GUIDE

Edit and proofread your final draft.

A WRITER AT WORK

Soham Patil’s Response to Instructor and Peer Feedback

REFLECTION

Reflecting on Reading and Writing a Position Argument

7 Proposing a Solution

PRACTICING THE GENRE: Arguing That a Solution Is Feasible

GUIDE TO READING

Analyzing Proposals

Determine the writer’s purpose and audience. ■ Assess the genre’s basic features.

Readings

Patrick O’Malley, More Testing, More Learning

David Figlio, Starting High School Later

Maryanne Wolf, Skim Reading Is the New Normal

Alice Wong, The Last Straw

GUIDE TO WRITING

The Writing Assignment

STARTING POINTS: Proposing a Solution

Writing a Draft: Invention, Research, Planning, and Composing

Choose a problem for which you can propose a solution. ■ Frame the problem for your readers.

TEST YOUR CHOICE: Defining the Problem

Assess how the problem has been framed, and reframe it for your readers. ■ Develop a possible solution. ■ Explain your solution. ■ Research your proposal. ■ Develop a response to objections or alternative solutions. ■ Create an outline that will organize your proposal effectively for your readers. ■ Write the opening sentences. ■ Draft your proposal.

Evaluating the Draft: Using Peer Review

A PEER REVIEW GUIDE

Improving the Draft: Revising, Editing, and Proofreading

Revise your draft.

A TROUBLESHOOTING GUIDE

Edit and proofread your final draft.

A WRITER AT WORK

Patrick O’Malley’s Revision Process

REFLECTION

Reflecting on Reading and Writing Proposals

8 Justifying an Evaluation

PRACTICING THE GENRE: Choosing Appropriate Criteria

GUIDE TO READING

Analyzing Evaluations

Determine the writer’s purpose and audience. ■ Assess the genre’s basic features.

Readings

William Akana, Scott Pilgrim vs. the World: A Hell of a Ride

Tasha Robinson, Moana: The Perfect Disney Movie

Katherine Isbister, Why Pokémon Go Became an Instant Phenomenon

Malcolm Gladwell, What College Rankings Really Tell Us

GUIDE TO WRITING

The Writing Assignment

STARTING POINTS: Justifying an Evaluation

Writing a Draft: Invention, Research, Planning, and Composing

Choose a subject to evaluate.

TEST YOUR CHOICE: Choosing a Subject

Assess your subject, and consider how to present it to your readers. ■ Formulate a working thesis stating your overall judgment. ■ Develop the reasons and evidence supporting your judgment. ■ Research your evaluation. ■ Respond to a likely objection or alternative judgment. ■ Organize your evaluation to appeal to your readers. ■ Consider document design. ■ Write the opening sentences. ■ Draft your evaluation.

Evaluating the Draft: Using Peer Review

A PEER REVIEW GUIDE

Improving the Draft: Revising, Editing, and Proofreading

Revise your draft.

A TROUBLESHOOTING GUIDE

Edit and proofread your final draft.

A WRITER AT WORK

William Akana’s Thesis and Response to Objections

REFLECTION

Reflecting on Reading and Writing an Evaluation

9 Arguing for Causes or Effects

PRACTICING THE GENRE: Arguing That a Cause Is Plausible

GUIDE TO READING

Analyzing Cause-Effect Arguments

Determine the writer’s purpose and audience. ■ Assess the genre’s basic features.

Readings

Clayton Pangelinan, #socialnetworking: Why It’s Really So Popular

Stephen King, Why We Crave Horror Movies

Jean M. Twenge, Have Smartphones Destroyed a Generation?

Shankar Vedantam, The Telescope Effect

GUIDE TO WRITING

The Writing Assignment

STARTING POINTS: Arguing for Causes or Effects

Writing a Draft: Invention, Research, Planning, and Composing

Choose a subject to analyze.

TEST YOUR CHOICE: Choosing a Topic

Present the subject to your readers. ■ Analyze possible causes or effects. ■ Conduct research. ■ Cite a variety of sources to support your cause-effect analysis. ■ Formulate a working thesis stating your preferred cause(s) or effect(s). ■ Draft a response to objections readers are likely to raise. ■ Draft a response to the causes or effects your readers are likely to favor. ■ Create an outline that will organize your cause-effect argument effectively for your readers. ■ Write the opening sentences. ■ Draft your cause-effect argument.

Evaluating the Draft: Using Peer Review

A PEER REVIEW GUIDE

Improving the Draft: Revising, Editing, and Proofreading

Revise your draft.

A TROUBLESHOOTING GUIDE

Edit and proofread your final draft.

A WRITER AT WORK

Clayton Pangelinan’s Analysis of Possible Causes

REFLECTION

Reflecting on Reading and Writing a Cause-Effect Analysis

10 Analyzing Stories

PRACTICING THE GENRE: Analyzing a Story Collaboratively

GUIDE TO READING

Analyzing Essays That Analyze Stories

Determine the writer’s purpose and audience. ■ Assess the genre’s basic features.

Readings

William Carlos Williams, The Use of Force

Iris Lee, Performing a Doctor’s Duty

Isabella Wright, “For Heaven’s Sake!”

GUIDE TO WRITING

The Writing Assignment

STARTING POINTS: Analyzing Stories

Writing a Draft: Invention, Research, Planning, and Composing

Find a story to write about. ■ Analyze the story. ■ Generate ideas by moving from specific to general or the reverse.

TEST YOUR CHOICE: Choosing a Topic

Formulate a working thesis. ■ Provide support for your argument. ■ To build on your support, consider doing outside research. ■ Create an outline that will organize your argument effectively. ■ Write the opening sentences. ■ Draft your analysis.

Evaluating the Draft: Using Peer Review

A PEER REVIEW GUIDE

Improving the Draft: Revising, Editing, and Proofreading

Revise your draft.

A TROUBLESHOOTING GUIDE

Edit and proofread your final draft.

A WRITER AT WORK

Isabella Wright’s Invention Work

Annotating ■ Examining Patterns in the Story ■ Listing Ideas

REFLECTION

Reflecting on Reading and Writing a Literary Analysis

AN ANTHOLOGY OF SHORT STORIES

Kate Chopin, The Story of an Hour

Jamaica Kincaid, Girl

Ted Chiang, The Great Silence

REFLECTION

Reflecting on Analyzing Stories

Part 2 Critical Thinking Strategies

11 A Catalog of Invention and Inquiry Strategies

Mapping

Create a cluster diagram to reveal relationships among ideas. ■ Make a list to generate a plan quickly. ■ Create an outline to invent and organize.

Writing

Use cubing to explore a topic from six perspectives. ■ Construct a dialogue to explore an experience or an alternative view. ■ Use dramatizing to analyze behavior. ■ Freewrite to generate ideas freely and creatively. ■ Use looping to explore aspects of a topic. ■ Take notes in a journal. ■ Ask questions to explore a subject systematically.

12 A Catalog of Reading Strategies

Annotating

Martin Luther King Jr., An Annotated Sample from “Letter from Birmingham Jail”

Taking Inventory

Outlining

Paraphrasing

Summarizing

Synthesizing

Contextualizing

Exploring the Significance of Figurative Language

Looking for Patterns of Opposition

Reflecting on Challenges to Your Beliefs and Values

Evaluating the Logic of an Argument

Test for appropriateness. ■ Test for believability. ■ Test for consistency and completeness.

Recognizing Emotional Manipulation

Judging the Writer’s Credibility

Test for knowledge. ■ Test for common ground. ■ Test for fairness.

Part 3 Writing Strategies

13 Cueing the Reader

Orienting Statements

Use thesis statements to announce the main idea. ■ Use forecasting statements to preview topics.

Paragraphing

Paragraph indents signal related ideas. ■ Topic sentences announce the paragraph’s focus.

Cohesive Devices

Pronouns connect phrases or sentences. ■ Word repetition aids cohesion. ■ Synonyms connect ideas. ■ Repetition of sentence structure emphasizes connections.

Transitions

Transitions emphasize logical relationships. ■ Transitions can indicate a sequence in time. ■ Transitions can indicate relationships in space.

Headings and Subheadings

Headings indicate sections and levels. ■ Headings are not common in all genres. ■ At least two headings are needed at each level.

14 Narrating and Describing

Narrating

Use narrating strategies to sequence and dramatize events. ■ Use narrating strategies to explain and instruct.

Describing

Use naming to give an overall impression. ■ Use detailing to add specifics and convey thoughts, feelings, and judgments. ■ Use comparisons to make a description vivid and convey emotion. ■ Use sensory description to convey what you saw, heard, smelled, felt, and tasted. ■ Use description to create a dominant impression.

15 Defining, Classifying, and Comparing

Defining

Use sentence definitions to explain terms and concepts briefly. ■ Use extended definitions to convey the meaning of complex concepts. ■ Use historical definitions to explain how a meaning has changed over time or across cultures. ■ Use stipulative definitions to reach an agreement on the meaning of a term or concept.

Classifying

Use topics and subtopics to organize classifications. ■ Use graphics to depict a classification scheme. ■ Use cues to maintain clarity and coherence in a classification.

Comparing and Contrasting

Use chunking or sequencing to organize comparisons and contrasts. ■ Use analogies to make comparisons clear and vivid.

16 Arguing

Asserting a Thesis

Make arguable assertions. ■ Use clear and precise wording. ■ Qualify the thesis appropriately.

Giving Reasons and Support

Use representative examples for support. ■ Use up-to-date, relevant, and accurate statistics. ■ Cite reputable authorities on relevant topics. ■ Use vivid, relevant anecdotes. ■ Use relevant textual evidence.

Responding to Objections and Alternatives

Acknowledge readers’ concerns. ■ Concede readers’ concerns. ■ Refute readers’ objections.

Identifying Logical Fallacies

Part 4 Research Strategies

17 Planning and Conducting Research

Analyzing Your Rhetorical Situation and Setting a Schedule

Choosing a Topic and Getting an Overview

Focusing Your Topic and Drafting Research Questions

Establishing a Research Log

Develop a list of search terms. ■ Create a working bibliography.

Annotating Your Working Bibliography

Taking Notes on Your Sources

Finding Sources

Search library catalogs and databases. ■ Find books (and other sources). ■ Find articles in periodicals. ■ Find government documents and statistical information. ■ Find websites and interactive sources.

Conducting Field Research or Investigations

Conduct observational studies. ■ Conduct interviews. ■ Conduct surveys.

18 Selecting and Evaluating Sources

Selecting Relevant Sources

Evaluating Sources

Who wrote it? ■ How recently was it published? ■ Is the source scholarly, popular, or for a trade group? ■ Who published it? ■ How is the source written? ■ What does the source say?

19 Using Sources to Support Your Ideas

Synthesizing Sources

Acknowledging Sources and Avoiding Plagiarism

What does and does not need to be acknowledged? ■ Avoid plagiarism by acknowledging sources and quoting, paraphrasing, and summarizing carefully.

Using Information from Sources to Support Your Claims

Decide whether to quote, paraphrase, or summarize. ■ Copy quotations exactly, or use italics, ellipses, and brackets to indicate changes. ■ Use in-text or block quotations. ■ Use punctuation to integrate quotations into your writing. ■ Paraphrase sources carefully. ■ Write summaries that present the source’s main ideas in a balanced and readable way.

20 Citing and Documenting Sources in MLA Style

Citing Sources in the Text

DIRECTORY TO IN-TEXT-CITATION MODELS

Creating a List of Works Cited

To cite a source without a model, use a similar model, or devise your own using the general principles. ■ Format your list of works cited.

DIRECTORY TO WORKS-CITED-LIST MODELS

Student Research Project in MLA Style

21 Citing and Documenting Sources in APA Style

Citing Sources in the Text

DIRECTORY TO IN- TEXT-CITATION MODELS

Creating a List of References

DIRECTORY TO REFERENCE-LIST MODELS

A Sample Reference List in APA Style

Part 5 Composing Strategies for College and Beyond

22 Analyzing and Composing Multimodal Texts

Analyzing Multimodal Texts

Composing Multimodal Texts

Design a multimodal text. ■ Embed visuals and media in texts.

Creating a Multimodal Presentation

Assess your rhetorical situation. ■ Determine how much information you can present in the allotted time. ■ Use cues to orient audience members. ■ Design your presentation effectively.

23 Taking Essay Examinations

Preparing for an Exam

Taking the Exam

Read the exam carefully. ■ Review typical essay exam questions. ■ Write your answer.

24 Writing in Business

Business Letters

E-mail

Résumés and Online Professional Profiles

Job-Application Letters

25 Writing for and about Your Community

Writing about Your Service Experience

Find a topic. ■ Gather sources.

Writing for Your Service Organization

26 Writing Collaboratively

Working with Others on Your Individual Writing Projects

Collaborating on Joint Writing Projects

Handbook

How to Use This Handbook

Keeping a Record of Your Errors

S

Sentence Boundaries

S1 Comma Splices S2 Fused

Sentences S3 Sentence Fragments

G

Grammatical Sentences

G1 Pronoun Reference G2 Pronoun

Agreement G3 Relative

Pronouns G4 Pronoun Case

G5 Verbs G6 Subject-Verb

Agreement G7 Adjectives and

Adverbs

E

Effective Sentences

E1 Missing Words E2 Shifts

E3 Noun Agreement E4 Modifiers

E5 Mixed Constructions

E6 Integrated Quotations, Questions, and

Thoughts E7 Parallelism

E8 Coordination and Subordination

W

Word Choice

W1 Concise Sentences

W2 Exact Words

W3 Appropriate Words

P

Punctuation

P1 Commas P2 Unnecessary

Commas P3 Semicolons

P4 Colons P5 Dashes

P6 Quotation Marks

P7 Apostrophes P8 Parentheses

P9 Brackets P1 Ellipsis Marks

P11 Slashes P12 Periods

P13 Question Marks

P14 Exclamation Points

M

Mechanics

M1 Hyphens M2 Capitalization

M3 Spacing M4 Numbers

M5 Italics M6 Abbreviations

M7 Spelling

T

Troublespots for Multilingual Writers

T1 Articles T2 Verbs

T3 Prepositions T4 Omitted or

Repeated Words T5 Adjective

Order T6 Participles

R

Review of Sentence Structure

R1 Basic Sentence Structure R2 Basic Sentence Elements

GL

Glossary of Frequently Misused Words

Rise B. Axelrod is McSweeney Professor of Rhetoric and Teaching Excellence, Emeritus, at the University of California, Riverside, where she was also director of English Composition. She has previously been professor of English at California State University, San Bernardino; director of the College Expository Program at the University of Colorado, Boulder; and assistant director of the Third College (now Thurgood Marshall College) Composition Program at the University of California, San Diego. She is the co-author, with Charles R. Cooper, of the best-selling textbooks The St. Martin’s Guide to Writing and The Concise St. Martin’s Guide to Writing, as well as Reading Critically, Writing Well.

Charles R. Cooper, was emeritus professor at the University of California, San Diego until his passing in 2017. He served as coordinator of the Third College (now Thurgood Marshall College) Composition Program at the University of California, San Diego, and co-director of the San Diego Writing Project, one of the National Writing Project Centers. He advised the National Assessment of Educational Progress writing study and coordinated the development of California’s first statewide writing assessment. He taught at the University of California, Riverside; the State University of New York at Buffalo; and the University of California, San Diego. Co-editor, with Lee Odell, of Evaluating Writing and Research on Composing: Points of Departure, and he was co-author, with Rise Axelrod, of the best-selling textbooks The St. Martin’s Guide to Writing and The Concise St. Martin’s Guide to Writing, as well as Reading Critically, Writing Well.

Ellen C. Carillo is a Professor of English at the University of Connecticut and the writing program coordinator at its Waterbury Campus where she teaches writing and literature courses. She is the author of Securing a Place for Reading in Composition: The Importance of Teaching for Transfer; A Writer’s Guide to Mindful Reading; Teaching Readers in Post-Truth America; The Hidden Inequities in Labor-Based Contract Grading; and the MLA Guide to Digital Literacy, as well as the editor or co-editor of several collections.

Wallace T. Cleaves is an Associate Professor of Teaching at the University of California, Riverside, where he is the Associate Director of the University Writing Program and the Director of the California Center for Native Nations. He has also taught courses in Medieval, Renaissance and Native American literature at Pomona College in Claremont and at California State University, Fullerton. Recent publications include a piece for World Literature Today, “Mission Project: Activism on a Smaller Scale,” a co-authored work of Indigenous speculative fiction, “A Parable of Things that Crawl and Fly,” in Pulp Literature, and the essay “From Monmouth to Madoc to Māori: The Myth of Medieval Colonization and an Indigenous Alternative,” in the Indigenous Futures and Medieval Pasts issue of English Language Notes.

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