The professional journal for the college teacher-scholar
Vol. 81, No. 4, March 2019
Kelly Blewett, Christina M. LaVecchia, Laura R. Micciche, and Janine Morris
Journal publications are key yet privileged sites of power in the field. Because editorial practices largely determine whose voices are foregrounded in disciplinary conversations, we propose strategies for approaching editorial work as inclusion activism. Inclusion activism is an intentional effort to ensure participation, access, and leadership opportunities to people with diverse perspectives, bodies, and knowledge-making approaches at all career stages. We detail strategies to support inclusion activism, as well as ways editors might inspire broader collective action in the field. Such measures enlarge the kinds of claims the field can make and on whose behalf.
Lori Ostergaard and Jim Nugent
The archival turn in English studies and beyond is marked by a newfound enthusiasm for archival preservation, a democratization of access to primary materials, and a wholesale re-evaluation of the roles and epistemic function of archives. However, surprisingly little has been said about the archival practices of scholarly journal editors. The authors of this work contend that a kairotic moment is upon us to consider whether, why, and how to bring the previously invisible and ephemeral work of journal editing into public archives. They offer considerations for accessioning journal records, ethically navigating artifacts into the public realm, and maintaining archival access. They conclude by describing an in-process archival project that they are undertaking as editors of WPA: Writing Program Administration to create a corpus database of the journal and related artifacts.
Holly Hassel, Mark Reynolds, Jeff Sommers, and Howard Tinberg
The journal Teaching English in the Two-Year College has defined itself by its relationship to an institutional space rather than solely a disciplinary affiliation. In journals such as College English, American Literature, Narrative, MELUS (and others), disciplinary identities are deeply interconnected with the journal's scope and mission. TETYC departs from this convention by claiming as its identity the places it occupies and the people who teach and are taught in that space. In this article, we offer both a long view of the journal's role within English studies and insight into our editorial experiences, which have unique features because of the ways two-year-college English is both part of and apart from the discipline; we read the micro and macro elements of our editorships (our individual experiences and the journal's scholarly and professional impact) alongside each other in this piece.
Michelle F. Eble, Tracy Ann Morse, Wendy Sharer, and William P. Banks.
Edited collections have long propelled research forward and initiated critical conversations in our scholarship. Of particular note is the number of influential edited collections that are the work of multiple editors. Yet many of us operate within programs in which our colleagues are accustomed to a model of scholarly achievement ruled by the single-authored monograph. To better understand how collaborative editing is valued in our academic contexts, we examined tenure and promotion documents from a variety of departments spanning geographical areas and Carnegie classifications. We found that where programs value collaborative work, they also tend to value editorial work. Yet even in these cases, the value of collaborative editorial work remains unaddressed. In light of our findings, we offer suggestions for how professional organizations might support the efforts of faculty in rhetoric and writing studies whose work challenges traditional, and sometimes oppressive, hierarchies of scholarly value, particularly through collaborative editing endeavors.
This article reflects on the state of scholarship in composition studies by reviewing some forty journals currently published in the field. In doing so, it updates and extends a similar review that Robert J. Connors published in College English in 1984. The article discusses how the disciplinary expansion that Connors noted has greatly accelerated, most notably through the proliferation of sub-fields like WAC/WID and assessment and with the broad expansions of literacy (its constraints, conditions, and politics), wide desires to interpret rhetorical performances and sites, the international expansion of writing studies, and ongoing concerns about disciplinary status and teaching/labor conditions. In a time of rapid digital production and circulation, some may fear journals have lost significance, but the journal functions of deliberate production over time, intensive peer review, and careful editing have a crucial place, even in a productively fracturing discipline.