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Composition Forum: Volume 43: Spring 2020

From the Editors
Christian Weisser and Greg Giberson


On The Creative-Nonfiction of Composition and Rhetoric: An Interview with Lad Tobin
Michael Michaud


Incorporating Visual Literacy in the First-Year Writing Classroom Through Collaborative Instruction
Erica Frisicaro-Pawlowski and Robert Monge

Learning from Interdisciplinary Interactions: An Argument for Rhetorical Deliberation as a Framework for WID Faculty
Chris Mays and Maureen McBride

Rhetorically-grounded Paraphrasing Instruction: Knowledge Telling versus Transforming
Nisha Shanmugaraj, Joanna Wolfe, and Sophie Wodzak

Knowing Students and Hearing Their Voices in Writing: Reconciling Teachers’ Stated Definitions of Voice with Their Response Practices
Ann N. Amicucci and Michelle E. Neely

Student-Athletes’ Metacognitive Strategy Knowledge
J. Michael Rifenburg

Technology Professional Development of Writing Faculty: The Expectations and the Needs
Lilian W. Mina

Program Profiles

Navigating New Pathways, Partnerships, and Policies: The Dual Credit First-Year Composition Program at Texas Woman’s University
Katie McWain and Amanda Oswalt

Reading and Writing Diversity: Scaffolding and Assessing a Common Reader Initiative at University of Tennessee at Chattanooga’s Writing Program
Jennifer Stewart and Halley Andrews


Review of Marilyn M. Cooper’s The Animal Who Writes: A Posthumanist Composition
Jason Crider

Review of John Duffy’s Provocations of Virtue: Rhetoric, Ethics, and the Teaching of Writing
Brittany Capps

Review of Shirley K. Rose and Irwin Weiser’s The Internationalization of US Writing Programs
Romaisha Rahman

Previous issue: Vol 42, Fall 2019.