electures

Hear well-known rhetoricians and award-winning teachers speak on current topics in the discipline and discuss new ideas for the classroom. Learn more

Trends & Teaching

This DVD offers insights from renowned rhetoricians on seven trends in the discipline and practical advice for a range of classroom topics. Learn more

Open Words Journal

Open Words: Access and English Studies is a journal dedicated to publishing articles focusing on political, professional, and pedagogical issues related to teaching composition, reading, ESL, creative writing, and literature to open admissions and non-mainstream student populations. Edited by John Paul Tassoni (Miami University Middletown) and William H. Thelin (University of Akron), Open Words is a refereed journal published twice yearly. Get information on submitting articles.

Spring 2013 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: John Paul Tassoni, “Why Are We Here?”
  • Hope Parisi and Lara Rodriguez, Why Are You Here?”: Troubling Legitimacy for Basic Writers and Their Instructors in the Community College
  • Tim Barnett, “Love Letters”: Narrating Critical Literacy Theory in the First-Year Writing Class
  • Frank Alexander, A Perpetual Literacy Crisis?: Bourgeois Fears, Working-Class Realities, and Pedagogical Responses
  • William Burns, “Where Are You Located?”: Postmodern Geography and the Open-Admissions Writing Center
  • Michael J. Michaud, Literacy in the Lives of Adult Students Pursuing Bachelor’s Degrees
Spring 2012 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: Guest Editors- Sharon Henry, Seth Kahn, Amy Lynch-Biniek, Crossroads, not Cross Purposes: Contingency, Vulnerability, and Alliances in the Contemporary Writing Program,
  • Jason Evans, Structuring the Color Line through Composition
  • Sara Webb-Sunderhaus, “It’s Me and the Adjuncts”: Writing Program Administration and Marginalized Students/Teachers
  • William Thelin, Memos, Email, and Reports: Writing to and Being Written by Adjunct Faculty
  • Amy Lynch-Biniek, Who Is Teaching Composition?
  • Marcia Bost, Moments in the Stream: Reflections on Fifteen Years as an Adjunct
Fall 2011 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: William H. Thelin, Editor's Introduction: Finding Ourselves Here
  • M. Karen Powers, “Good Citizens” in a Twenty-First Century University: Social Class, Institutional Texts, and the (Anti-)Democratic Politics of Place
  • Holly Hassel and Joanne Baird Giordano, First-Year Composition Placement at Open-Admission, Two-Year Campuses: Changing Campus Culture, Institutional Practice, and Student Success
  • Laura Rogers, “The Secret Souls of Criminals”: A Different Prison Teaching Story
Spring 2011 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: Guest Editor—Jay Dolmage, Disability and the Shape of School
  • Lynn Z. Bloom, Able, Disabled, Enabled: Mainstreaming the Disability Course
  • Zosha Stuckey and Lois P. Agnew, Rhetoric, Ethos, and Unease: Re-negotiation of the “Normal” in the Classroom and on the Quad
  • Bekah Hawrot Weigel and Lisa Detweiler Miller, Posttraumatic Stress Disorder and the Returning Veteran: The Rhetorical and Narrative Challenges
  • Tara K. Wood, Overcoming Rhetoric: Forced Disclosure and the Colonizing Ethic of Evaluating Personal Essays
  • Nancy Johnston and Tina Doyle, Inclusive Teaching: Perspectives of Students with Disabilities
  • Linda Rubel and Rose Marie Toscano, I Am My Language: Representing and Misrepresenting Deaf Writers
  • Nancy Viva Davis Halifax, Scar Tissue
Fall 2010 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: John Paul Tassoni, Putting the “Open” in Open Words
  • Connie Kendall Theado, Left Behind: The High Stakes of (il)Literacy in the 21st Century
  • Paul Butler, Forget about Community: Narrative, Ethnographic Writing, and (Alternative) Discourse
  • Lisa Mahle-Grisez, Reframing the Seductive Narrative of “Success” in Open Admissions
  • Diana Becket, Graduate ESL Students, Generation 1.5, and the Basic Writing Class
  • Lance Cummings, What’s in a Name?: "Basic Writing in America" and "Beyond Shaughnessy"
Spring 2010 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: William H. Thelin, Impediments and Hope
  • Mike Rose, Re-mediating Remediation
  • Joseph Burzynski, Conflating Language and Offense: Composing in an Incarcerated Space
  • Mark Sutton, Messages to and from Third Space: Communication between the Writing Studio and Classroom Teachers
  • Jennifer Beech and Julia Anderson, Teaching the Obama Generation: Helping Composition Students Enter and Remain in the Public Sphere
Fall 2009 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: John Paul Tassoni, Untidy Alignments
  • Pegeen Reichert Powell
  • and Danielle Aquiline, Retention Risks and Realities: One Student’s Story
  • Danielle A. Cordaro, Composition, Deafness, and Access in the Mainstream: Rhetoric and One Student’s Reality
  • Robin Murray, Giving a Voice to Nature in the Postmodern Composition Classroom: Or, What Can Ecofeminist Standpoint Theory and Ecocriticism/Ecocomposition Teach At-Risk Students?
  • Wendy Olson, On the Institutionalization of Basic Writing as Political Economy
Spring 2009 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: William H. Thelin, The Peculiar Relationship to Reading in College Curriculum
  • Chris M. Anson, Susan Rashid Horn,
  • and Robert A. Schwegler, The Promise of Eye-Tracking Methodology for Research on Writing and Reading
  • Pamela Mason-Egan, Revaluing Readers and Reading in a College Support Program
  • Carole Center, But I’m Not a Reading Teacher!
  • Jeanne Henry, Cultivating Reading Workshop: New Theory into New Practice
Fall 2008 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: John Paul Tassoni, Teaching Beginnings for Multicultural Reform
  • Alexandra Hidalgo, Group Work and Autonomy: Empowering the Working-Class Student
  • Elaine Fredericksen and Isabel Baca, Bilingual Students in the Composition Classroom: Paving the Way to Biliteracy
  • Writing in Ecological Microcosms: Kenneth Gillam, A Pedagogical Field Map for Re-thinking Process
  • Beth L. Virtanen, What’s Wrong with Larry? Or a Case for Writing Appropriate Comment on Student Writing
Spring 2008 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: John Paul Tassoni, Access Places
  • Tony Scott, How Soon Is Now?: Writing Work, Education, and Fast Capitalism
  • Laura Rogers, Finding Our Way from Within: Critical Pedagogy in a Prison Writing Class
  • Moira Casey and Karen Cajka
  • with Stephanie Roach, From Other to Another: Regional Campus Freshman English in Transition
  • Kim Gunter, Queer Disruption in the Rural South: Institutionality and the Viability of Queer Composition
  • Gae Lyn Henderson, Saving the Word or Teaching Writing?: Complicating Binary Critiques of Politicized
Spring 2007 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: William H. Thelin, Open Access and the Working Class
  • Wendy Ryden, Bourgeois Realism or Working Class Kitsch?: The Aesthetics of Class in Composition
  • John Paul Tassoni, Richard Lee Walts,and Sara Webb-Sunderhaus, A Dialogue about Rhetoric, Pedagogy, and the Working Class
  • Jane E. Falk, Shaped by Resistance: Work as a Topical Theme for the Composition Classroom
  • Lynn Z. Bloom, The Ineluctable Elitism of Essays and Why They Prevail in First-Year Composition Courses
Fall 2006 Issue of Open Words
  • Table of Contents
  • Editor's Introduction: John Paul Tassoni, Commuting Campuses
  • Beth L. Virtanen, Brad, Sean, and James: Saying What They Mean in Voices that Sound Like Themselves
  • Ann Larson, Amazing Opportunities Await: Liberal Mythologies at a Non-Selective University
  • Sandra Young, Academic Legerdemain: When Literacy Standards Become a Sleight of Hand
  • William DeGenaro, Why Basic Writing Professionals on Regional Campuses Need to Know Their Histories