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 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: Editor's Introduction: Untidy Alignments
- Retention Risks and Realities: One Student’s Story
- Composition, Deafness, and Access in the Mainstream: Rhetoric and One Student’s Reality
- Giving a Voice to Nature in the Postmodern Composition Classroom: Or, What Can Ecofeminist Standpoint Theory and Ecocriticism/Ecocomposition Teach At-Risk Students?
- On the Institutionalization of Basic Writing as Political Economy
Fall 2008 Issue of Open Words
- Table of Contents
- Editor's Introduction: Teaching Beginnings for Multicultural Reform
- Group Work and Autonomy: Empowering the Working-Class Student
- Bilingual Students in the Composition Classroom: Paving the Way to Biliteracy
- Writing in Ecological Microcosms: A Pedagogical Field Map for Re-thinking Process
- What’s Wrong with Larry? Or a Case for Writing Appropriate Comment on Student Writing
Spring 2009 Issue of Open Words
- Table of Contents
- Editor's Introduction: The Peculiar Relationship to Reading in College Curriculum
- The Promise of Eye-Tracking Methodology for Research on Writing and Reading
- Revaluing Readers and Reading in a College Support Program
- But I’m Not a Reading Teacher!
- Cultivating Reading Workshop: New Theory into New Practice
Spring 2007 Issue of Open Words
- Table of Contents
- Editor's Introduction: Open Access and the Working Class
- Bourgeois Realism or Working Class Kitsch?: The Aesthetics of Class in Composition
- A Dialogue about Rhetoric, Pedagogy, and the Working Class
- Shaped by Resistance: Work as a Topical Theme for the Composition Classroom
- The Ineluctable Elitism of Essays and Why They Prevail in First-Year Composition Courses
Spring 2008 Issue of Open Words
- Table of Contents
- Editor's Introduction: Access Places
- How Soon Is Now?: Writing Work, Education, and Fast Capitalism
- Finding Our Way from Within: Critical Pedagogy in a Prison Writing Class
- From Other to Another: Regional Campus Freshman English in Transition
- Queer Disruption in the Rural South: Institutionality and the Viability of Queer Composition
- Saving the Word or Teaching Writing?: Complicating Binary Critiques of Politicized
Fall 2006 Issue of Open Words
- Table of Contents
- Editor's Introduction: Commuting Campuses
- Brad, Sean, and James: Saying What They Mean in Voices that Sound Like Themselves
- Amazing Opportunities Await: Liberal Mythologies at a Non-Selective University
- Academic Legerdemain: When Literacy Standards Become a Sleight of Hand
- Why Basic Writing Professionals on Regional Campuses Need to Know Their Histories