Faculty Resources

Resources for Writing-Enhanced Courses

Anti-Racist Writing Instruction

AntiRacist Initiatives and Learning Assessment (AAC&U 2022, presented by Duke University)
“Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future" (Inoue, Asao)
"White Fears of Dispossession: Dreyer's English, The Elements of Style, and the Racial Mapping of English Discourse" Special issue of Radical Teacher.
Anti-Racism Pedagogy Guide: Resources to use in the Classroom University of Southern California (current) (includes sections on pedagogy and whiteness; antiracism and allyship in the university)
"Classroom Writing Asssessment as an Anti Racist Practice: Confronting White Supremacy in the Judgments of Language" (Inoue, 2019)
"Post Colonialism and the Idea of a Writing Center" Anis Barwashi and Stephanie Peldoswki. Writing Center Journal (1999)
"Bias in the Writing Center: Tutor Perceptions of African-American Language" Nancy Wilson. Included in Writing Centers and the New Racism: A Call for Sustainable Dialogue and Change (2011)
"Writing Centers as Braver Spaces" The Peer Review.
Conference on College Composition and Communication (1988). CCCC guideline on the national language policy.
Conference on College Composition and Communication (1974). Students’ right to their own language. College Composition and Communication, 25(3), 1—35.
Conference on College Composition and Communication (2020). This ain’t another statement! This is a demand for black linguistic justice! Daiker, D.A. (1989). Learning to praise. In C.M. Anson (Ed), Writing and response: Theory, practice, and research (pp. 103-113). NCTE.
Diab, B., Ferrel, T., Godbee, B., & Simpkins, N. (2016). Making commitments to racial justice actionable. In F. Condon, & V.A. Young (Eds.), Performing antiracist pedagogy in rhetoric, writing, & communication (pp. 19—40). The WAC Clearinghouse; University Press of Colorado.
Greenfield, L. (2011) The “standard English” fairytale: A rhetorical analysis of racist pedagogies and commonplace assumptions about language diversity. In L. Greenfield, & K. Rowan (Eds.), Writing centers and the new racism: A call for sustainable dialogue and change (pp. 33—60). Utah State University Press.
Inoue, A.B. (2016). Friday plenary address: Racism in writing programs and the CWPA. WPA: Writing Program Administration, 40(1), 134—154.
Inoue, A.B. (2014). Theorizing failure in US writing assessments. Research in the Teaching of English, 48(3), 330—352.
NCTE/CCCC Black Caucus (2015). NCTE statement affirming #BlackLivesMatter.
Pimentel, O., Pimentel, C., & Dean, J. (2016). The myth of the colorblind writing classroom: White instructors confront white privilege in their classrooms. In F. Condon, & V.A. Young (Eds.), Performing antiracist pedagogy in rhetoric, writing, and communication (pp. 109—122). The WAC Clearinghouse; University Press of Colorado.
Young, V.A. (2010). Should writers use they own English? Iowa Journal of Cultural Studies,12(1), 110—118.