Notes: Lauren M. Bowen, “The Limits of Hacking Composition Pedagogy”

Bowen, Lauren M. (2017). The limits of hacking composition pedagogy. Computers and Composition, 43, 2017, 1-14.


Bowen traces and analyzes hacking as a concept and as a metaphor adopted by compositionists, critiquing the use of hacking as a pedagogical metaphor for writing.

Keywords: composition, hacking, pedagogy, rhetoric, writing studies


Richardson, Timothy. (2014). The authenticity of what’s next. Enculturation, 17.

Yergeau, Melanie, Elizabeth Brewer, Stephanie Kirschbaum, Sushil K. Oswal, Margaret Price, Cynthia L. Self, et al. (2013). Multimodality in motion: Disability and kairotic spaces. Kairos, 18(1).


“An analogous pedagogical model would also be built on the unsubstantiated assumptions that classrooms—and hackerspaces—already host diverse populations and that adopting a merit-based system ensures that learning happens outside of institutionalized systems of oppression” (p. 9).


2017 Summer Reading List (so far…)

4/24-5/5: Ahmed, Sara. (2017). Living a feminist life. Durham: Duke University Press.

4/24: Sewell, John I. (2014). “Becoming rather than being”: Queer’s double-edged discourse as deconstructive practice. Journal of Communication Inquiry, 38(4), 291-307.

4/25: Morris, Charles E., & Sloop, John M. (2017). Other lips, whither kisses? Communication and Critical/Cultural Studies, 14(2), 182.

4/26: Samek, Alyssa A. & Theresa A. Donofrio. (2013). “Academic drag” and the performance of the critical personae: An exchange on sexuality, politics, and identity in the academy. Women’s Studies in Communication, 36(1), 28-55.

4/27: Fox, Ragan. (2013). “Homo”-work: Queering academic communication and communicating queer in academia. Text and Performance Quarterly, 33(1), 58-76.

4/28: Bessette, Jean. (2016). Queer rhetoric in situ. Rhetoric Review, 35(2), 148-164.

4/29: Pamela VanHaitsma. (2016). Gossip as rhetorical methodology for queer and feminist historiography. Rhetoric Review. 35(2), 135-147.

4/30: Horst, Heather & Daniel Miller. (2012). Normativity and materiality: A view from digital anthropology. Media International Australia, Incorporating Culture & Policy, (145), 103-111.

5/1: Muñoz, José Esteban. (2000). Feeling brown: Ethnicity and affect in Ricardo Bracho’s “The Sweetest Hangover (And Other STDs)”. Theatre Journal, 52(1), 67-79.

5/2: Chávez, Karma. (2015). The precariousness of homonationalism: The queer agency of terrorism in post-9/11 rhetoric. QED: A Journal in GLBTQ Worldmaking, 2(3), 32–58.

5/3: Yep, Gust A. (2002). From homophobia and heterosexism to heteronormativity: Toward the development of a model of queer interventions in the university classroom. Journal of Lesbian Studies, 6(3-4), 163-76.

5/4: VanHaitsma, Pamela. (2014). Queering the language of the heart: Romantic letters, genre instruction, and rhetorical practice. Rhetoric Society Quarterly, 44.1, 6–24.

5/5: Villarejo, A. (2005). Tarrying with the normative: Queer theory and black history. Social Text, 23.3–4, 69–84.

5/6-5/19: Thompson, Peter & Slavoj Žižek (eds.). (2013). The privatization of hope: Ernst Bloch and the future of utopia. Durham: Duke University Press.

5/6: Portolano, Marlana. (2012). The rhetorical function of utopia: An exploration of the concept of utopia in rhetorical theory. Utopian Studies, 23(1), 113-141.

5/7: Happe, Kelly E. (2015). Parrhēsia, biopolitics, and occupy. Rhetoric & Philosophy, 48(2), 211-223.

5/8: Newman, Eric H. (2015). Ephemeral utopias: Queer cruising, literary form, and diasporic imagination in claude McKay’s home to Harlem and banjo. Callaloo: A Journal of African Diaspora Arts and Letters, 38(1), 167-241.

5/9: Stempfhuber, Martin & Michael Liegl. (2016). Intimacy mobilized: Hook-up practices in the location-based social network Grindr. Österreichische Zeitschrift Für Soziologie, 41(1), 51-70.

5/10: Harvey, David O. (2011). Calculating risk: Barebacking, the queer male subject, and the De/formation of identity politics. Discourse, 33(2), 156-183.

5/11: Chaput, Catherine. (2010). Rhetorical circulation in late capitalism: Neoliberalism and the overdetermination of affective energy.” Philosophy and Rhetoric, 43(1), 1–25.

5/12: Endres, Danielle, and Samantha Senda-Cook. (2011). Location matters: The rhetoric of place in protest. Quarterly Journal of Speech, 97(3), 257–82.

5/13: Walker, Paul. (2017). Let’s disagree (to agree): Queering the rhetoric of agreement in writing assessment. Composition Forum, 35. Web.

5/14: Thieme, Katja, & Shurli Makmillen. (2017). A principled uncertainty: Writing studies methods in contexts of indigeneity. College Composition and Communication, 68(3), 466.

5/15: Bacha, Jeffrey A. (2016). The physical mundane as topos: Walking/dwelling/using as rhetorical invention. College Composition and Communication, 68(2), 266.

5/16: Stormer, Nathan, & Bridie McGreavy. (2017). Thinking ecologically about rhetoric’s ontology: Capacity, vulnerability, and resilience. Philosophy & Rhetoric, 50(1), 1-25.

5/17: Wingrove, Elizabeth. (2016). blah Blah WOMEN Blah Blah EQUALITY Blah Blah DIFFERENCE. Philosophy & Rhetoric, 49(4), 408-419.

5/18: Daniel, James Rushing. (2016). The event that we are: Ontology, rhetorical agency, and Alain Badiou. Philosophy & Rhetoric, 49(3), 254–276.

5/19: Bowen, Lauren M. (2017). The limits of hacking composition pedagogy. Computers and Composition, 43, 2017, 1-14.

5/20-5/28: Cooper, Davina. (2014). Everyday utopias: The conceptual life of promising spaces. Durham: Duke University Press.

5/20: Vallerand, Olivier. (2013). Home is the place we all share, Journal of Architectural Education, 67:1, 64-75.

5/21: Jennex, Craig. (2013). Diva worship and the sonic search for queer utopia. Popular Music and Society, 36(3), 343-359.

5/22: Faris, Michael J. (2014). Coffee shop writing in a networked age. College Composition and Communication, 66(1), 21.

5/23: Dean, Tim. (2015). Mediated intimacies: Raw sex, truvada, and the biopolitics of chemoprophylaxis. Sexualities, 18(1-2), 224-246.

5/24: Heard, Matthew. (2013). Tonality and ethos. Philosophy and Rhetoric, 46(1), 44-64.

5/25: Scott, Tony and Lil Brannon. (2013). Democracy, struggle, and the praxis of assessment. College Composition and Communication, 65(2), 273-298.

5/26: Walker, Paul. (2013). Composition’s akrasia: The devaluing of intuitive expertise in writing assessment. enculturation, 15.

5/27: Bhattacharya, Kakali. (2007). Consenting to the consent form: What are the fixed and fluid understandings between the researcher and the researched? Qualitative Inquiry, 13(8), 1095–115.

5/28: Cole, Daniel. (2011). Writing removal and resistance: Native American rhetoric in the composition classroom. College Composition and Communication, 63(1), 122–44.

5/29-6/11: Butler, Judith, Zeynep Gambetti, & Leticia Sabsay (eds.). (2016). Vulnerability in resistance. Durham: Duke University Press.

5/29: Schotten, C. Heike. (2015). Homonationalist futurism: “Terrorism” and (other) queer resistance to empire. New Political Science, 37(1), 71-90.

5/30: Migraine-George, Thérèse & Ashley Currier. (2016). Querying queer African archives: methods and movements. WSQ: Womens Studies Quarterly, 44(3&4), 190-207.

5/31: Adams, Heather, Jeremy Engels, Michael J. Faris, Debra Hawhee, & Mark Hlavacik. (2012). Deliberation in the midst of crisis. Cultural Studies ↔ Critical Methodologies, 12(4), 342-345.

6/1: Stormer, Nathan. (2016). Rhetoric’s diverse materiality: Polythetic ontology and genealogy. Review of Communication, 16(4), 299-316.

6/2: Pflugfelder, Ehren H. (2015). Rhetoric’s new materialism: From micro-rhetoric to microbrew. Rhetoric Society Quarterly, 45(5), 441.

6/3: Agnew, Lois P. (2015) The Materiality of Language: Gender, Politics, and the University. Rhetoric Review, 34(1), 106-110.

6/4: Burnett, Cathy, Guy Merchant, Kate Pahl & Jennifer Rowsell. (2014). The (im)materiality of literacy: The significance of subjectivity to new literacies research. Discourse: Studies in the Cultural Politics of Education, 35(1), 90-103.

6/5: Richardson, Timothy. (2014). The authenticity of what’s next. Enculturation, 17.

6/6: Yergeau, Melanie, Elizabeth Brewer, Stephanie Kirschbaum, Sushil K. Oswal, Margaret Price, Cynthia L. Self, et al. (2013). Multimodality in motion: Disability and kairotic spaces. Kairos, 18(1).

6/12-6/17: Rand, Erin. (2014). Reclaiming queer: Activist and academic rhetorics of resistance. Tuscaloosa, AL: University of Alabama Press.

6/12: Rand, Erin J. (2013). Queer critical rhetoric bites back. Western Journal of Communication, 77(5), 533-537.

6/13: Bessette, Jean. (2013). An archive of anecdotes: Raising lesbian consciousness after the Daughters of Bilitis. Rhetoric Society Quarterly, 43(1), 22-45.

6/14: West, Isaac. (2013). Queer generosities. Western Journal of Communication, 77(5), 538-541.

6/15: Ahlm, Jody. (2017). Respectable promiscuity: Digital cruising in an era of queer liberalism. Sexualities, 20(3), 364-379.

6/16: Nichols, Garrett W. (2013). The quiet country closet: Reconstructing a discourse for closeted rural experiences.” Present Tense: A Journal of Rhetoric in Society 3.1.

6/17: Scott, J. Blake. (2003). Extending rhetorical-cultural analysis: Transformations of home HIV testing. College English, 65(4), 349-367.

6/18-6/23: Waite, Stacey. (2017). Teaching queer: Radical possibilities for writing and knowing. Pittsburgh, PA: University of Pittsburgh Press.

6/18: Waite, Stacey. (2015). Queer literacies survival guide. College Composition and Communication, 67(1), 111-114.

6/19: Kopelson, Karen. (2013). Queering the writing program: Why now? how? and other contentious questions. Writing Program Administration, 37(1), 199.

6/20: Coles, Gregory. (2016). The exorcism of language: Reclaimed derogatory terms and their limits. College English, 78(5), 424.

6/24-6/30: Shipka, Jody. (2011). Toward a composition made whole. Pittsburgh, PA: University of Pittsburgh Press.

6/24: Shipka, Jody. (2009). Negotiating rhetorical, material, methodological, and technological difference: Evaluating multimodal designs. College Composition and Communication, 61(1), W343-W366.

6/25: George, Diana. (2002). From analysis to design: Visual communication in the teaching of writing. College Composition and Communication, 54, 11-39.

6/26: Marback, Richard. (2009). Embracing the wicked problems: The turning to design in composition studies. College Composition and Communication, 61(2), W397-W419.

6/27: Davis, Matthew, & Kathleen B. Yancey. (2014). Notes toward the role of materiality in composing, reviewing, and assessing multimodal texts. Computers and Composition: An International Journal for Teachers of Writing, 31, 13-28.

6/28: West-Puckett, Stephanie. (2016). Making classroom writing assessment more visible, equitable, and portable through digital badging. College English, 79(2), 127-151.

6/28: Fortune, Bonnie. (2013). Queering the hackerspace at miss baltazar’s laboratory and beyond. Make/shift, (14), 38.

6/29: Kohtala, Cindy. (2016). Making “Making” critical: How sustainability is constituted in fab lab ideology. The Design Journal, , 1-20.

7/1-7/7: Sirc, Geoffrey. (2002). English composition as a happening. Logan, UT: Utah State University Press.

7/1: Ball, Cheryl E. (2004). Show, not tell: the value of new media scholarship. Computers and Composition, 21, 403-425.

7/2: DeVoss, Dànielle Nicole, Ellen Cushman, & Jeffrey T. Grabill. (2005). Infrastructure and composing: The when of new-media writing. College Composition and Communication, 57, 14-44.

7/3: Symposium. (2014). The maker movement in education: Designing, creating, and learning across contexts. Harvard Educational Review, 84(4), 493-494.

7/4: Martin, Lee. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1), 30-39.

7/5: Kera, Denisa. (2014). Innovation regimes based on collaborative and global tinkering: Synthetic biology and nanotechnology in the hackerspaces. Technology in Society, 37, 28-37.

7/6: Halverson, Erica R., & Kimberly M. Sheridan. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495.

7/7: Charlton, Colin. (2014). The weight of curious space: Rhetorical events, hackerspace, and emergent multimodal assessment. Computers and Composition: An International Journal for Teachers of Writing, 31, 29-42.

Notes: Will Banks, “Queering Outcomes: Hacking the Source Code of the WPA Outcomes Statement for First-Year Composition”

Banks, Will. “Queering Outcomes: Hacking the Source Code of the WPA Outcomes Statement for First-Year Composition.” WPA 36.1 (2012): 205-208.



Banks responds to the WPA Outcomes Statement and particularly, those conversations around the outcomes statement which seek to articulate new outcomes that should be added to the statement or articulate the existing outcomes better, stating that responding to the outcomes may be better suited responding to the theories and values that underpin the outcomes and influence their articulation.

Keywords: WPA, Composition, First Year Composition, Queer Rhetorics, Cultural Rhetorics, Hacking


Matsuda, Paul Kei. “Embracing Linguistic Diversity in the Intellectual Work of WPAs.” WPA 31.1-2 (2009): 168-71.


“One of the things I have appreciated about the Outcomes Statement, and the countless hours of work that smart people have put into it, is the recognition that as a national body representing writing program administrators at a host of varied and different programs, the WPA Council really cannot create ‘standards’ or ‘precise levels of achievement’ for these outcomes, that such things should be worked out locally, where writing professionals and other stakeholders can scaffold student learning. At the same time, I cannot help but think that WPAs really do have more of an expectation than merely the awareness that there are different audiences for writers to work with” (206).

“So where does this change belong? I think it’s in the foundations, the ideological and theoretical underpinnings of the OS document, what’s hidden in the framing paragraphs, and by how what’s hidden becomes visible” (206).

“My fear is that very little of the research and theory that most informs my sense of self and other, my sense of writing and composing, my sense of how language works in the world, is actually in these outcomes, or that other WPAs concern themselves very deeply with them” (207).

“But, if we as WPAs have an interest in queering the Outcomes Statement, then I would argue that we need to reclaim and remediate the document with the goal of putting back in what is omitted or glossed over” (207).

“For me, queering the WPA Outcomes Statement is as much about disrupting the theories and practices that inform the outcomes themselves as it is about asking for different or differently articulated outcomes. Both are important, both have value, but the practice of remixing the OS is really one for all of us (and our students, perhaps), one that we should all be able to participate in and learn from. Queering the WPA OS is ultimately about hacking into the code that has built the document /* and annotating it in ways that will be useful for future coders */” (208).


Notes: Laura Klein, “Hacking the Field: Teaching Digital Humanities with Off-the-Shelf Tools”

Klein, Laura. (2011). Hacking the field: Teaching digital humanities with off-the-shelf tools. Transformations, 22(1), 37-52.


Klein works toward an understanding of where the digital humanities lies in education and links the digital humanities with educational technology. Klein works through several “off-the-shelf” or open-access technologies utilized within a classroom and analyzes this link.

Keywords: digital humanities, digital literacy, hacking, literacy, new materialisms, pedagogy, technology


Bianco, Jamie. (2007). Composing and compositing: Integrated digital writing and academic pedagogy. Fibreculture, 10.

Drucker, Johanna. (2009). SpecLab: Digital aesthetics and projects in speculative computing. Chicago: University of Chicago Press.

Neary, Mike and Joss Winn. (2009). Student as producer: Reinventing the student experience in higher education. The future of higher education: Policy, pedagogy and the student experience. London: Continuum.


“By offering material models of openness and access, by fostering community and facilitating collaboration, and by illuminating the importance of process and method, these tools also offer an opportunity to address the increasingly hierarchical relationship between the fields of the digital humanities and educational technology” (p. 38).

“If the field of digital humanities is truly to define itself, as Drucker proposes, as “the study of ways of thinking differently about how we know what we know,” and about how the “interpretive task of the humanist is redefined” in the “changed conditions” of the present age, the field must focus on how ways of knowing are linked to the institutional structures that support scholarly work, and how those structures shape interpretive—and pedagogical—tasks. By facilitating collaboration across classrooms and disciplines, by emphasizing the contributions of free, open-source, and/or off-the-shelf tools, and by foregrounding the process of teaching—and learning—that takes place within the university, the creative application of platforms and design of projects, such as those described in this essay, are poised to challenge, to redefine, and to reintegrate ways of teaching and knowing in the digital age” (p. 48).

“Just as instructors and scholars must train themselves to harness the power of “constraints-based approaches” and off-the-shelf tools, they must also acknowledge the limits of tools, access, and knowledge itself. This way of knowing must be conveyed to students in the form of engaging classroom discussion, flexible assignments, and opportunities for personal exploration and growth. Only then can students arrive at their own understanding of their “interpretive task” as students—and as scholars— in response to the range of media forms that they encounter in the cultural fabric of their everyday lives” (p. 49).

Questions and Reflections:

In what ways can we get students to engage with open-source or off-the-shelf resources to invent stakes for student writers, to put them in a position that invites them into the inventive process through risk? In what ways can these sites become sites of hacking and disrupting of normative literacy practices?