Rhetoric/Composition & Disability Studies Comprehensive Exams Reading List

It took me a few months, but here they are. I struggled to pull these lists together, until my friends and colleagues began to share their own exam reading lists with me and it was a massive, massive help. So I promised myself I’d post mine online so that other grad students could benefit from them.

Below are the rationales and reading lists for my Comprehensive Exams in Rhetoric/Composition and Disability Studies. I’m currently in my third year of a PhD program at the University of Connecticut. At UConn, the number of texts we are expected to include in our reading lists is, in my limited experience, significantly higher than it is in other English or Rhet/Comp programs.

If you find something I’ve neglected to include–especially if it combines the two disciplines–feel free to comment or email me!

Rhetoric & Composition

My list of texts in Rhetoric/Composition can be divided into two sections, which could be described as “Pasts” and “Presents and Futures.” The first is meant to be, as much as possible, a survey of the historical texts primary to Rhetoric and Composition, touching on the most significant conversations, topics, and theories of the field(s). For this section of my list I have relied on edited collections as well as a selection of monographs from the last 50 years. In selecting monographs, I have opted for those that focus on classroom pedagogies, as teaching is my primary goal in pursuing a PhD.

The second section of my Rhetoric/Composition list is meant to encompass the current research and scholarship taking place in the field, including its future trajectories. In selecting texts for this section, I have opted to include those that focus on classroom practices and those that focus on anti-racist and feminist approaches to Rhetoric/Composition. These two subfields are central to my own present and future classroom pedagogies and they also dovetail with the texts on my second list in Disability Studies. 

Rhetoric & Composition–Pasts

Books–Edited Collections

Bizzell, P. & B. Herzberg, eds. The Rhetorical Tradition: Readings from Classical Times to the Present, 3rd ed, Macmillan, 2020.

Anzaldúa, G. “From Borderlands/La Frontera”

Aristotle, “From Rhetoric”

Augustine, “On Christian Doctrine, Book IV”

Austin, G. “From Chironomia”

Bakhtin, M. “From Marxism and the Philosophy of Language” and “From The Problem of Speech Genres

Booth, “From Modern Dogma and the Rhetoric of Assent

Burke, K. “From A Grammar of Motives,” “From A Rhetoric of Motives,” and “From Language as Symbolic Action

Cicero, “From De oratore” and “From Orator

Cixous, H. “The Laugh of the Medusa”

DePizan, C. “From The Book of the City of Ladies” and “From The Treasure of the City of Ladies”

Douglass, F. “From Narrative of the Life of Frederick Douglass

Fell, M. “Women’s Speaking Justified, Proved, and Allowed by the Scriptures” 

Foucault, M. “From The Order of Discourse”

Gates, Jr., H. L. “The Signifying Monkey and the Language of Signifyin(g): Rhetorical Difference and the Orders of Meaning”

Isocrates, “Against the Sophists” and “From Antidosis”

Plato, “Gorgias” and “Phaedrus” and “Republic”

Quintilian, “From Institutes of Oratory”

Sheridan, T. “A Course of Lectures on Elocution, Lecture IV”

Vico, G. “From On the Study Methods of Our Time

Woolf, V. “Professions for Women” and “From A Room of One’s Own

Cushman, E., et al., eds. Literacy: A Critical Sourcebook. Bedford St. Martin’s, 2001.

Baron, D. “From Pencils to Pixels: The Stages of Literacy Technologies” 

Gere, A. R. “Kitchen Tables and Rented Rooms: The Extracurriculum of Composition” 

Gee, J. P.  “Literacy, Discourse, and Linguistics: Introduction and What is Literacy?” 

Brandt, D. “Sponsors of Literacy”

Hull, G. A. “Hearing Other Voices: A Critical Assessment of Popular Views on Literacy and Work”

Greene, J. C. “Misperspectives on Literacy: A Critique of an Anglocentric Bias in Histories of American Literacy”

Delpit, L. D. “The Politics of Teaching Literate Discourse”

Goodman, Y. “The Development of Initial Literacy”

Ede, L, ed. On Writing Research: The Braddock Essays 1975-1998. Bedford St. Martin’s, 1997.

Ball and Lardner, “Dispositions toward Language: Teacher Constructs of Knowledge and the Ann Arbor Black English Case”

Braddock, “The Frequency and Placement of Topic Sentences in Expository Prose” 

Connors, “The Rise and Fall of the Modes of Discourse”

Cushman, E. “The Rhetorician as an Agent of Social Change”

Elbow, P. “The Shifting Relationships between Speech and Writing”

Harris, “The Idea of Community in the Study of Writing”

Hull and Rose, “‘This Wooden Shack Place’: The Logic of an Unconventional Reading” 

Mortensen and Kirsch, “On Authority in the Study of Writing”

Odell, “Teachers of Composition and Needed Research in Discourse Theory” 

Sommers, “Responding to Student Writing”

Graves, R., ed. Writing, Teaching, Learning: A Sourcebook, 4th ed., Boynton/Cook, 1999.

Berthoff, A. “Spiritual Sites of Composing”

Campbell, J. “Writing to Heal”

Daniell, B. “Composing (As) Power”

Moffett, J. “Response”

Nelson, L. “Bringing Language Back to Life”

Swain, S. “Entering Wonder”

Swearingen, J. “Women’s Ways of Writing, or, Images, Self-Images, and Graven Images” 

Tompkins, J. “Pedagogy of the Distressed”

Miller, ed. The Norton Book of Composition Studies. 2009

Atkinson, D. “L2 Writing in the Post-Process Era”

Bartholomae, D. “Inventing the University”

Berlin, J. “Rhetoric and Ideology in the Writing Class”

Berthoff, A. E. “The Uses of Chaos”

Brand, A. G. “Emotion and the Writing Process”

Brueggemann, B. J. “Deafness and Autobiography”

Canagarajah, A. S. “The Place of World Englishes in Composition”

Faigley, L. “Competing Theories of Process”

Gee, J. P. “The New Literacy Studies”

Jarratt, S. “Rhetoric and Representation in Postcolonial Feminist Writing”

Lyons, S. R. “What Do American Indians Want from Writing?”

Matsuda, P. K. “Identity and Power in a Japanese Online Discourse Community”

Royster, J. “When the First Voice You Hear Is Not Your Own”

Villanueva Jr., V. “Still Another Critique of the Comp Community”

Nickoson, L. & M. P. Sheridan. Writing Studies Research in Practice: Methods and Methodologies. Southern IL UP, 2012.

Carr, B. “Analytic Strategies, Competent Inquiries, and Methodological Tensions in the Study of Writing”

Hawisher, G. E. “Exceeding the Bounds of the Interview: Feminism, Mediation, Narrative, and Conversations about Digital Literacy”

Hesse, D. “Writing Program Research: Three Analytic Axes”

Inoue, A. B. “Racial Methodologies for Composition Studies: Reflecting on Theories of Race in Writing Assessment Research”

Lamos, S. “Institutional Critique in Composition Studies: Methodological and Ethical Considerations for Researchers”

Tate, G. et al. (eds.) A Guide to Composition Pedagogies 2nd Edition, Oxford UP, 2013. 

Anson, C. M. “Process”

Devitt, A. J. “Genre”

Fleming, D. “Rhetoric and Argumentation”

George, A. “Critical”

Howard, R. M. & S. Jamieson “Researched Writing”

Matsuda, P. K. & Hammill, M. J. “Second Language Writing”

Thaiss, C. & S. McLeod “Writing in the Disciplines and Across the Curriculum”

Villanueva V. & K. L. Arola, eds. Cross-Talk in Comp Theory, 3rd ed. NCTE, 2011.

Ede, L. & A. Lunsford, “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy”

Berlin, J. A. “Contemporary Composition: The Major Pedagogical Theories” 

Bizzell, E. “Cognition, Convention, and Certainty: What We Need to Know about Writing” 

Britton, “Spectator Role and the Beginnings of Writing”

Elbow, P. “Inviting the Mother Tongue: Beyond ‘Mistakes,’ ‘Bad English,’ and ‘Wrong Language’”

Emig, “Writing as a Mode of Learning”

Flower and Hayes, “A Cognitive Process Theory of Writing”

Hartwell, “Grammar, Grammars, and the Teaching of Grammar”

Kinneavy, L. “The Basic Aims of Discourse”

Lu, “Professing Multiculturalism: The Politics of Style in the Contact Zone” 

Murray, “Teach Writing as a Process Not Product”

Perl, “The Composing Processes of Unskilled College Writers”

Rose, “Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism” 

Shaughnessy, “Diving In: An Introduction to Basic Writing”

Sommers, “Revision Strategies of Student Writers and Experienced Adult Writers”

Wysocki & Johnson-Eilola, “Blinded by the Letter: Why Are We Using Literacy as a Metaphor for Everything Else?”

Books: Monographs

Adler-Kassner, L. & E. Wardle. Naming What We Know: Threshold Concepts of Writing Studies, UP of Colorado, 2015.

Alexander & Rhodes, On Multimodality: New Media in Composition Studies, NCTE, 2014.

Atwill, J. M. Rhetoric Reclaimed: Aristotle and the Liberal Arts Tradition. Cornell UP, 1998.

Bartholomae, D. Writing on the Margins: Essays on Composition and Teaching, Bedford St Martin’s, 2005.

Berlin, J. A. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985. Southern IL UP, 1985.

Brandt, D. The Rise of Writing: Redefining Mass Literacy, Cambridge UP, 2014.

Burdick, A. et al. Digital Humanities. MIT Press, 2012.

Burke, K. A Rhetoric of Motives, 1969, Univ of California Press.

Carillo, E. C. Securing a Place for Reading in Composition: The Importance of Teaching for Transfer. Utah State UP, 2014.

Crowley, S. Composition in the University: Historical and Polemical Essays, U of Pitt Press, 1998.

Elbow, P. Vernacular Eloquence. Oxford UP, 2012.

Glenn, C. Rhetoric Retold: Regendering the Tradition from Antiquity through the Renaissance, Southern IL UP, 1997.

Graham, S. Where’s the Rhetoric?: Imagining a Unified Field. The Ohio State UP, 2020.

Kennedy, G. A. Aristotle, On Rhetoric: a Theory of Civic Discourse. Oxford UP, 1991.

Lanham, R. Style: An Anti-Textbook. Yale UP, 1977.

Lerner, N. The Idea of a Writing Laboratory. SIUP, 2009.

Lerner, N. Reformers, Teachers, Writers: Curricular and Pedagogical Inquiries. UP of Colorado, 2019. 

Miller, T. P. The Evolution of College English: Literacy Studies from the Puritans to the Postmoderns. U Pitt Press, 2011.

Nowacek, R. S. Agents of Integration: Understanding Transfer as a Rhetorical Act, SIU Press, 2011

Ong, W. J. Orality and Literacy: The Technologizing of the Word. Methuen, 1982. 

Palmeri, J. Remixing Composition: A History of Multimodal Writing Pedagogy. SIUP, 2012.

Perelman, C. The Realm of Rhetoric. University of Notre Dame Press, 1990.

Ritter & Matsuda, Exploring Composition Studies: Sites, Issues, and Perspectives, UP of Colorado, 2010. 

Welch, K. E. The Contemporary Reception of Classical Rhetoric: Appropriations of Ancient Discourse. Routledge, 2009.

Yancey, K. B., L. Robertson, K. Taczak. Writing Across Contexts: Transfer, Composition, and Sites of Writing. Utah State UP, 2014.

Rhetoric/Composition: Presents and Futures

Books: Edited Collections

Cox, M., J. Jordan, C. Ortmeier-Hooper, G. G. Schwartz, eds. Reinventing Identities in Second Language Writing. NCTE, 2010.

Cox, M. “Identity, Second Language Writers, and the Learning of Workplace Writing”

Fujieda, Y. “Complexities of Academic Writing in English: Difficulties, Struggles, and Clashes of Identity”

Kim, S. H. “Burning Each End of the Candle: Negotiating Dual Identities in Second Language Writing”

Myers Zawacki, T. and A. S. Habib. “‘Will Our Stories Help Teachers Understand?’ Multilingual Students Talk about Identity, Voice, and Expectations across Academic Communities”

Roozen, K. and A. Herrera. “‘Indigenous Interests’: Reconciling Literate Identities across Extracurricular and Curricular Contexts” 

Salako, O. “Using My Lived Experience to Teach Writing: A Reflective Practice”

Schwartz, G. G. “Subtexting Mainstream Generation 1.5 Identities: Acculturation Theories at Work”

Shuck, G. “Language Identity, Agency, and Context: The Shifting Meanings of Multilingual”

Vandrick, S. “Social Class Privilege among ESOL Writing Students”

Guglielmo, L. & S. C. Figueiredo, eds. Immigrant Scholars in Rhetoric, Composition, and Communication: Memoirs of a First Generation. NCTE, 2019.

Guglielmo, L. “A Right to My Language: Personal and Professional Identity as a ‘First Generation’ Teacher-Scholar-Rhetorician”

Kovalyova, N. “Choosing English: Crafting a Professional Identity as a College Professor”

Palacio, E. “Literacy, Rhetoric, Language Barriers, and Academica: A Journey of Knowledge and Identity”

Tinoco, L. & J. Falcón. “Tenemos que Hace la Lucha: Reflections of Latinas in Rhetoric and Writing Studies”

Books: Monographs

Baca, D. & R. García. Rhetorics Elsewhere and Otherwise: Contested Modernities, Decolonial Visions. NCTE. 2019.

Banks, A. J. Race, Rhetoric, and Technology, Lawrence Erlbaum, 2006.

Brooks, M. Transforming Literacy Education for Long-Term English Learners: Recognizing Brilliance in the Undervalued. NCTE, 2020.

Canagarajah, S. Translingual Practice: Global Englishes and Cosmopolitan Relations. Routledge, 2013.

Condon, F. & V. A. Young. Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication. WAC Clearinghouse, 2016.

Crenshaw, K. On Intersectionality: Essential Writings of Kimberlé Crenshaw, The New Press, 2017.

Enoch, J. Refiguring Rhetorical Education: Women Teaching African American, Native American, and Chicano/a Students. Southern IL UP, 2008.

Freire, P. Pedagogy of the Oppressed, Herder & Herder, 1970.

Glenn, C. Rhetorical Feminism and This Thing Called Hope, Southern IL UP, 2018.

hooks, b. Teaching to Transgress: Education as the Practice to Freedom. Routledge, 1994.

Inoue, A. B. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future. The WAC Clearinghouse, 2015.

Jordan, J. Redesigning Composition for Multilingual Realities, NCTE, 2012.

Love, B. We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom, Penguin Random House, 2020.

Martinez, A. Y. Counterstory: The Rhetoric and Writing of Critical Race Theory. NCTE. 2020.

Poe, M., A. B. Inoue, and N. Elliot. Writing Assessment, Social Justice and the Advancement of Opportunity. The WAC Clearinghouse/University Press of Colorado, 2018. 

Schell, E. & K. J. Rawson. Rhetorica in Motion: Feminist Rhetorical Methods and Methodologies. U of Pittsburgh Press, 2010.


Beauboeuf-Lafontant, T. “A Womanist Experience of Caring: Understanding the Pedagogy of Exemplary Black Women Teachers,” in The Womanist Reader, Routledge, 2006.

Biesecker, B. “Coming to Terms with Recent Attempts to Write Women into the History of Rhetoric.” Philosophy and Rhetoric, vol. 25, no. 2, 1992, pp. 140-161.

Campbell, K. K. “The Rhetoric of Women’s Liberation: An Oxymoron.” Communication Studies, vol. 50, no. 2, 1999, pp. 125-137.

Ede, L. et al. “Border Crossings: Intersections of Rhetoric and Feminism.”  Rhetorica: A Journal of the History of Rhetoric, vol. 13, no. 4, 1995, pp.  401-441.

García de Müeller, G. and I. Ruiz. “Race, Silence, and Writing Program Administration: A Qualitative Study of US College Writing Programs.” WPA: Writing Program Administration, vol. 40, no. 2, 2017, pp. 19-39 

Gilyard, K. “Introduction: Aspects of African American Rhetoric as a Field.” in African American Rhetoric(s): Interdisciplinary Perspectives. Ed. Elaine B. Richardson and Ronald L. Jackson. Southern Illinois UP, 2007.

Hamlet, J. D. “Assessing Womanist Thought: The Rhetoric of Susan L. Taylor.” Communication Quarterly, vol. 48, no. 4, 2000, pp. 420-436.

McPhail, M. L. “The Politics of (In)visibility in African American Rhetorical Scholarship: A (Re)quest for an African Worldview” in Understanding African American Rhetoric: Classical Origins to Contemporary Innovations, ed. R. L. Jackson II and E. B. Richardson. Peter Lang Publishers, 2003, pp. 224-237.

Disability Studies

I chose Disability Studies as the focus of my second list because of my anticipated dissertation project, in which I intend to investigate how to best support students with psychiatric disabilities in the writing classroom. This list was created with this project in mind, and was designed to give me, first, a background in Disability Theory in general, and second, to closely investigate the subfields of Neurodiversity, Mad Studies, and Trauma-Informed Pedagogy.

In selecting representative texts from the rich history of scholarship in Disability Studies, I chose to focus on texts that would give me a good theoretical grounding in the central movements of the field, primarily through a number of edited collections. I also included a handful of monographs, selecting those that were broad surveys or paradigm-shifting theoretical approaches. 

Fortunately there is a significant amount of research and scholarship that is interdisciplinary and incorporates theories and practice from both Disability Studies and Rhetoric/Composition. I have included in this list, therefore, a section devoted to the most significant interdisciplinary texts, primarily journal articles and special journal issues.

Disability Studies: Theoretical Grounding

Books: Edited Collections

Brueggemann, B. & Albrecht, G. L. Disability Key Issues and Future Directions: Arts and Humanities, SAGE, 2012.

Brewer, E., et al. “Introduction, Background, and History” 

Brueggemann, B. J. et al. “Current Issues, Controversies, and Solutions”

Davis, L. J., ed. The Disability Studies Reader, Editions 1-5. Routledge, 1997-2016.

First Edition

Davis, L. “Constructing Normalcy”

Sontag, S. “AIDS and its metaphors”

Second Edition

Bell, C. “Introducing White Disability Studies: A Modest Proposal”

Lewis, B. “A Mad Fight: Psychiatry and Disability Activism”

Linton, S. “Reassigning meaning”

McRuer, “Compulsory Able-Bodiedness and Queer/Disabled Existence”

Mitchell, D. & S. Snyder. “Narrative Prosthesis and the Materiality of Metaphor”

Shakespeare, T. “The Social Model of Disability”

Third Edition

Bell, C. “Is Disability Studies Actually White Disability Studies?” 

Garland-Thomson, R. “Beholding” 

Ginsburg, F. and R. Rapp, “Enabling Kinship” 

Prendergast, C. “The Unexceptional Schizophrenic: A Post-Postmodern Introduction” 

Quayson, A. “Aesthetic Nervousness” 

Fourth edition

Erevelles, N. & A. Minear. “Unspeakable Offenses: Untangling Race and Disability in Discourses of Intersectionality”

Lukin, J. “Disability and Blackness”

Rapp, R. & F. D. Ginsburg “Enabling Disability: Rewriting Kinship, Reimagining Citizenship” 

Fifth edition

Baynton, D. C. “Disability and the Justification of Inequality in American History”

Dolmage, J. “Disabled Upon Arrival: The Rhetorical Construction of Disability and Race at Ellis Island”

Meekosha, H. & R. Shuttleworth. “What’s So ‘Critical’ about Critical Disability Studies”

Price, M. “Defining Mental Disability”

Samuels, E. “My Body, My Closet: Invisible Disability and the Limits of Coming Out”

Wendell, S. “Unhealthy Disabled: Treating Chronic Illnesses as Disabilities”

Hall, K. Q., ed. Feminist Disability Studies. Indiana UP, 2011.

Donaldson, E. J. “Revisiting the Corpus of the Madwoman: Further Notes toward a Feminist Disability Studies Theory of Mental Illness”

Garland-Thomason, R. “Integrating Disability, Transforming Feminist Theory”

Jung, K. E. “Chronic Illness and Educational Equity: The Politics of Visibility”

Kafer, A. “Debating Feminist Futures: Slippery Slopes, Cultural Anxiety, and the Case of the Deaf Lesbians”

Lamp, S. & W. C. Cleigh “A Heritage of Ableist Rhetoric in American Feminism from the Eugenics Period”

Smith, B. G. & B. Hutchison, Gendering Disability, Rutgers UP, 2004.

Asch, A. “Critical Race Theory, Feminism, and Disability: Reflections on Social Justice and Personal Identity”

Brueggemann, B. J. “Interpreting Women”

Colligan, S. “Why the Intersexed Shouldn’t Be Fixed: Insights from Queer Theory and Disability Studies”

Garland Thomson, R. “Integrating Disability, Transforming Feminist Theory”

Lindgren, K. “Bodies in Trouble: Identity, Embodiment and Disability”

O’Toole, C. J. “The Sexist Inheritance of the Disability Movement”

Schur, “Is There Still a “Double Handicap”?: Economic, Social, and Political Disparities Experienced by Women with Disabilities”

Snyder, S. et al, eds. Disability Studies: Enabling the Humanities. MLA, 2002.

Berube, M. “If I Should Live So Long”

Brueggemann, B. J. “Enabling Pedagogy”

Davis, L. J. “Bodies of Difference: Politics, Disability, and Representation”

Nelson, J. L. “Bulwer’s Speaking Hands: Deafness and Rhetoric”

Swan, J. “Disabilities, bodies, voices”

Wilson, J. C. & C. Lewiecki-Wilson. “Constructing a Third Space: Disability Studies, the Teaching of English, and Institutional Transformation”


Clare, Eli. Brilliant Imperfection: Grappling with Cure. Duke UP, 2017.

Davis, Lennard J. Enforcing Normalcy: Disability, Deafness, and the Body. Verso, 1995.

Dolmage, J. Academic Ableism, University of Michigan Press, 2017.

Dolmage, J. Disabled Upon Arrival: Eugenics, Immigration, and the Construction of Race and Disability, Ohio State Press, 2018

Kafer, A. Feminist, Queer, Crip. Indiana UP, 2013

Linton, S. Claiming Disability: Knowledge and Identity. New York UP, 1998.

McRuer, R. Crip Theory: Cultural Signs of Queerness and Disability, NYU Press, 2006.

Oliver, M. Understanding Disability: From Theory to Practice. St. Martin’s, 1996.

Piepzna-Samarasinha, L. L. Care Work: Dreaming Disability Justice. Arsenal Pulp Press, 2018.

Siebers, T. A. Disability Theory, University of Michigan Press, 2008.


Bailey, M. & I. A. Mobley. “A Black Feminist Disability Framework.” Gender and Society, vol. 33, no. 1, 2019, pp. 19-40. 

Brueggemann, B. “Becoming Visible: Lessons in Disability,” CCC, vol. 52, no. 3, 2001, pp. 370

Dunhamn, J. et al., “Developing and Reflecting on a Black Disability Studies Pedagogy: Work from the National Black Disability Coalition,” Disability Studies Quarterly, vol. 35, no. 2, 2015.

Garland-Thomson, R. “Feminist Disability Studies,” Signs, Vol. 30, No. 2, 2005, pp. 1557-1587

Price, M. “The Bodymind Problem and the Possibilities of Pain.” Hypatia, vol. 30, no. 1, 2015. 

Samuels, E. “Six Ways of Looking at Crip Time.” Disability Studies Quarterly, vol. 37, no. 3, 2017. 

Schalk, S. “Coming to Claim Crip: Disidentification with/in Disability Studies” Disability Studies Quarterly, vol. 33, no. 2, 2013.

Wendell, S. “Toward a Feminist Theory of Disability.” Hypatia, vol. 4, no. 2, 1989, pp. 104–124.

Disability Studies & Rhetoric/Composition

Books: Edited Collections

Lewiecki-Wilson, Cynthia and Brenda Jo Brueggemann, eds. with Jay Dolmage. Disability and the Teaching of Writing. Bedford/St. Martin’s, 2008.

Chrisman, W. “The Ways We Disclose: When Life-Writing Becomes Writing Your Life”

Clare, E. “Gawking, Gaping, Staring”

Dolmage, J. ed. “Universal Design for Learning: A Brief Annotated Bibliography of Online Resources”

Dolmage, J. “Mapping Composition: Inviting Disability in the Front Door”

Lindgren, K. “Body Language: Disability Narratives and the Act of Writing”

Martin, D. “Add Disability and Stir: The New Ingredient in Composition Textbooks”

McRuer, R. From “Composing Bodies; or, De-Composition: Queer Theory, Disability Studies, and Alternative Corporealities”

Mossman, M. From “Visible Disability in the College Classroom”

Pence, R. From “Enforcing Diversity and Living with Disability: Learning from My First Teaching Year”

Price, M. “Writing from Normal: Critical Thinking and Disability in the Composition Classroom”

Vidali, A. “Discourses of Disability and Basic Writing”

Wilson, J. C. and C. Lewiecki-Wilson. From “Constructing a Third Space: Disability Studies, the Teaching of English, and Institutional Transformation”

Wilson, J. C. and C. Lewiecki-Wilson, eds. Embodied Rhetorics: Disability in Language and Culture. SIU Press, 2001.

Brueggemann, B. J. “Deafness, Literacy, Rhetoric: Legacies of Language and Communication”

Franks, B. “Gutting the Golden Goose: Disability in Grimms’ Fairy Tales”

Lott, D. E. “Going to Class with (Going to Clash with?) the Disabled Person: Educators, Students, and their Spoken and Unspoken Negotiation”

Prendergast, C. “On the Rhetorics of Mental Disability”

Wilson, J. C. and C. Lewiecki-Wilson “Disability, Rhetoric, and the Body”

Books: Monographs

Brueggemann, B. Lend Me Your Ear: Rhetorical Constructions of Deafness, Gallaudet UP, 1999.

Dolmage, J. Disability Rhetoric. Syracuse UP, 2013.

Kershbaum, S. Toward a New Rhetoric of Difference. NCTE, 2014.

Special Journal Issues

Disability and Rhetoric, special issue of Disability Studies Quarterly, edited by J. Duffy & M. Yergeau, vol. 31, no. 2, 2011.

Disability–Demonstrated by and Mediated Through Technology, special issue of Kairos, edited by C. Ball and B. Hewett, vol. 7, no. 1, 2002.

Symposium: Representing Disability Rhetorically, special issue of Rhetoric Review, edited by T. Enos, vol. 22, no. 2, 2003


Cedillo, C. “What Does it Mean to Move?” Composition Forum 39, 2018. https://compositionforum.com/issue/39/to-move.php

Cherney, J. “The Rhetoric of Ableism.” Disability Studies Quarterly, vol. 31, no. 3, 2011. 

Dolmage, J. T. “‘Breathe Upon Us an Even Flame’: Hephaestus, History, and the Body of Rhetoric.” Rhetoric Review, vol. 25, no. 2, 2006, pp. 119-140.

Dolmage, J. “Metis, Mêtis, Mestiza, Medusa: Rhetorical Bodies Across Rhetorical Traditions.” Rhetoric Review, vol. 28, no. 1, 2009, pp. 1-28.

Heilker, P. & M Yergeau, “Autism and Rhetoric,” College English, vol. 73, no. 5, 2011, pp. 485-497

Kerschbaum, S. L. “Anecdotal Relations: On Orienting to Disability in the Composition Classroom.” Composition Forum 32, 2015. 

Lunsford, S. “Seeking a Rhetoric of the Rhetoric of Dis/Abilities.” Rhetoric Review, vol. 24, no. 3, 2005, pp. 330-333.

Morse, T.A. et al., “Representing disability rhetorically.” Rhetoric Review, vol. 22, no. 2, 2003, 154-202.

O’Hearn, C. “Recognizing the Learning Disabled College Writer.” College English, vol. 51, no. 3, 1989, pp. 294-304.

Simpkins, N. & S. Orem. “Weepy Rhetoric, Trigger Warnings, and the Work of Making Mental Illness Visible in the Writing Classroom.” Enculturation, 2015 http://enculturation.net/weepy-rhetoric

Wood, T. “Cripping Time in the College Composition Classroom,” College Composition and Communication, Vol. 69, No. 2, 2017, pp. 260-286. 

Yergeau, M. et. al. “Multimodality in Motion: Disability and Kairotic Spaces.” Kairos, vol. 18, no. 1, 2014.

Disability Studies: Neurodiversity, Mad Studies, Trauma-Informed Pedagogy

Books–Edited Collections

LeFrançois, Menzies, Reaume, eds. Mad Matters: A Critical Reader for Canadian Mad Studies, Canadian Scholars’ Press, 2013.

Church, K. “Making Madness Matter in Academic Practice.”

Diamond, S. “What Makes Us a Community? Reflections on Building Solidarity in Anti-Sanist Praxis.”

Gorman, R. “Mad Nation? Thinking through Race, Class, and Mad Identity Politics.”

Reveille, D. “Is Mad Studies Emerging as a New Field of Inquiry?”

Tam, L. “Whither Indigenizing the Mad Movement? Theorizing the Social Relations of Race and Madness through Conviviality.”

Rosqvist, H. B., Chown, N., & Stenning, A. (Eds.) Neurodiversity studies: A new critical paradigm. Routledge, 2020.

Bovell, V. “Is There an Ethical Case for the Prevention and/or Cure of Autism?”

Chapman, R. “Defining Neurodiversity for Research and Practice.”

Chapman, R. “Neurodiversity, Disability, Wellbeing.”

Hart, A. “A New Alliance? The Hearing Voices Movement and Neurodiversity.”

Huijg, D. D. “Neuronormativity in Theorising Agency: An Argument for a Critical Neurodiversity Approach.”

Waltz, M. “The Production of the ‘Normal’ Child: Neurodiversity and the Commodification of Parenting.”


Price, M. Mad at School: Rhetorics of Mental Disability and Academic Life. University of Michigan Press, 2011.

Silberman, S. NeuroTribes: The legacy of autism and the future of neurodiversity. Avery Publishing, 2015.

Yergeau, M. Authoring Autism: On Rhetoric and Neurological Queerness. Duke UP, 2018.

Special Journal Issues

Autism and The Concept of Neurodiversity, special issue of Disability Studies Quarterly, edited by E. T. Savarese & R. J. Savarese, Vol 30, No 1, 2010. 

Disability and Madness, special issue of Disability Studies Quarterly, edited by N. Ostrander & B. Henderson, Vol 33, No 1, 2013.

Mad Studies: Intersections with Disability Studies, Social Work, and ‘Mental Health,’ special issue of Intersectionalities, ed. B. A. LeFrançois, P. Beresford, & J. Russo, Vol. 5, No. 3, 2016. 


Boyraz, G. et al. “Academic achievement and college persistence of African American students with trauma exposure.” Journal of Counseling Psychology, vol. 60, no. 4, 2013, pp. 582–592. 

Borrowman, S. & E. M. White. “Are You Now, or Have You Ever Been, an Academic?” in Trauma and the Teaching of Writing. SUNY Press, 2005.

Bridgland, V. M. et al., “Why the COVID-19 Pandemic is a Traumatic Stressor.” PLoS ONE vol. 16, no. 1, 2021, e0240146. 

Brunzell, T. et al. “Shifting Teacher Practice in Trauma-Affected Classrooms: Practice Pedagogy Strategies within a Trauma-Informed Positive Education Model.” School Mental Health, vol. 11, no. 3, 2019, pp. 600–614. 

Carello, J. & L. D. Butler. “Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching.” Journal of Trauma and Dissociation, vol. 15, no. 2, 2014, pp. 153-168.

Carter, A. M. “Teaching with Trauma: Disability Pedagogy, Feminism, and the Trigger Warnings Debate.” Disability Studies Quarterly, vol. 35, no. 2, 2015.

Costa, K. “Trauma-Aware Teaching Checklist.” 100 Faculty. https://bit.ly/traumachecklist

Davidson, S. “Trauma-Informed Practices for Postsecondary Education: A Guide.” https://educationnorthwest.org/sites/default/files/resources/trauma-informed-practices-postsecondary-508.pdf

Fruehwirth, J. C., S. Biswas, & K. M. Perreira. “The Covid-19 Pandemic and Mental Health of First-Year College Students: Examining the Effect of Covid-19 Stressors Using Longitudinal Data.” PLoS ONE vol. 16, no. 3, 2021, e0247999. 

Goggin, P. N. & M. D. Goggin. “Presence in Absence: Discourses and Teaching (In, On, and About) Trauma.” in Trauma and the Teaching of Writing. SUNY Press, 2005.

Gutierrez, D. & A. Gutierrez. “Developing A Trauma-Informed Lens In The College Classroom And Empowering Students Through Building Positive Relationships.” Contemporary Issues in Education Research, vol. 12, no. 1, 2019, pp. 11-18.  

Lewiecki-Wilson, C. “Rethinking Rhetoric through Mental Disabilities.” Rhetoric Review, vol. 22, no. 2, 2003, pp. 156–167.

McWade, B. et al. “Mad studies and neurodiversity: A dialogue.” Disability & Society, vol. 30, no. 2, 2015, pp. 305-309.

Mondelli, V. & T. J. Tobin. “Pedagogies of Care: Open Resources for Student-Centered & Adaptive Strategies in the New Higher-Ed Landscape.” 2020. https://sabresmonkey.wixsite.com/pedagogiesofcare

SAMHSA. “SAMHSA’s Trauma-Informed Approach: Key Assumptions & Principles.” 2018. https://www.nasmhpd.org/sites/default/files/TRAUMA-key_assumptions_and_principles_9-10-18.pdf 

Thomas, M. S. et al. “Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research,” Review of Research in Education, vol. 43, no. 1, 2019, pp. 422-452.

Tobin, L. “Reading Students, Reading Ourselves: Revising the Teacher’s Role in the Writing Class.” College English, vol. 53, no. 3, 1991, pp. 333-348.

Uthappa, N. R. “The Uses of Disclosure: Building a Rhetorical Scaffolding to Fight Stigma in the Writing Classroom,” Pedagogy, vol. 18, no. 3, 2018, pp. 566-572.

Valentino, M. J. “Responding When a Life Depends on It: What to Write in the Margins When Students Self-Disclose.” Annual Meeting of the CCCC, 1995, Washington, DC. Opinion.

Author: psychezready

I'm a student in the doctoral program at University of Connecticut in Rhetoric/Composition. My areas of interest are: Disability, Gender, and Folklore.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: