This article details the challenges and possibilities of assigning first year students writing assignments that require engagement with emotions and memories during the COVID-19 pandemic (Fall 2021). Using one first year writing class as a case study, the author describes the challenges that arose in writing conferences. Noting the rise in mental…

This article argues that we are living in a climate where trauma is taxing students and teachers alike. In order to teach and learn in this moment, we recommend and explore a variety of contemplative practices to help teach awareness and kind attention. Some of these practices involve writing and others don't, as writing itself can be a source of…

This article takes up Black critical geography, Rhetorical Genre Studies (RGS), and trauma-informed pedagogy (TIP) to argue that preventing rhetorical violence in our classrooms cannot be accomplished without ensuring students feel safe bringing their whole selves into the classroom. Specifically, Black theorizations of space and genre systems…