College English Vol. 79, No. 2, November 2016
This special issue takes up a singular question: What would it mean to incorporate social justice into our writing assessments? This issue aims to foreground the perspectives of contributors whose voices are not typically heard in writing assessment scholarship: non-tenure-track faculty, HBCU WPAs, researchers interested in global rhetorics, queer faculty, and faculty of color. These voices have too often not been heard in writing assessment scholarship. There is no doubt that the first step toward projects of social justice writing assessment is to listen to those who have not been heard, to make more social the project of socially just writing assessment. The guest editors argue that there is much to be learned by making the writing assessment “scene,” as Chris Gallagher would say, more inclusive. (College)
