Mellinee Lesley, René Saldaña, Jr., Julie Smit, Jin Kyeong Jung
Introduction: The Role of Liminality in Developing Useful Writing
René Saldaña, Jr., Mellinee Lesley, Julie Smit, Jin Kyeong Jung
Chapter One: More than the Second ‘R’: Revisiting Writing Instruction for Young Adults
Kristine E. Pytash and Mellinee Lesley
Chapter Two: Why We Write: The Scribal Identities of Adolescents Working against Standardization
R. Joseph Rodriguez
Chapter Three: The Shifting Identities of Literacy Graduates: From Learners of Writing Instruction to Novice Teachers of Adolescent Writers
Thea Yurkewecz-Stellato, Shelby Erhard, and Richard Rappold
Chapter Four: In Search of the Aesthetic: An Arts-based Approach to Writing Up Our Research
Elizabeth Stewart and René Saldaña, Jr.
Chapter Five: Literacy Legacies
Chapter Six: Creating a Liminal Writing Class for Multilingual Adolescent Writers
Jin Kyeong Jung
Chapter Seven: Video Games in the Middle School Reading Classroom: A Cultural Canon or a Social Bomb?
Elizabeth Davis Jones
Chapter Eight: Writing Interviews
Chapter Nine: Writing Catharsis: Inviting Students to Think and Then Write Outside of the Box
Rachel R. Graham
Chapter Ten: “I Really Wish More Girls Would Tell their Story”: Adolescent Girls’ Composing for Advocacy in the Liminal Space of Digital Media
Chapter Eleven: Voices from an “Underperforming” English Class
Chapter Twelve: “Places so far that I Could Only Dream”: An Interview with Cameron James
Cameron James, Mellinee Lesley and René Saldaña, Jr.
List of Contributors