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Drawing on pandemic-era scholarship and earlier discussions of care, empathy, resilience, and antiracist pedagogy, the piece argues for creating communal space to mourn, rest, recover, and hope. It highlights how trauma- and duress-informed approaches can strengthen attention, learning, and instructional design for diverse student communities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creating-space-for-emotion-in-the-composition-studies-archive/599373/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creating-space-for-emotion-in-the-composition-studies-archive/599373.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the article?","Question",{"text":112,"@type":113},"The article spotlights how Composition Studies scholarship makes space for engaging with emotion in writing, teaching, and administration, especially after the emotional strain of recent years.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article connect emotion to writing instruction and administration?",{"text":117,"@type":113},"It links attention to emotion with antiracist pedagogy, empathy, resilience, and community building, framing emotion as critical to effective teaching practices and administrative support.",{"name":119,"@type":110,"acceptedAnswer":120},"Which themes from the archive are used to address current circumstances?",{"text":121,"@type":113},"The authors draw lines of conversation on trauma-informed pedagogy, well-being, and an ethic of care, showing how earlier work already developed principles relevant to today’s challenges.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599373,1792923535,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Creating Space for Emotion in the Composition Studies Archive  \nAlexis Sabryn Walston and Jessica Enoch  \nFahre,saengemero, ftrustionsratianodnm, anxoreiethyav, worrye mar,kceodmapnasdsisohnap, eemdpatourhya,dexhaminiustiraniv–e and pedagogical work over the past two years, and, of course, we’re not alone. Writing teachers and administrators across the country have attempted to create a community of support for our students and ourselves as we’ve faced a terrifying global pandemic, a hotly contested presidential election, as well as injustices, violence, and protests related to race, gender, sexuality, and gender expression. Now too we watch a world at war. The emotional toll the past two years have had on us and our students is evidenced by articles in the Chronicle of Higher Education and Inside Higher Ed such as “Covid-19 Has Worsened the Student Mental-Health Crisis”(Brown and Kafka),“Faculty Members are Suffering Burnout” (Pettit),“How to Manage through Emotional Exhaustion” (O’Grady), “Academe, Hear Me. I Am Crying Uncle” (Anonymous), and “Honoring Ourselves and Each Other Through Burnout” (Godbee) . We’re exhausted and burnt out; our emotions are at frayed edges, as we’ve seen and experienced the need to create space for those in our communities to mourn, to breathe, to rest, to recover, and even to hope for a better future.  \nAs writing program administrators, we’ve (Lexi and Jess) paid especially close attention to how we can support writing teachers and students. The program we direct at the University of Maryland is a large one: 60+ instructors teaching over 2,000 students per semester in 120 sections of English 101: Academic Writing. As we’ve worked to support this large community of students and teachers over the past two years, our administrative focus has been guided by principles of antiracist pedagogy, empathy, resilience, and community building, and we’ve prioritized instructional support based in social and linguistic justice, critical thinking and reading, reflection, and communicating across difference. Learning more about trauma-informed pedagogy has become a key concern for us.  \nThe invitation from Kara Taczak and Matt Davis to take stock of the Composition Studies archive gave us the opportunity to explore how its trove of articles from 1972 to the present speak to our current circumstances. As we perused the archive and contemplated the journal’s impact on the field, articles that meditated on the emotive dimension of teaching and administration resonated powerfully with us. Thus, here, we spotlight just a few articles from the Composition Studies archive that make space for us to engage with emotion, and we track lines of conversation within the journal that fortify our convic  \nComposition Studies 50.1 (2022): 73–78  \ntion that attention to emotion must be a critical part of writing, teaching, and administration, especially now. Our goal is to consider how Composition Studies has laid the groundwork for centering emotion in our pedagogy in a way that supports our administrative and pedagogical exigencies over the past two years.  \nNot surprisingly, Composition Studies is at the cutting edge ofthis conversation with recent scholarship that engages the pandemic and its emotional effects on us, our students, and our classrooms. In her 2021 article,“Pandemic Pedagogy: What We Learned from the Sudden Transition to Online Teaching and How It Can Help Us Prepare to Teach Writing in an Uncertain Future,”Jennifer Sheppard conducts a survey of writing instructors in which instructors articulate “a plea for attention to personal/professional well-being,” indicating a desire for an ethic of care and empathy in the teaching and administration of writing courses (61) . Carrie Hall also investigates how emotions–specifically, duress–impact the writing classroom in her 2021 essay,“‘How am I Supposed to Watch a Little Piece of Paper?’: Literacy and Learning Under Duress.” Here, Hall interrogates the complex relation","cbCaii9Ny55CweVs","https://ap.wps.com/l/cbCaii9Ny55CweVs","pdf",91658,"English","# Introduction\n## Community, emotion, and administrative support\n## The archive as a guide to current circumstances\n## Pandemic scholarship and duress-informed teaching\n## Historical foundations: care and community in Composition Studies","[{\"question\":\"What is the main purpose of the article?\",\"answer\":\"The article spotlights how Composition Studies scholarship makes space for engaging with emotion in writing, teaching, and administration, especially after the emotional strain of recent years.\"},{\"question\":\"How does the article connect emotion to writing instruction and administration?\",\"answer\":\"It links attention to emotion with antiracist pedagogy, empathy, resilience, and community building, framing emotion as critical to effective teaching practices and administrative support.\"},{\"question\":\"Which themes from the archive are used to address current circumstances?\",\"answer\":\"The authors draw lines of conversation on trauma-informed pedagogy, well-being, and an ethic of care, showing how earlier work already developed principles relevant to today’s challenges.\"}]","Creating Space for Emotion in the Composition Studies Archive | PDF",1792088648,15]