The Write Project English 1000 Cover png

Preston, Jacqueline and Hilst, Joshua C. The Write Project: A Concise Rhetoric for the Writing
          Classroom. Fountain  Head Press. 2014

This text introduces students to the concept of writing as an assemblage and the notion that students bring to the writing space the necessary equipment for writing—a rich history, acquired literacies, and experience. This text lays the foundation for shifting students’ orientation to writing as a political, social and rhetorical act relevant to the literacy learning moments that occupy their everyday lives and treats writing as contextual, a cultural artifact, not only representation, but more importantly generative- poised for redistribution and circulation.


Preston, Jacqueline. “(Project)ing Literacy: Writing to Assemble in a Postcomposition FYW Classroom,”
          College, Composition, and Communication. (Sept. 2015): n.p.

Preston, Jacqueline. “‘There Again, Common Sense’: Rethinking Literacy Through Ethnography,”

          Community Literacy Journal 2.1 (2007): 59-68Preston, Jacqueline. “Postcomposition and the Working Class: The


Writing Space as a Dialectical Space”
          Class in the Composition Classroom: Pedagogy and the Working Class. Ed. William Thelin and Genesea Carter. Utah
            State UP, 2016. (Forthcoming)

Preston, Jacqueline and Marrott, Deborah, “Basic Writing at Utah Valley University.”
          Working Writing Programs: A Reference  of Innovations, Issues, and Opportunities.
           Ed. Bryna Siegel Finer, Utah State University Press, 2016. (Forthcoming)

Work in Progress

Writing as Assemblage: A Foundational Theory of the Writing Space

This book length project draws on a study, a 3-year longitudinal study that examines how language functions beyond representation to initiate sociocultural shifts in attitude and more recent research, involving multimodal project-based, community based approaches to teaching first year composition, in an effort to build a foundational theory of the writing space. The concept of assemblage, when applied to writing, focuses attention on the writing space itself, underscoring writings primary function as not representation but instead creation. This is not to be confused with an emphasis on “creative writing” versus “academic.” More to the point, a  theory of the writing space as assemblage positions the writing space as more than a conduit for representing ideas and treats it instead as a complex dialectical space in which components and parts, fragments of history, events, experience and ideas gather together into one context, transferred, reproduced, relevant, and poised for circulation. Theorizing writing in this way informs not only curriculum, pedagogy, but also assessment. It asks us to rethink what it means to write well, what it means to teach writing, and to develop new criteria for evaluating both student writing and our writing programs.

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