Faculty & Staff Authors: H

Hinton, C. E., & Dubek, Laura. (2018). “God decreed it so” (pp. 54–68). essay. In Dubek, L. (Ed.). Living legacies : literary responses to the civil rights movement. Routledge.


In this timely and dynamic collection of essays, Laura Dubek brings together a diverse group of scholars to explore the literary response to the most significant social movement of the twentieth century. Covering a wide range of genres and offering provocative readings of both familiar and lesser known texts, Living Legacies demonstrates how literature can be used not only to challenge the master narrative of the civil rights movement but also to inform and inspire the next generation of freedom fighters.

"Doe, S., & Langstraat, L. (Eds.). (2014). Generation vet : composition, student veterans, and the post-9/11 university. Utah State University Press.Hinton, C. “Front and Center: Collaborating with Marine Veterans in the Writing Center,” in Generation Vet: Composition, Veterans, and the Post-9/11 University. Eds. Lisa Langstraat & Sue Doe. Colorado State University Press, 2014."


Institutions of higher education are experiencing the largest influx of enrolled veterans since World War II, and these student veterans are transforming post-secondary classroom dynamics. While many campus divisions like admissions and student services are actively moving to accommodate the rise in this demographic, little research about this population and their educational needs is available, and academic departments have been slower to adjust. In Generation Vet, fifteen chapters offer well-researched, pedagogically savvy recommendations for curricular and programmatic responses to student veterans for English and writing studies departments. In work with veterans in writing-intensive courses and community contexts, questions of citizenship, disability, activism, community-campus relationships, and retention come to the fore. Moreover, writing-intensive courses can be sites of significant cultural exchanges--even clashes--as veterans bring military values, rhetorical traditions, and communication styles that may challenge the values, beliefs, and assumptions of traditional college students and faculty. This classroom-oriented text addresses a wide range of issues concerning veterans, pedagogy, rhetoric, and writing program administration. Written by diverse scholar-teachers and written in diverse genres, the essays in this collection promise to enhance our understanding of student veterans, composition pedagogy and administration, and the post-9/11 university.

Hinton, C. “So You’ve Got a Writing Assignment. Now What?” in Writing Spaces: Readings on Writing, vol. 1. Eds. Charles Lowe & Pavel Zemliansky. Parlor Press, 2010.

Volumes in WRITING SPACES: READINGS ON WRITING offer multiple perspectives on a wide-range of topics about writing, much like the model made famous by Wendy Bishops "The Subject Is . . ." series. In each chapter, authors present their unique views, insights, and strategies for writing by addressing the undergraduate reader directly. Drawing on their own experiences, these teachers-as-writers invite students to join in the larger conversation about developing nearly every aspect of craft of writing. Consequently, each essay functions as a standalone text that can easily complement other selected readings in writing or writing-intensive courses across the disciplines at any level. Topics in Volume 1 of the series include academic writing, how to interpret writing assignments, motives for writing, rhetorical analysis, revision, invention, writing centers, argumentation, narrative, reflective writing, Wikipedia, patchwriting, collaboration, and genres. All volumes in the series are published under a Creative Commons license and available for download at the Writing Spaces website (http: //www.writingspaces.org), Parlor Press (http: //www.parlorpress.com), and the WAC Clearinghouse (http: //wac.colostate.edu/). CHARLES LOWE is Assistant Professor of Writing at Grand Valley State University where he teachers composition, professional writing, and Web design. PAVEL ZEMLIANSKY is Associate Professor in the School of Writing, Rhetoric, and Technical Communication at James Madison University.