Isabel Baca is Associate Professor of English at the University of Texas at El Paso. She is the editor of Service-Learning and Writing: Paving the Way for Literacy(ies) through Community Engagement. Yndalecio Isaac Hinojosa is Assistant Professor of English at Texas A&M University at Corpus Christi. Susan Wolff Murphy is Associate Professor of English at Texas A&M University at Corpus Christi. She is the coeditor (with Cristina Kirklighter and Diana Cardenas) of Teaching Writing with Latino/a Students: Lessons Learned at Hispanic-Serving Institutions, also published by SUNY Press.

"Bordered Writers constructs a full and complex image of Latinx writers … This collection not only will expand the definition of bordered, Latinx writers in current scholarship, it will act as a beneficial tool for students, like those discussed within the collection, to recognize that our cultural experiences are valid and should not be removed from academic writing." — Rhetoric Review"Bordered Writers is a rare volume for our discipline that centers the voices, practices, and experiences of Latinx educators teaching at Hispanic-Serving Institutions." — Composition Studies"This book is a concerted effort by a group of impassioned scholars who wish to contribute to a better understanding of the challenges Latinx students encounter as they embark on their college careers, especially in terms of the narrow, monolinguistic ideologies that continue to inform the teaching of writing in colleges across the country." — Juan C. Guerra, University of Washington

• Foreword: Celebrating Bordered WritersCristina KirklighterAcknowledgmentsIntroductionIsabel Baca, Yndalecio Isaac Hinojosa, and Susan Wolff Murphy Testimonio 1A Family Testimonio en Confianza: Becoming Pocho Steven AlvarezPart I. Developmental English and Bridge Programs 1. Translingualism and ALP: A Rhetorical Model for Bordered Latinx WritersLucas Corcoran and Caroline Wilkinson2. Developmental Instructors in the Contact Zone: Perspectives from Hispanic-Serving Community CollegesErin Doran3. "One Foot on the Bridge and One Foot off the Bridge": Navigating the Geographies of Access and Rhetorical Education at an HSIJens LloydTestimonio 2Finding Anzaldua: A West Texas Testimonio Christine GarciaPart II. First-Year Writing 4. Rhetorical Tools in Chicanx Thought: Political and Ethnic Inquiry for Composition ClassroomsYndalecio Isaac Hinojosa and Candace de León-Zepeda5. Familismo Teaching: A Pedagogy for Promoting Student Motivation and College SuccessYemin Sánchez, Nicole Nicholson, and Marcela Hebbard6. Teaching with Bordered Writers: Reconstructing Narratives of Difference, Mobility, and TranslingualismBeatrice Mendez Newman and Romeo García Testimonio 3Inhabiting the BorderHeather LangPart III. Professional and Technical Writing 7. Hispanic-Serving Institution as Programmatic Invention: Identifying Learning Objectives for HSI Writing ProgramsKendall Leon and Aydé Enríquez-Loya8. Teaching Technical Communication on the Mexico/U.S. Border: A Brief Case StudyLaura Gonzales Testimonio 4English, Español, or Los Dos Isabel BacaPart IV. Writing Centers and Mentored Writing 9. On Longing and Belonging: Latinas in the Writing CenterNancy Alvarez10. Mentored Writing at a Hispanic-Serving Institution: Improving Student Facility with Scientific DiscourseHeather M. Falconer Testimonio 5The Invisibility of a Lack of Privilege and the Homelessness of a First-Generation Latina Student in Higher EducationKaylee CruzContributorsIndex

Isabel Baca is Associate Professor of English at the University of Texas at El Paso. She is the editor of Service-Learning and Writing: Paving the Way for Literacy(ies) through Community Engagement. Yndalecio Isaac Hinojosa is Assistant Professor of English at Texas A&M University at Corpus Christi. Susan Wolff Murphy is Associate Professor of English at Texas A&M University at Corpus Christi. She is the coeditor (with Cristina Kirklighter and Diana Cardenas) of Teaching Writing with Latino/a Students: Lessons Learned at Hispanic-Serving Institutions, also published by SUNY Press.

"Bordered Writers constructs a full and complex image of Latinx writers … This collection not only will expand the definition of bordered, Latinx writers in current scholarship, it will act as a beneficial tool for students, like those discussed within the collection, to recognize that our cultural experiences are valid and should not be removed from academic writing." — Rhetoric Review"Bordered Writers is a rare volume for our discipline that centers the voices, practices, and experiences of Latinx educators teaching at Hispanic-Serving Institutions." — Composition Studies"This book is a concerted effort by a group of impassioned scholars who wish to contribute to a better understanding of the challenges Latinx students encounter as they embark on their college careers, especially in terms of the narrow, monolinguistic ideologies that continue to inform the teaching of writing in colleges across the country." — Juan C. Guerra, University of Washington

• Foreword: Celebrating Bordered WritersCristina KirklighterAcknowledgmentsIntroductionIsabel Baca, Yndalecio Isaac Hinojosa, and Susan Wolff Murphy Testimonio 1A Family Testimonio en Confianza: Becoming Pocho Steven AlvarezPart I. Developmental English and Bridge Programs 1. Translingualism and ALP: A Rhetorical Model for Bordered Latinx WritersLucas Corcoran and Caroline Wilkinson2. Developmental Instructors in the Contact Zone: Perspectives from Hispanic-Serving Community CollegesErin Doran3. "One Foot on the Bridge and One Foot off the Bridge": Navigating the Geographies of Access and Rhetorical Education at an HSIJens LloydTestimonio 2Finding Anzaldua: A West Texas Testimonio Christine GarciaPart II. First-Year Writing 4. Rhetorical Tools in Chicanx Thought: Political and Ethnic Inquiry for Composition ClassroomsYndalecio Isaac Hinojosa and Candace de León-Zepeda5. Familismo Teaching: A Pedagogy for Promoting Student Motivation and College SuccessYemin Sánchez, Nicole Nicholson, and Marcela Hebbard6. Teaching with Bordered Writers: Reconstructing Narratives of Difference, Mobility, and TranslingualismBeatrice Mendez Newman and Romeo García Testimonio 3Inhabiting the BorderHeather LangPart III. Professional and Technical Writing 7. Hispanic-Serving Institution as Programmatic Invention: Identifying Learning Objectives for HSI Writing ProgramsKendall Leon and Aydé Enríquez-Loya8. Teaching Technical Communication on the Mexico/U.S. Border: A Brief Case StudyLaura Gonzales Testimonio 4English, Español, or Los Dos Isabel BacaPart IV. Writing Centers and Mentored Writing 9. On Longing and Belonging: Latinas in the Writing CenterNancy Alvarez10. Mentored Writing at a Hispanic-Serving Institution: Improving Student Facility with Scientific DiscourseHeather M. Falconer Testimonio 5The Invisibility of a Lack of Privilege and the Homelessness of a First-Generation Latina Student in Higher EducationKaylee CruzContributorsIndex

Isabel Baca is Associate Professor of English at the University of Texas at El Paso. She is the editor of Service-Learning and Writing: Paving the Way for Literacy(ies) through Community Engagement. Yndalecio Isaac Hinojosa is Assistant Professor of English at Texas A&M University at Corpus Christi. Susan Wolff Murphy is Associate Professor of English at Texas A&M University at Corpus Christi. She is the coeditor (with Cristina Kirklighter and Diana Cardenas) of Teaching Writing with Latino/a Students: Lessons Learned at Hispanic-Serving Institutions, also published by SUNY Press.

"Bordered Writers constructs a full and complex image of Latinx writers … This collection not only will expand the definition of bordered, Latinx writers in current scholarship, it will act as a beneficial tool for students, like those discussed within the collection, to recognize that our cultural experiences are valid and should not be removed from academic writing." — Rhetoric Review"Bordered Writers is a rare volume for our discipline that centers the voices, practices, and experiences of Latinx educators teaching at Hispanic-Serving Institutions." — Composition Studies"This book is a concerted effort by a group of impassioned scholars who wish to contribute to a better understanding of the challenges Latinx students encounter as they embark on their college careers, especially in terms of the narrow, monolinguistic ideologies that continue to inform the teaching of writing in colleges across the country." — Juan C. Guerra, University of Washington

• Foreword: Celebrating Bordered WritersCristina KirklighterAcknowledgmentsIntroductionIsabel Baca, Yndalecio Isaac Hinojosa, and Susan Wolff Murphy Testimonio 1A Family Testimonio en Confianza: Becoming Pocho Steven AlvarezPart I. Developmental English and Bridge Programs 1. Translingualism and ALP: A Rhetorical Model for Bordered Latinx WritersLucas Corcoran and Caroline Wilkinson2. Developmental Instructors in the Contact Zone: Perspectives from Hispanic-Serving Community CollegesErin Doran3. "One Foot on the Bridge and One Foot off the Bridge": Navigating the Geographies of Access and Rhetorical Education at an HSIJens LloydTestimonio 2Finding Anzaldua: A West Texas Testimonio Christine GarciaPart II. First-Year Writing 4. Rhetorical Tools in Chicanx Thought: Political and Ethnic Inquiry for Composition ClassroomsYndalecio Isaac Hinojosa and Candace de León-Zepeda5. Familismo Teaching: A Pedagogy for Promoting Student Motivation and College SuccessYemin Sánchez, Nicole Nicholson, and Marcela Hebbard6. Teaching with Bordered Writers: Reconstructing Narratives of Difference, Mobility, and TranslingualismBeatrice Mendez Newman and Romeo García Testimonio 3Inhabiting the BorderHeather LangPart III. Professional and Technical Writing 7. Hispanic-Serving Institution as Programmatic Invention: Identifying Learning Objectives for HSI Writing ProgramsKendall Leon and Aydé Enríquez-Loya8. Teaching Technical Communication on the Mexico/U.S. Border: A Brief Case StudyLaura Gonzales Testimonio 4English, Español, or Los Dos Isabel BacaPart IV. Writing Centers and Mentored Writing 9. On Longing and Belonging: Latinas in the Writing CenterNancy Alvarez10. Mentored Writing at a Hispanic-Serving Institution: Improving Student Facility with Scientific DiscourseHeather M. Falconer Testimonio 5The Invisibility of a Lack of Privilege and the Homelessness of a First-Generation Latina Student in Higher EducationKaylee CruzContributorsIndex