Stephanie West-Puckett is assistant professor of writing and rhetoric and director of First-Year Writing at the University of Rhode Island.  Nicole I. Caswell is associate professor of English and director of the University Writing Center at East Carolina University. She is a coauthor of the 2017 International Writing Center Association Book of the Year, The Working Lives of New Writing Center Directors.  William P. Banks is director of the University Writing Program and the Tar River Writing Project and professor of rhetoric and writing at East Carolina University, where he teaches courses in writing, research, pedagogy, and young adult literature. He is coeditor of Re/Orienting Writing Studies and Reclaiming Accountability.

“We now have a book of innovative approaches that can occur when students are placed at the center of all we know and do. Filled with intelligence, compassion, humor, and moral value, Failing Sideways is a landmark book that will influence those within and beyond writing studies, a book that will give readers joy and hope.”—Norbert Elliot, New Jersey Institute of Technology  “Failing Sideways quite beautifully queers writing studies assessment research of the last fifty-plus years. This book will quickly shift entire disciplinary conversations by offering queer, sideways, and affective alternatives to normative assessment structures.”—Travis Webster, Virginia Tech University

Stephanie West-Puckett is assistant professor of writing and rhetoric and director of First-Year Writing at the University of Rhode Island.  Nicole I. Caswell is associate professor of English and director of the University Writing Center at East Carolina University. She is a coauthor of the 2017 International Writing Center Association Book of the Year, The Working Lives of New Writing Center Directors.  William P. Banks is director of the University Writing Program and the Tar River Writing Project and professor of rhetoric and writing at East Carolina University, where he teaches courses in writing, research, pedagogy, and young adult literature. He is coeditor of Re/Orienting Writing Studies and Reclaiming Accountability.

“We now have a book of innovative approaches that can occur when students are placed at the center of all we know and do. Filled with intelligence, compassion, humor, and moral value, Failing Sideways is a landmark book that will influence those within and beyond writing studies, a book that will give readers joy and hope.”—Norbert Elliot, New Jersey Institute of Technology  “Failing Sideways quite beautifully queers writing studies assessment research of the last fifty-plus years. This book will quickly shift entire disciplinary conversations by offering queer, sideways, and affective alternatives to normative assessment structures.”—Travis Webster, Virginia Tech University

Stephanie West-Puckett is assistant professor of writing and rhetoric and director of First-Year Writing at the University of Rhode Island.  Nicole I. Caswell is associate professor of English and director of the University Writing Center at East Carolina University. She is a coauthor of the 2017 International Writing Center Association Book of the Year, The Working Lives of New Writing Center Directors.  William P. Banks is director of the University Writing Program and the Tar River Writing Project and professor of rhetoric and writing at East Carolina University, where he teaches courses in writing, research, pedagogy, and young adult literature. He is coeditor of Re/Orienting Writing Studies and Reclaiming Accountability.

“We now have a book of innovative approaches that can occur when students are placed at the center of all we know and do. Filled with intelligence, compassion, humor, and moral value, Failing Sideways is a landmark book that will influence those within and beyond writing studies, a book that will give readers joy and hope.”—Norbert Elliot, New Jersey Institute of Technology  “Failing Sideways quite beautifully queers writing studies assessment research of the last fifty-plus years. This book will quickly shift entire disciplinary conversations by offering queer, sideways, and affective alternatives to normative assessment structures.”—Travis Webster, Virginia Tech University