11/17/2019: Authoring Autism by Melanie Yergeau

Today’s #AntiAbleistComposition feature is Authoring Autism: On Rhetoric and Neurological Queerness by Melanie Yergeau.

From the publisher – Duke University Press: “In Authoring Autism Melanie Yergeau defines neurodivergence as an identity—neuroqueerness—rather than an impairment. Using a queer theory framework, Yergeau notes the stereotypes that deny autistic people their humanity and the chance to define themselves while also challenging cognitive studies scholarship and its reification of the neurological passivity of autistics. She also critiques early intensive behavioral interventions—which have much in common with gay conversion therapy—and questions the ableist privileging of intentionality and diplomacy in rhetorical traditions. Using storying as her method, she presents an alternative view of autistic rhetoricity by foregrounding the cunning rhetorical abilities of autistics and by framing autism as a narrative condition wherein autistics are the best-equipped people to define their experience. Contending that autism represents a queer way of being that simultaneously embraces and rejects the rhetorical, Yergeau shows how autistic people queer the lines of rhetoric, humanity, and agency. In so doing, she demonstrates how an autistic rhetoric requires the reconceptualization of rhetoric’s very essence.”

11/16/2019: “Letter to My Former College President and Provost: Why I Left” by Carmen Kynard

Today’s #AntiAbleistComposition is a November 12, 2019, public letter written by Carmen Kynard titled “Letter to My Former College President and Provost: Why I Left.” The essay is published on her online publishing space at http://www.carmenkynard.org.

Carmen Kynard is a Professor and the Lillian Radford Chair in Rhetoric and Composition and Professor of English at Texas Christian University. Before TCU, she worked in English and Gender Studies at John Jay College of Criminal Justice as well as English, Urban Education, and Critical Psychology at the Graduate Center of the City University of New York. She interrogates race, Black feminisms, AfroDigital/African American cultures and languages, and the politics of schooling with an emphasis on composition and literacies studies. She has taught high school with the New York City public schools/Coalition of Essential Schools, served as a writing program administrator, and worked as a teacher educator. She has led numerous professional development projects on language, literacy, and learning and has published in Harvard Educational Review, Changing English, College Composition and Communication, College English, Computers and Composition, Reading Research Quarterly, Literacy and Composition Studies and more. Her first book, Vernacular Insurrections: Race, Black Protest, and the New Century in Composition-Literacy Studies won the 2015 James Britton Award and makes Black Freedom a 21st century literacy movement. Her current projects focus on young Black women in college, Black Feminist/Afrofuturist digital vernaculars, and AfroDigital Humanities learning. Dr. Kynard traces her research and teaching at her website, “Education, Liberation, and Black Radical Traditions” (http://carmenkynard.org).

11/13/2019: “Signs of Disability, Disclosing” by Stephanie L. Kerschbaum

Today’s #AntiAbleistComposition feature is the recently published “Signs of Disability, Disclosing” by Stephanie L. Kerschbaum in enculturation: a journal of rhetoric, writing and culture.

Stephanie L. Kerschbaum is an associate professor of English at the University of Delaware. Her first book, Toward a New Rhetoric of Difference, offers a theory of marking difference to understand how difference circulates and is taken up in everyday conversations and interactions.

Click here to read the open-access article.

Header image description: The image has a dark blue gradient background. On the top section is “Anti-Ableist Composition” in white all-caps bolded sans serif font. On the bottom section is “‘Signs of Disability, Disclosing’ by Stephanie L. Kerschbaum” in yellow sentence-case regularly formatted serif font.

Data Share: Credit Hours, Labor Distribution, Enrollment, and Cost of Attendance at TCU

As the Provost, Chief Financial Officer, Graduate Studies Dean, and Board of Trustees gear up to arrange and approve a fiscal budget for the 2020-2021 academic year at Texas Christian University, the following information should weigh heavily in these discussions.

Below, I detail – through data provided by the TCU Office of Institutional Research – the various differences in relation to the credit hours generated per college at TCU.

Chart displaying the amount of credit hours per academic college at Texas Christian University from Fall 2015 through Fall 2019. Source: Office of Institutional Research

As the chart above denotes, here are the amount of course credit hours generated per academic college at TCU for the Fall 2019 as they are currently conceived at this point in the semester:

CollegeCredit Hours
College of Liberal Arts41,886.5
College of Communication10,753.0
College of Education5,783.0
College of Fine Arts14,917.5
College of Science & Engineering32,731.5
College of Nursing & Health Sciences15,761.0
John V. Roach Honors College1,248.0
Neeley School of Business25,809.5
School of Interdisciplinary Studies (new)2,768.0
TCU and UNTHSC School of Medicine (new)3,060.0

Between the years 2015 and 2019, here are the percentages of either increased (+) or decreased (-) number of credit hours generated per academic college at TCU, excluding the recently created School of Interdisciplinary Studies and School of Medicine:

CollegeChange in Credit Hours Generated
College of Liberal Arts + 8.66%
College of Communication – 1.89%
College of Education + 20.47%
College of Fine Arts + 4.78%
College of Science & Engineering + 4.11%
College of Nursing & Health Sciences + 2.55%
Neeley School of Business + 13.5%
University Total+ 9.15%

Graduate Enrollment by College

AddRan College of Liberal Arts Graduate Enrollment from Fall 2015 to Fall 2019. Source: Office of Institutional Research
Bob Schieffer College of Communications Graduate Enrollment from Fall 2015 to Fall 2019. Source: Office of Institutional Research
College of Education Graduate Enrollment from Fall 2015 to Fall 2019. Source: Office of Institutional Research
College of Fine Arts Graduate Enrollment from Fall 2015 to Fall 2019. Source: Office of Institutional Research
College of Science and Engineering Graduate Enrollment from Fall 2015 to Fall 2019. Source: Office of Institutional Research
Harris College of Nursing and Health Sciences Graduate Enrollment from Fall 2015 to Fall 2019. Source: Office of Institutional Research
Neeley School of Business Graduate Enrollment from Fall 2015 to Fall 2019. Source: Office of Institutional Research

Department of English Graduate Enrollment Information

The following chart details the graduate enrollment data in the Department of English from Fall 2011 to Fall 2018. All information gathered via the TCU Office of Institutional Research.

Academic YearEnrollment Total

TCU Writing Program Distribution of Labor

GroupPercentage of Labor Distribution
Graduate Instructors27%
Doctoral Lecturers9.5%
WC Faculty3.1%

TCU Undergraduate tuition and fees costs | from fall 2015 to fall 2019

Academic Year/Fall SemesterTuition and Fees
Fall 2015$40,720
Fall 2016$42,670 (+4.79%)
Fall 2017$44,760 (+4.90%)
Fall 2018$46,950 (+4.89%)
Fall 2019$49,250 (+4.90%)

How TCU Compares to Peer Institutions | based on current english department stipends (2018-2019)

InstitutionStipend Amount (if applicable)
Texas Christian University$20,000
Southern Methodist University$28,008
Rice University$26,000
Vanderbilt University$26,000
Baylor UniversityInformation unavailable.

10/29/2019: “Racialized Equity Labor, University Appropriation and Student Resistance”

Today’s #AntiAbleistComposition feature is “Racialized Equity Labor, University Appropriation and Student Resistance” by Veronica Lerma, Laura T. Hamilton, and Kelly Nielson.


“We identify a cycle of racialized labor appropriation whereby: 1) people of color identify problems in the racial environment of their organizations and work to solve them; 2) leadership responds by blocking efforts and/or denying issues; 3) external and/or internal pressures force introspection and push leaders to resolve an organizational threat (e.g., to the university’s public image of diversity); and finally, 4) leadership appropriates racialized equity labor, and in doing so converts it into a diluted diversity initiative. Those engaged in racialized equity labor may resist appropriation, but the cycle takes a toll on activists. The ways in which organizations respond to racialized equity labor offers insight into the reproduction of racial inequities, despite the hard work of people of color to create meaningful racial change.”


Lerma, Veronica, Laura T. Hamilton, and Kelly Nielsen. “Racialized Equity Labor, University Appropriation and Student Resistance.” Social Problems, 2019, pp. 1-18. Online first.