This book addresses the field’s growing attention to the multiple locations for advanced writing instruction. A helpful term for mapping this new terrain is that of the “vertical curriculum,” and the 14 essays presented here reflect the various ways instructors have come to understand the role of advanced writing for the undergraduate and graduate student, those teaching across disciplines, and for those working inside the academy and beyond it. At the same time, these essays invite the reader to consider the forums, technologies, and genres in which we compose and publish advanced writing, and the dialectical relationship between theory and praxis.

The arc of the chapters illustrates how advanced writing has been re-envisioned in exciting ways, ultimately arguing that what is means to teach advanced writing is best understood in terms of the exigencies and material conditions of local student populations, writing programs, and institutional missions. Designed for instructors, writing program administrators, and students in rhetoric and composition, this book makes a case for the teaching of writing wherever we find ourselves in the vertical curriculum.