Isabel Baca & Yndalecio Isaac Hinojosa 
Bordered Writers 
Latinx Identities and Literacy Practices at Hispanic-Serving Institutions

Winner of the 2021 Advancement of Knowledge Award presented by the Conference on College Composition and Communication




Bordered Writers explores how writing program administrators and faculty at Hispanic-Serving Institutions (HSIs) are transforming the teaching of writing to be more inclusive and foster Latinx student success. Like its 2007 predecessor,
Teaching Writing with Latino/a Students, this collection contributes to ongoing conversations in writing studies about multicultural pedagogy and curriculum, linguistic diversity, and supporting students of color, while focusing further attention on the specific experiences and strategies of students and faculty at HSIs. Although members of Latinx communities comprise the largest underrepresented minority group in the nation, the needs and strengths of Latinx writers in college classrooms are seldom addressed.
Bordered Writers thus helps to fill a critical gap, giving voice to past and present Latinx scholars, rhetoricians, and students, both in academic essays and in personal
testimonios, in four pivotal areas: developmental English and bridge programs, first-year writing, professional and technical writing, and writing centers and mentored writing. Across contributions, the collection strives to connect all bordered writers and educators, making higher education today not only stronger but also more representative of the nation’s population.

Table of Content

Foreword: Celebrating Bordered Writers


Cristina Kirklighter



Acknowledgments



Introduction


Isabel Baca, Yndalecio Isaac Hinojosa, and
Susan Wolff Murphy



Testimonio 1

A Family
Testimonio en Confianza: Becoming
Pocho


Steven Alvarez




Part I. Developmental English and Bridge Programs



1. Translingualism and ALP: A Rhetorical Model for Bordered Latinx Writers


Lucas Corcoran and
Caroline Wilkinson



2. Developmental Instructors in the Contact Zone: Perspectives from Hispanic-Serving Community Colleges


Erin Doran



3. “One Foot on the Bridge and One Foot off the Bridge”: Navigating the Geographies of Access and Rhetorical Education at an HSI


Jens Lloyd




Testimonio 2

Finding Anzaldua: A West Texas
Testimonio


Christine Garcia




Part II. First-Year Writing



4. Rhetorical Tools in Chicanx Thought: Political and Ethnic Inquiry for Composition Classrooms


Yndalecio Isaac Hinojosa and
Candace de León-Zepeda



5.
Familismo Teaching: A Pedagogy for Promoting Student Motivation and College Success


Yemin Sánchez, Nicole Nicholson, and
Marcela Hebbard



6. Teaching with Bordered Writers: Reconstructing Narratives of Difference, Mobility, and Translingualism


Beatrice Mendez Newman and
Romeo García



Testimonio 3

Inhabiting the Border


Heather Lang




Part III. Professional and Technical Writing



7. Hispanic-Serving Institution as Programmatic Invention: Identifying Learning Objectives for HSI Writing Programs


Kendall Leon and
Aydé Enríquez-Loya



8. Teaching Technical Communication on the Mexico/U.S. Border: A Brief Case Study


Laura Gonzales



Testimonio 4

English,
Español, or
Los Dos


Isabel Baca




Part IV. Writing Centers and Mentored Writing



9. On Longing and Belonging: Latinas in the Writing Center


Nancy Alvarez



10. Mentored Writing at a Hispanic-Serving Institution: Improving Student Facility with Scientific Discourse


Heather M. Falconer



Testimonio 5

The Invisibility of a Lack of Privilege and the Homelessness of a First-Generation Latina Student in Higher Education


Kaylee Cruz



Contributors

Index

About the author

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.