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The oldest independent periodical in the field, Composition Studies publishes original articles relevant to rhetoric and composition, including those that address teaching college writing; theorizing rhetoric and composing; administering writing programs; and, among other topics, preparing the field's future teacher-scholars. All perspectives and topics of general interest to the profession are welcome. We also publish Course Designs, which contextualize, theorize, and reflect on the content and pedagogy of a course. Contributions to Composing With are invited by the editor, though queries are welcome (send to compstudies@uc.edu). Cfps, announcements, and letters to the editor are most welcome. Composition Studies does not consider previously published manuscripts, unrevised conference papers, or unrevised dissertation chapters. CONTENTS OF COMPOSITION STUDIES 46.2 (Fall 2018): From the Editor COMPOSING WITH: Composing With by Ethan Philbrick ARTICLES: Naming What We Feel: Hierarchical Microaggressions and the Relationship between Composition and English Studies by Meaghan Brewer and Kristen di Gennaro "Higher" School: Nineteenth-Century High Schools and the Secondary-College Divide by Amy J. Lueck Translational Learning: Surfacing Multilingual Repertoires by Ryan McCarty Inhabiting Ordinary Sentences by Peter Wayne Moe Learning about Learning: Composition's Renewed Engagement with Cognition by Ann M. Penrose and Gwendolynne C. Reid Intellectual Risk in the Writing Classroom: Navigating Tensions in Educational Values and Classroom Practice by Alexis Teagarden, Carolyn Commer, Ana Cooke, and Justin Mando COURSE DESIGNS: Advanced Exposition: Writing through Podcasts by Jacob Greene Sociolinguistics for Language and Literacy Educators by Missy Watson WHERE WE ARE: #METOO AND ACADEMIA: Beyond a Hashtag: Considering Campus Policies in the Age of #MeToo by Laura Rosche Literacy Narrative: Ways to Write #MeToo by Tessa Brown Misogyny in the Classroom: Two Women Lecturer's Experiences by Patricia Fancher and Ellen O'Connell Whittet A Vindication of the Rights of Faculty by Michelle Graber Academic Spaces and Grad Student Harassment by Katelyn Lusher Centering the Conversation: Patriarchy, Academic Culture, and #MeToo by Anna Sicari BOOK REVIEWS: Here We Go Again: More Ways of "Making It," Circa 2018 Review of Women's Professional Lives in Rhetoric and Composition: Choice, Chance, and Serendipity, edited by Elizabeth A. Flynn and Tiffany Bourelle and Surviving Sexism in Academia: Strategies for Feminist Leadership, edited by Kirsti Cole and Holly Hassel Reviewed by Michelle Ballif, Diane Davis, and Roxanne Mountford Centering Research, Practice, and Perspectives: Writing Center Studies and the Continued Commitment to Inclusivity and Accessibility Review of The Oxford Guide for Writing Tutors: Practice and Research, by Lauren Fitzgerald and Melissa Ianetta and Writing Centers and Disability, by Rebecca Day Babcock and Sharifa Daniels. Reviewed by Mike Haen Legible Sovereignties: Rhetoric, Representations, and Native American Museums, by Lisa King. Reviewed by Katie Bramlett Florida, edited by Jeff Rice. Reviewed by Jacob W. Craig Inside the Subject: A Theory of Identity for the Study of Writing, by Ra l S nchez. Reviewed by Thomas Girshin Facing the Sky: Composing through Trauma in Word and Image, by Roy F. Fox. Reviewed by Christy Goldsmith Announcement Contributors