Policy Regimes of Writing: An Analysis of College Composition and Public Education Policy in the U.S, analyzes the relationship between education policy and college writing. The first part of the book analyzes how the field has engaged in policy discussions from an institutional perspective, focusing on two key moments from the history of its professional organization, the National Council of Teachers of English, as they sought to advocate and participate in policy formation discussions. The second part of the book analyzes policy partnerships on the level of individual teachers and students and how they navigate education policies in their classrooms. Specifically, these chapters outline statewide and, now, federal dual enrollment policies and their impact on college composition instruction. Specifically, this section of the book details the results of a year-long participant observation in one concurrent enrollment high school classroom in suburban Ohio. Together, the two scopic levels of analysis sheds light on how education policy shapes college writing in the U.S., specifically with regard to how the field can position itself as an institution to engage in policy discussions, as well as the ways composition specialists can work within, around, and against policies on the ground floor.
