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by Emily Murphy Cope (Editor), Gabriel Cutrufello (Editor), Kim Fahle Peck (Editor)
Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric publishes research articles written by undergraduates on topics related to rhetoric and writing. Articles integrate secondary sources from the area under investigation and offer primary research conducted by the writer(s) and/or ground inquiry in a defined theoretical framework. Articles make an intellectual contribution to their respective fields. Young Scholars in Writing also publishes collaborative manuscripts and research by or about historically or currently marginalized or underrepresented peoples and cultures. Young Scholars in Writing is peer-reviewed by undergraduate students from a range of two- and four-year colleges from across the U.S. and former contributors to the journal. It is also faculty-reviewed by editorial board members from higher education institutions across the US. CONTENTS OF VOLUME 21 (2024): Editors' Introduction by Emily Murphy Cope, Gabriel Cutrufello, and Kim Fahle Peck ARTICLES: Transforming Taboo: Discursive and Generic Uptake in South Asian Mental Health Recovery Narratives by Anusha Kothari, Oxford College of Emory University Linguistic Inclinations in Query Letters by Karen Quick, Montana State University Reframing Writing, Rhetoric, and Literary Studies: A Mixed Method Approach to Interrogating Intersections by Gabby Bunko, Montana State University Making Confident Changes: Metacognitive Revision and Writing Self-Efficacy in Writing Courses by Isabelle Lundin, Oakland University FIRST-YEAR SPOTLIGHT ARTICLES: Is the Pen Mightier than the Laptop? Digital Natives and Their Preferred Writing Tools by Avery Truman (corresponding author), Dylan Ash, Mason Bodell, Jane Harvey, Clarissa Lloyd, Ellie Miller, Lauren Myers, Hannah Potter, William Spence, Anna Tuite, Isabelle Vasquez, Nevaeh Villastrigo, Landon Corbett, Utah State University "Proud to be Autistic" Greta Thunberg's Queering Rhetorical Genre in Climate Change Advocacy by Amiee Zhao, Oxford College of Emory University
