Ellen C. Carillo is professor of English at the University of Connecticut and the writing program coordinator at its Waterbury Campus. She is the author of Securing a Place for Reading in Composition, A Writer’s Guide to Mindful Reading, Teaching Readers in Post-Truth America, and the MLA Guide to Digital Literacy, as well as the coeditor of Teaching Critical Reading and Writing in the Era of Fake News and editor of Reading Critically, Writing Well. Her scholarship has appeared in several journals and edited collections.

“This project aims to honor the work of a colleague who attempted to bridge serious gaps within English studies—between the study of literature and the study of writing, between the consumption and production of texts—and it does so admirably, while deftly using Scholes’s work to magnify the issues of our day.”—Howard Tinberg, Bristol Community College

Ellen C. Carillo is professor of English at the University of Connecticut and the writing program coordinator at its Waterbury Campus. She is the author of Securing a Place for Reading in Composition, A Writer’s Guide to Mindful Reading, Teaching Readers in Post-Truth America, and the MLA Guide to Digital Literacy, as well as the coeditor of Teaching Critical Reading and Writing in the Era of Fake News and editor of Reading Critically, Writing Well. Her scholarship has appeared in several journals and edited collections.

“This project aims to honor the work of a colleague who attempted to bridge serious gaps within English studies—between the study of literature and the study of writing, between the consumption and production of texts—and it does so admirably, while deftly using Scholes’s work to magnify the issues of our day.”—Howard Tinberg, Bristol Community College

Ellen C. Carillo is professor of English at the University of Connecticut and the writing program coordinator at its Waterbury Campus. She is the author of Securing a Place for Reading in Composition, A Writer’s Guide to Mindful Reading, Teaching Readers in Post-Truth America, and the MLA Guide to Digital Literacy, as well as the coeditor of Teaching Critical Reading and Writing in the Era of Fake News and editor of Reading Critically, Writing Well. Her scholarship has appeared in several journals and edited collections.

“This project aims to honor the work of a colleague who attempted to bridge serious gaps within English studies—between the study of literature and the study of writing, between the consumption and production of texts—and it does so admirably, while deftly using Scholes’s work to magnify the issues of our day.”—Howard Tinberg, Bristol Community College