AboutZhaozhe Wang is an Assistant Professor of Writing Studies at the University of Toronto, where he holds a cross-appointment in the Institute for the Study of University Pedagogy and Ontario Institute for Studies in Education. He currently serves on the CCCC Executive Committee and as Chair of the CCCC Second Language Writing Standing Group.
EducationPh.D. in English, Purdue University
M.A. in English, University of Maine
Silva, T., & Wang, Z. (Eds.). (2021). Reconciling translingualism and second language writing. Routledge.
Refereed Journal Articles
Wang, Z. (2022). Rhetorical economy: Affect, labor, and capital in transnational digital circulation. Quarterly Journal of Speech, 108(4), 382-401.
Wang, Z. (2022). From disciplinary diaspora to transdisciplinarity: A home for second language writing professionals in composition. College English, 84(5), 467-490.
Wang, Z. (2021). The switched-off circulation: A rhetoric of disconnect. Rhetoric Review, 40(4), 395-411. (Winner of Rhetoric Review Theresa J. Enos Anniversary Award)
Wang, Z. (2021). Too green to talk disciplinarity. Composition Studies, 49(1), 172-175.
Wang, Z. (2020). Toward a rhetorical model of directed self-placement. WPA: Writing Program Administration, 44(1), 45-67.
Wang, Z. (2020). Activist rhetoric in transnational cyber-public spaces: Toward a comparative materialist approach. Rhetoric Society Quarterly, 50(4), 240-253.
Wang, Z. (2020). First-year writing instructors’ perceived challenges in working with international second language writers: An institutional survey study. Chinese Journal of Second Language Writing, 1(1), 111-131.
With Silva, T., Zhang, C. A., Chen, Y., Li, Y., Yang, K., & Sun, Y. (2020). Doctoral study in second language writing studies in the United States: Some Chinese Students’ Perspectives. Chinese Journal of Second Language Writing, 1(1), 1-17.
Wang, Z. (2019). Relive differences through a material flashback. College Composition and Communication, 70(3), 380-412.
Wang, Z. (2019). Carving out a dialogic space for “I”: A corpus-based study of novice L2 writers’ use of first-person pronouns in argumentative essays. L2 Journal, 11(1), 20-34.
Wang, Z. (2018). Rethinking translingual as a transdisciplinary rhetoric: Broadening the dialogic space. Composition Forum, 40.
Wang, Z. (2022). Auto-ethnographic performance of differences as anti-racist pedagogy. In B. Schreiber, E. Lee, J. Johnson, & N. Fahim (Eds.), Linguistic Justice on Campus: Pedagogy and Advocacy for Multilingual Students (pp. 41-57). Multilingual Matters.
Wang, Z., & Silva, T. (2021). Introduction: Reconciling translingualism and second language writing. In T. Silva & Z. Wang (Eds.), Reconciling Translingualism and Second Language Writing (pp. 1-10). Routledge.
Wang, Z. (2020). Advocating for Multilingual Students in a Time of Crisis. TESOL Bilingual-Multilingual Education Interest Section Newsletter.
MembershipsConference on College Composition and Communication
Modern Language Association
National Council of Teachers of English