ALL THURSDAY sessionS ARE HELD IN THE MICHIGAN UNION.

Contextualized Writing Assessment

C1. Panel • Anderson B (1st Floor)

We explore the relationship between the need to assess writing done in specific contexts, and the potential of assessment tools or rubrics that can move across contexts. We offer methods that can be adapted to multiple disciplinary contexts without sacrificing a robust view of writing’s context-specific rhetorical and linguistic features.

Suzanne Lane MIT
Combining Local Assessment and Research: A New Tool for Assessing Students’ Writing Knowledge across the Curriculum

R. Scott Partridge Purdue University
Identifying successful features of extended definition writing in Chemistry: A corpus study

Powerpoint Presentation (pptx)

Elizabeth Kimball Drew University
Language Diversity and the Hidden Learner: A Study on the VALUE Rubric on Reading

Powerpoint Presentation (pptx)

What Works in Interdisciplinary WAC Faculty Development? Results from a Pilot Research Study

C2. Panel • Anderson D (1st Floor)

This panel contributes to conversations about the effects of WAC faculty development by presenting new research about a semester-long WAC faculty seminar based in active-learning. We analyze participant surveys, drafts of writing assignments, and a workshop discussion of those assignments to offer answers to what works in WAC faculty development.

Elisabeth Miller University of Wisconsin-Madison
Brad Hughes University of Wisconsin-Madison
Terry Zawacki George Mason University


Writing Across Difference in Writing Centers, Learning Communities, and Student Organizations

C3. Panel • Anderson C (1st Floor)

These individual presentations will address how WAC/WID programs and writing centers can help students navigate a range of differences – disciplinary, cultural, linguistic, racial, gender – in creating more equitable, ethically attuned, and civically engaged campus communities.

Laurie Ann Britt-Smith College of the Holy Cross
Civic Engagement and WAC/WID: Using Disciplinary Differences to Build Civic Literacy

Brian Hendrickson University of New Mexico
Student Organizations as Sites of Rhetorical Action and Learning


Multiple Perspectives on Institutional Initiatives that Foster Writing as a High-Impact Practice Across and Beyond the University

C4. Panel • Parker (2nd Floor)

These speakers—the Writing Across the University & Writing Center director, the Center for Engaged Learning associate director, and a history faculty member—will discuss how several university initiatives/units support student, faculty and staff writing practices in ways that often promote a dialogue on the rhetorical nature of writing.

Jessie Moore Elon University
Mike Carignan Elon University
Paula Rosinski Elon University


All Graduate Students Can Be WACky: Supporting Graduate Student Writers Across the Curriculum

C5. Panel • Crofoot (1st Floor)

This interactive panel presentation will describe the successful rejuvenation of a graduate writing consultation program within our university’s WAC program, considering how socially situated and genre-mediated understanding of writing and its rhetorical work can improve graduate student professional development.

Alison Bright UC Davis
Matthew Zajic UC Davis

Presentation (pdf)


Writing Concepts: Shared, or Not? Studying Difference in Terministic Screens Across Disciplines and Cultures

C6. Panel • Kuenzel (1st Floor)

This panel explores the “writing lexicons”—terms for key ideas, assumptions, approaches, and processes relating to writing and its pedagogy—used across different disciplinary and (inter)national boundaries. The results of this work can help consultants and faculty to facilitate writers’ adaptation as they join, and write in, different communities of practice.

Chris Anson North Carolina State University
Chen Chen North Carolina State University
Christiane Donahue Dartmouth College


Encouraging a Different View of Writing: Transitioning to a Multimodal Model in WAC Courses

C7. Panel • Pond A (1st Floor)

This panel focuses on varied initiatives already incorporated in our WAC and other writing courses to educate our students and faculty about multi-modal genres. These initiatives included: redesigning curriculums and assignments, implementing professional development workshops, and taking strategic action to educate faculty about the purpose and need for more multi-modal writing instruction. Our presentation will examine how these methods have allowed us to cross disciplinary boundaries, and connect with instructors across the curriculum.

Deborah Coulter-Harris University of Toledo
Anthony Edgington University of Toledo
Paul Conner University of Toledo

Presentation (.docx)  Powerpoint Presentation (.pptx)


Multilingual Learning, Teaching, and Professional Development in the Modern University

C8. 5×10 Talk • 2015A (2nd Floor)

As international enrollment in U.S. higher education has increased, a growing body of research has emerged to focus on pedagogies that address needs and build on strengths of the new, multilingual mainstream. In this presentation, speakers consider how multilingual professional development efforts have evolved across the curriculum in three diverse campus contexts.

Vicki Tolar Burton Oregon State University
Writing Across Borders in the Age of International Ed., INC.

Greer Murphy Woodbury University
Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum

Presentation (pdf)

Alyssa Cavazos University of Texas – Rio Grande Valley
Multilingualism Across Academic Disciplines: Insights from Self-Identified Multilingual Faculty and Students


Designing a WAC Institute for Modal Diversity

C9. Roundtable • Wolverine (1st Floor)

In consideration of the increasing attention to multimodal composition over the past decade, this roundtable presents one institution’s approach to incorporating multimodality into WAC professional development. Responding to expanded conceptions of multimodality, we designed a WAC institute that foregrounded the integrated nature of five modalities (reading, writing, speaking, critical listening, and visualizing).

Ann Blakeslee Eastern Michigan University
Sharon Holt Eastern Michigan University
Jacqueline LaRose Eastern Michigan University
Derek Mueller Eastern Michigan University
Kate Pantelides Middle Tennessee State University
Michael Tew Eastern Michigan University
Joy Versluis Eastern Michigan University
Jayne Yatczak Eastern Michigan University


Collaboration for scientific publication: authorship and co-authorship in a network of Mexican researchers in electronics

C10. Panel • Bates (1st Floor)

This presentation describes practices surrounding scientific writing and publication by a network of researcher, whose publications surpass the average productivity of other Mexican scientists in the same speciality.

Alma Carrasco-Altamirano Benemérita Universidad Autónoma de Puebla
Rocio Brambila-Limon Benemérita Universidad Autónoma de Puebla


Civil Discourse in WAC

C11. Panel • Welker (1st Floor)

Jill Darling University of Michigan
Black Lives Matter: Social Movement, Identity, and Representation in the World, Online, and in Our Classrooms

Randi Gray Kristensen The George Washington University
From DuBois to #BlackLivesMatter: Shifting the discourse of difference from problem to opportunity


New Media Approaches to WAC

C12. Panel • Anderson A (1st Floor)

Vincent A. Cellucci Louisiana State University
Wordless Voices with Words: Event Maps as a Written and Visual Tool for Understanding Design and the Other

Marsha R. Cuddeback Louisiana State University
Wordless Voices with Words: Event Maps as a Written and Visual Tool for Understanding Design and the Other

Dan Martin University of Central Florida
Digital Writing Across the Curriculum

Aron Pease Georgia Southern University
From the Subject to the Posse: New Media Alternatives to the Student-Subject