ALL FriDAY SessionS ARE HELD IN THE MICHIGAN League & Alumni Center.
Doing It Better: What Systematic Analysis Can Teach Us about WAC and WID
D1. Panel • Founders D (ALumni Center)
Presentation 1 reports results of a follow-up study to a 1995 examination of WAC textbooks. The second presentation argues for the inclusion of Writing Fellows during initial stages of WID development. Finally, the third presentation analyzes WAC faculty’s narratives and reports differences between faculty in social sciences and humanities.
Amy Mecklenburg-Faenger Park University
Chris Warnick College of Charleston
What is Still Wrong with WAC Textbooks?
Timothy Oleksiak Bloomsburg University
Pragmatic and Theoretical Relationship between Writing Fellows and WEC in New WID Initiatives
Mary Lou Odom Kennesaw State University
They Are Not All the Same: Using Disciplinarity Difference to Support WAC Faculty
“Writing Across” with Community: Manifesting Difference through Inclusivity
D2. Panel • Founders A (ALUMNI CENTER)
Representatives from two WAC programs will dialogue with each other and attendees to investigate realized and potential impacts of developing WAC programs based on community literacy praxis. Attendees will be encouraged to reflect on how their own institutional ecosystems can shape and support their WAC program development and sustainability.
Tiffany Rousculp Salt Lake Community College
Michelle Hall Kells University of New Mexico
Disciplinarity and Its Discontents
D3. Panel • Henderson (League 3rd Floor)
Presenters in this panel use the lens of threshold concepts to briefly examine constructions of disciplinarity in four sites within three universities. Originally identified by JHF Meyer and Ray Land, threshold concepts are concepts that learners must ‘see through and see with’ for full and immersive learning within communities of practice. Recent research has argued that academic disciplines are examples of such communities. After brief presentations, panelists lead participants in a guided discussion to consider the implications for disciplinary identities and writing instruction within and across the sites.
Linda Adler-Kassner University of California, Santa Barbara
Heidi Estrem Boise State University
Shannon Brennan University of California, Los Angeles
Helping Graduate Students Become Successful Writers: A Graduate Writing Center Deploys both Disciplinary Writing Consultants and Generalists to Best Meet Disciplinary Writing Needs
D4. Panel • Room 4 (LEAGUE 1st FLOOR)
Writing consultants from engineering, science, and education will join two generalists to discuss helping graduate students to write in their disciplines. The consultants will explore the value of disciplinary knowledge in writing instruction and support, as well as the benefits of dialogue and cross-training between disciplinary and generalist consultants.
Enrico Sassi North Dakota State
Matt Warner North Dakota State
Kristina Caton North Dakota State
Drew Taylor North Dakota State
Shweta Sharma North Dakota State
Phil Bode North Dakota State
Bridging Content with Literacy: Strategies and Structures that Close the Achievement Gap
D5. Panel • Kalamazoo (LEAGUE 2nd FLOOR)
This panel will share how to implement writing across the curriculum and how important it is for the success of students. We will share knowledge and tips on how to serve a diverse student population by including literacy into daily classroom lessons in ELL, Science, Math, Art, FCS, and SPED.
Jocelyn Reiss Lincoln North Star High School
Susan Frack Lincoln North Star High School
Camelle Kinney Lincoln North Star High School
Bailey Feit Lincoln North Star High School
Improving Practices for Multilingual Literacy
D6. Panel • Room D (LEAGUE 3RD FLOOR)
Three studies analyze learner perceptions, expectations, and needs for improving multilingual communication. Sprague’s case study shows how feedback modalities influence writing success. Gustafsson’s longitudinal study explores relationships between English medium instruction and language development. And Carrick and Sands’ ELL writing assessment of Chinese stem-field learners calls for multimodal literacy development.
Tracy Hamler Carrick Cornell University
Jessica Sands Cornell University
Closing our Doors and Raising our Voices: WAC Administrators, Advocacy, and Collaboration
Magnus Gustafsson Chalmers University of Technology
PROFiLE (Professional Literacy in English): a longitudinal study of the relationship between English as the medium of instruction and the development of professional English literacy
Adam Sprague Bowling Green State University
How Students’ Learning Styles and a Partnership between Writing Centers and Second Language Writing Instructors May Increase Student Achievement and Comfort
International WAC: Translation and Conceptualization
D7. Panel • Founders B (ALUMNI CENTER)
Joyce Meier Michigan State University
Julia Kiernan Michigan State University
Taking It Forward: WID/WAC Implications of “Translating” Projects from a Bridge Writing Class
James P. Austin Fort Hays State University
Calibrating WAC/WID Abroad: Theorizing Difference Among Students at International Universities
Zhoulin Ruan Xi’an Jiaotong Liverpool University
Students’ Perceptions and Practices in L2 Disciplinary Writing at An English Medium University in Mainland China
Narrating across Differences: Identities, Institutions, and Instruction
D8. Roundtable • Founders C (ALUMNI CENTER)
This roundtable is organized around a central question: what role can narrative play in challenging and crossing borders between disciplines, institutional locations, and professional identities? Presenters will consider the role of writing and narratives about writing from a range of institutional perspectives.
Kathleen Daly University of Wisconsin-Madison
Deborah Minter University of Nebraska-Lincoln
Neil Simpkins University of Wisconsin-Madison
Margaret Willard-Traub University of Michigan-Dearborn
Morris Young University of Wisconsin-Madison
Where do our Questions Take Us? How Varying Research Paths Inform Cross-Disciplinary Writing Pedagogy
D9. 5×10 Talk • Koessler (LEAGUE 3RD FLOOR)
All of our proposals share a desire to enhance cross-disciplinary writing pedagogy by exploring unconventional questions and/or research methodologies. Swofford and Pugh ask what students mean when they say that they engage in professional writing as novice members of their disciplines. Porter inquires into the ways in which instructors across various disciplines operationalize genre cues in their writing assignments. Draxler explores museum curation as one example of inclusive, interdisciplinary public scholarship. And Rodger and Fink share insights from neuroscience about best practices for scaffolding professional writing tasks for advanced students in STEM disciplines. In this session, we will explore how our varying research paths all converge on the goal of informing WAC pedagogy.
Sarah Swofford University of Central Arkansas
Melody Pugh United States Air Force Academy
“Professional” Writers or “Professional Writers”?: Considering the Place of “Professional” in Writing in the Disciplines
Anne Porter Providence College
Genre Cues Across the Disciplines
Bridget Draxler Monmouth College
Writing in Public Spaces: Museum Curation as Interdisciplinary Authoring
Lauren Fink UC Davis
Mapping Neuroscience Through Professional Writing
Mentoring and Professional Development Across Generations: A Round Table Discussion About WAC-GO
D10. Roundtable • Hussey (LEAGUE 2nd FLOOR)
This round table discussion, led by both graduate students and established scholar-practitioners, will solicit reflective narratives from the audience in order to consider how a graduate student organization might identify and respond to the needs and interests of new members to further establish a sustainable field identity across generations.
Michelle LaFrance George Mason University
Anne Geller St. John’s University
Jeff Galin Florida Atlantic University
Brian Hendrickson University of New Mexico
Al Harahap University of Arizona
Alisa Russell George Mason University