The Role of Difference in Studies of Transfer of Writing Knowledge and Practice: What We Have Learned from a Four-Campus Study

F1. Panel • Hussey (LEAGUE 2nd FLOOR)

In our current project, we employ the TFT model on four campuses, including the most diverse public institution in New England and a mid-Atlantic Hispanic-serving institution serving first-generation students. This extended study allows us to document not only the efficacy of the TFT curriculum, but also the response to it by different kinds of students on different kinds of campuses.

Kara Taczak University of Denver
Kathleen Yancey Florida State University
Liane Robertson William Paterson University of New Jersey
Erin Workman Florida State University
Matthew Davis University of Massachusetts, Boston

Graduate Writing: Inside and Outside the Classroom

F2. PANEL • Henderson (LEAGUE 3rD FLOOR)

This panel presents a discussion of graduate writers and the various ways that they develop their identity and competence as academic writers. Reporting and analyzing views and perspectives of writing activities in classrooms, boot camps, interdisciplinary writing groups, and graduate writing centers, the speakers formulate a dialogue on the value of graduate writing practices in transdisciplinary spaces.

Paula Carlino University of Buenos Aires / CONICET
GICEOLEM: research-training community, research team, and writing group. Diversity and inclusion within the University of Buenos Aires

Presentation (pdf)

Rachael Cayley University of Toronto
Dissertation Boot Camps: Facilitating Writing, Facilitating Identity Formation

Presentation (pdf)

Meghan Hancock University of Louisville
New Graduate Students’ Experiences With Writing: A Cross-Disciplinary Case Study

Teaching Reflective Writing across Disciplines

F3. Panel • Room 4 (LEAGUE 1st FLOOR)

This panel offers discipline-specific strategies to improve students’ reflective writing, critical thinking, and synthesis skills. We hope to foster discussion both of innovative pedagogies that encourage students’ reflective practices and of ways to increase faculty understanding of reflective writing and its potential.

Miriam Marty Clark Auburn University
Brandon Sams Auburn University
Andrew Kozlowski Auburn University
Lesley Erin Bartlett Auburn University

WAC Four Years In: Lessons In Working Across, With, and Against Disciplinary Differences

F4. Presentation • Founders A (ALUMNI CENTER)

Building a WAC program necessitates attention to differences in disciplinary discourses, teaching and learning philosophies, and administrative structure of units. This presentation considers lessons learned and provides the audience with strategies for embracing disciplinary differences when building a campus-wide consensus about writing instruction.

Landon Berry University of Central Florida

Industrial Workplace Research, Addressing Multiple Audiences, and Gaining Access: Considerations for Technical, Professional, and Business Writing Researchers and Students

F5. Panel • Founders B (ALUMNI CENTER)

An assistant professor, a factory machine operator, and an electrical engineer will discuss the benefits for technical, professional, and business writing students/researchers to study industrial workplaces. Because of restrictions in researching industrial spaces, we advocate for an “invested insider” who can help them navigate the process of gaining access.

Elena G. Garcia Utah Valley University
Lupe Garcia
Joaquin Garcia

Genre Pedagogy in Three Contexts

F7. Panel • Founders C (ALUMNI CENTER)

This session raises three questions about genre pedagogy: How
can writers be helped to write powerful personal statements in grant
applications? How can ‘hybrid genres’ like the scoping project report be
taught? How does writing about social justice in disciplinary contexts
impact students’ abilities to negotiate political action?

Hannah Dickinson Hobart and William Smith Colleges
Disciplining Violence

Presentation (.docx)

Meeta Padmanabhan University of Wollongong
The scoping project report: a unique task in a Masters of Engineering course

Ann Johns San Diego State University
Working in a Cross-curricular, Anomalous Genre: The Personal Statement

New Spaces in Familiar Places: Using Writing to Make Room for Difference and Inclusion

F8. 5×10 Talk • Michigan (LEAGUE 2nD FLOOR)

Designing learning experiences with the diverse backgrounds, fields, and experiences of our students in mind is essential to sound writing pedagogy. This panel offers innovative approaches to writing practices that use rubrics, rhetorical grammar, rhetorical reading, safe/brave space writing, and eportfolios to make room for difference.

Jennifer Grouling Ball State University
Students in Boxes: WAC Rubrics and Multiculturalism

Presentation Video (.mp4)

Elizabeth Hildinger University of Michigan
Lessons Learned from a Diverse Course Population: Making Generalizations Particular

Debrah Huffman Indiana University; Purdue University-Fort Wayne
Rhetorical Reading as a Lens to See Disciplinary Treatment of Difference

Lucia Pawlowski University of St. Thomas
Teaching Controversial Content: A Writing Curriculum for the Brave Space Classroom

Heather Stuart Auburn University
Strategies to Incorporate Student Voices into an Interdisciplinary Writing Program

Writing Beyond the Curriculum through Community Engagement

F9. Panel • Founders D (ALUMNI CENTER)

This panel explores how students’ community-engaged writing beyond the university influences their writing within and across the curriculum. Presenters share research findings on how students’ community engagement affects their multimodal writing and engineering communications. Presenters also offer concrete pedagogical strategies based on their findings.

Stephanie White University of Waterloo
New Audience, New Approach: Findings from a qualitative study of a community-engaged Engineering Communications course

Annie Knepler Portland State University
Exploring New Ground: Multimodal Writing and Community-Based Learning

Dissertation Writing Across Disciplines & Differences: The Doctoral Student Writing Study

F10. Panel • Koessler (LEAGUE 3RD FLOOR)

In this interactive session, audience members will discuss and work with a replicable instrument (developed by the presenting researchers) that investigates doctoral students’ perceptions of their dissertation writing experience, development, and needs, in relation to their access to resources, mentoring, and feedback.

Michele Eodice University of Oklahoma
Shannon Madden University of Rhode Island
Alicia Burris University of Oklahoma
Ivan Ozbolt
Moira Ozias University of Oklahoma

F11. Poster Session

Concourse (LEAGUE 2nd FLOOR)

Science Writing and Rhetorical Training: A New Model for Developing Graduate Science Writers

This poster details SciWrite@URI, a National Science Foundation-funded training program in science writing at the University of Rhode Island. Working with graduate students and faculty in the sciences, the project emphasizes habitual writing, multiple genres, and frequent reviews to train more effective science communicators and more effective scientists.

Jenna Morton-Aiken University of Rhode Island
Ingrid Lofgren University of Rhode Island
Caroline Gottschalk Druschke University of Rhode Island
Nancy Karraker University of Rhode Island
Scott McWilliams University of Rhode Island
Nedra Reynolds University of Rhode Island


Poster (pdf)

Scaffolding in the Writing Center: A More Nuanced, Inclusive Approach to Tutoring Writing

Our poster presents the methodology and early results of a study at our writing and speaking center. The study examines the tutoring strategies most likely to motivate students’ revision choices discussed in the tutoring session. We use a framework developed by Jo Mackiewicz and Isabelle Thompson to analyze tutoring moves–instruction, cognitive scaffolding, and motivational scaffolding–as it effectively describes what happens in tutoring sessions identified as successful. By confirming the value of a scaffolding approach to tutoring, our study will describe a writing center pedagogy that addresses diverse learners’ needs.

Sarah Peterson Pittock Stanford University
Julia Bleakney Stanford University


Supporting Literacies Within, Across, and Beyond the University

Partnerships between our university’s WAC program, writing center, and programs across our campus have resulted in several literacy initiatives that engage varying populations within and beyond the university. This poster presents four of these initiatives and accompanying research results.

Beth Sabo Eastern Michigan University
Bryan Alfaro Eastern Michigan University


Poster (pdf)

Writing across disciplinary differences: Gamifying WAC

The Game of Writing software package was developed at the University of Alberta to enable us to teach writing classes using gamification principles. A key feature of this software is that it connects students from different backgrounds by encouraging them to read and comment on each other’s work online.

Roger Graves University of Alberta
Heather Graves University of Alberta


Discipline differences and resource use: How do students approach literature in science writing?

This research investigates the challenges that students encounter when using scientific literature in professional science writing, including selecting, citing, and paraphrasing scientific articles. Consistently, students do not properly identify resources as primary or secondary. Students also have difficultly paraphrasing primary sources, which sometimes causes students to incorrectly use these resources.

Kristin Klucevsek Duquesne University
Allison Brungard Duquesne University