Speaking and Writing Across Difference

G1. Panel • Founders A (ALUMNI CENTER)

This panel suggests practical habits of mind for teachers, students, and writers communicating across differences. Presenters discusses creole-speaking students in a virtual learning environment, disciplinary writers’ translating their work for non-disciplinary audiences, gender identity in WAC/WID faculty conversations, and the importance of transdisciplinary literacy.

Schontal Moore University of the West Indies
Is It a Different World, Where I Come From?: Fostering Online Graduate Students’ Writing in a Creole-Speaking Environment

Ryan McCarty University of Michigan
Translational Remainders in Disciplinary Writing and Writing for Non-Disciplinary Audiences

Powerpoint Presentation (ppt)

Sandra Tarabochia University of Oklahoma
Gender in Conversation: A Case Study of Faculty Talk about Teaching Writing

Presentation (.pdf)  Handout (.docx)

Susan Carlton Bowling Green State Uinversity
Transdisciplinarity as an Extension of WAC/WID

Dissertations and Expectations: Making Writing and Research Cultures Visible

G2. Panel • Hussey (LEAGUE 2nd FLOOR)

Parallel studies at two research universities asked:

  • How do doctoral students learn the rules and practices of their programs and disciplines?
  • What practices might help students and supervisors negotiate the demands of dissertation writing?

Our research suggests that writing centers can play a role in negotiating contexts, cultures, and expectations.

Laura Brady West Virginia University
Nathalie Singh-Corcoran West Virginia University
Terry Zawacki George Mason University
Susan Lawrence George Mason University

Embracing Difference and Interrogating Disciplinary Boundaries: A First-Year Writing Program’s Approach to Promoting Inclusivity Within and Beyond the Classroom

G3. Panel • Founders B (ALUMNI CENTER)

This panel will share insights and discuss the challenges of one first-year writing program’s attempt to create a culture of inclusivity through its administration, teacher training, literacy-based pedagogy, and curriculum practices; all of which are working together to embrace the social, cultural, and linguistic differences in our students’ discourse communities.

Cheryl Hoy Bowling Green State University
S. C. Kitty Burroughs Bowling Green State University
Elizabeth Zemanski Bowling Green State University
Chad Van Buskirk Bowling Green State University

Student-Centered Approaches to Teaching Multimodal Composing

G4. Panel • Michigan (LEAGUE 2nd FLOOR)

This session brings together approaches to integrating visual composing and multimodality into academia via (studies of) novel as well as more traditional, academic genres. All three papers have clear pedagogical purposes and are concerned with giving students apt opportunities for expressing themselves within their disciplines and for unpacking expectations within their disciplines.

Andreas Eriksson Chalmers University of Technology, Sweden
Lene Nordrum Lund University
Data Commentary in Science Writing: perceptions and strategies within disciplines

Shuwen Li University of Minnesota
Composing Across Different Modes: A Case Study of a Student’s Self-Initiated Video Project

Faith Kurtyka Creighton University
Trends, Vibes, and Energies: Building on Students’ Strengths in Visual Composing

Powerpoint Presentation (.pptx)

Amy Zenger American University of Beirut
Learning about writing across difference: A visual perspective

Enacting Critical Genre Awareness in Disciplinary Writing Contexts

G5. Panel • Founders C (ALUMNI CENTER)

Genre awareness approaches to writing instruction are commonplace in first-year composition, but how are such approaches enacted in disciplinary writing contexts? Our panel examines three approaches to teaching genre awareness in WID courses housed in English departments, in a geography writing course, and in a graduate-level interdisciplinary Environmental Science writing course.

Justin Atwell North Dakota State University
Over the Threshold: The Popular Discourse Report as Teaching Tool in the WAC/WID Classroom

Lindsay Clark Oklahoma State University
Genre-based instruction as an agent of change: the impact of dialogue in an interdisciplinary graduate writing course

Misty Anne Winzenried University of Washington
Tensions Between “Critically Conscious” and “Doing School”: Genre Instruction in a Writing-Intensive Geography Course

Impacting student writing in a STEM course through WID enhancements and facilitated small-group workshops

G6. Panel • Founders D (ALUMNI CENTER)

STEM WID courses seek to impart the substance of their disciplines as well as their writing styles, but serving both of these ends can be challenging. ANOVA of our research indicates that weekly facilitated peer review groups significantly improve writing and learning. Session participants will brainstorm ideas for student collaboration.

Tereza Joy Kramer Saint Mary’s College of CA
Joseph Zeccardi Saint Mary’s College of CA
Krista Varela Saint Mary’s College of CA
Rebecca Concepcion Pacific University

Powerpoint Presentation (.pptx)

Analyze This! Analysis as Metadisciplinary Practice

G7. Panel • Henderson (LEAGUE 3RD FLOOR)

Teaching analysis is a major task for free-standing writing programs taught by multidisciplinary faculty, but analytical practices are defined within disciplines. We argue that though analysis is framed differently across disciplines, its consistent function allows readers to recognize and evaluate analysis with different objects and features across fields.

Judith Swan Princeton University
Amanda Irwin-Wilkins Princeton University
Genevieve Creedon Princeton University
Keith Shaw Princeton University

Sustaining Innovation and Improvement

G8. Roundtable • Room D (LEAGUE 3RD FLOOR)

Program improvements are hard to sustain without broad faculty support, ongoing faculty development, and persistence on the part of program administrators. Drawing on their experiences as leaders in the implementation of university-wide writing and eportfolio projects at Auburn University, presenters will discuss this problem and strategies for addressing it.

Hilary Wyss Auburn University
Chuck Hemard Auburn University
John Kush Auburn University School of Forestry & Wildlife Sciences
Becky Barlow Auburn University
Miriam Marty Clark Auburn University

Fairness, Inclusivity, Kindness: Developing meaningful learning experiences for ALL students in WAC/WID environments

G9. 5×10 Talk • Koessler (LEAGUE 3RD FLOOR)

Panel members will share teaching and tutoring strategies that promote improved access to writing instruction for all students, regardless of (dis)ability status, language status, prior writing knowledge, or self-efficacy level. The talks will include real-life classroom and writing center applications, actual student writing, and first-hand student commentary.

Kelly A. Shea Seton Hall University
Kindness in the Classroom: “Accommodations” for All Students

Presentation (.doc)  Powerpoint Presentation (.ppt)

Jo Ann Vogt Indiana University
Look First At Yourself: Fostering A Culture of Fairness for All Writers

MOOCs, Writing, and Difference: The Increasingly International Space of Massive Online Open Courses

G10. Panel • Room 4 (LEAGUE 1st FLOOR)

Our panel will explore how different media, languages, and modes are encountered and questioned in Massive Online Open Courses. While the hype has subsided, MOOCs are still enrolling millions of students around the world, and the mix of native and non-native English speakers creates a unique space to consider diverse ideas and conceptions about writing.

Karen Head Georgia Tech University
Steven D. Krause Eastern Michigan University
Kate Fedewa O’Connor Michigan State University

Assessing Writing-Intensive Courses Across the Disciplines

G11. Panel • Kalamazoo (LEAGUE 2nd FLOOR)

This panel discusses approaches to assessing writing-intensive requirements across the disciplines at three public universities. Presentations focus on different elements of assessment: strategic planning and implementation while promoting WAC program development; efficacy of a mixed methods protocol; and findings of a comparative study of outcomes in 1- and 3-credit courses.

Jonathan Cisco University of Missouri
Amy Lannin University of Missouri
‘How Do You Know That Works?’: A Mixed Methods Approach to Assessing Student Writing in Writing Intensive Courses

Presentation (pdf)

Tom Deans U of Connecticut
1-Credit Writing-Intensive Courses in the Disciplines: Results from a Study of Outcomes in Four Disciplines (Allied Health, Animal Science, Economics, Nutritional Sciences)

Donna Evans Eastern Oregon University
Can[’t] Get There from Here

Presentation (.pdf) Powerpoint Presentation (.pptx)